The DOI matches its Crossref record; 54 of the 55 references it cites were found in a registry or an index.
Instructional control of cognitive load in the training of complex cognitive tasks
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“With regard to the assessment factors, mental load is imposed by the task or environmental demands. This task-centered dimension, considered independent of subject characteristics, is constant for a given task in a given environment”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Paas and van Merriënboer 1994a
In the citing paper
“This means that mental load is determined by the task only, and that mental effort and performance are determined by the task, subject characteristics and their interactions.”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Paas and van Merrie ¨nboer 1994a
In the citing paper
“When studies like the one conducted by Denessen et al. (2008) would also incorporate cognitive load measures (e.g., the unidimensional nine-point symmetrical mental effort rating scale [Paas 1992], heart-rate variability [Paas and Van Merriënboer 1994], taskevoked pupillary responses [Van Gerven et al. 2002], or responses to secondary tasks [Marcus et al. 1996]), it would become possible to”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Paas and Van Merriënboer 1994
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Cited by
Sorted by citations
Cognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Self-citationCognitive Load Measurement as a Means to Advance Cognitive Load Theory
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Self-citationCognitive Architecture and Instructional Design: 20 Years Later
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Self-citationCognitive Load Theory and Complex Learning: Recent Developments and Future Directions
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Metadata
- Authors
- Paas, F. G. W. C., & Van Merriënboer, J. J. G.
- Affiliations
- University of Twente (NL)
- ORCID
- Paas, Fred G. W. C.
- Venue
- Educational Psychology Review
- Published
- 1994-12
- Volume
- 6
- Issue
- 4
- Pages
- 351-371
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2064749740
- Semantic Scholar
- 7da7919fae413c0d417479597adaefa30ee593e9
- Cited by
- 968
- References
- 55
- Citations by year
- 2026: 92 · 2025: 77 · 2024: 61 · 2023: 63 · 2022: 64 · 2021: 62 · 2020: 58 · 2019: 51 · 2018: 54 · 2017: 35 · 2016: 36 · 2015: 47 · 2014: 37 · 2013: 33 · 2012: 34
- FWCI
- 3.18
- Type
- journal article
- Language
- en
- Open access
- green
- research.utwente.nl
- Licence
- other-oa
- www.springer.com/tdm (tdm)
- Locations
- Educational Psychology Review (publishedVersion)
- University of Twente Research Information (publishedVersion, other-oa)
- University of Twente Research Information (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Human Factors and Ergonomics › Human-Automation Interaction and Safety
- Keywords
- cognitive load, instructional control, complex cognitive tasks, instructional design model, attentional orienting, novice learning
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