The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice
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Citations
Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · cited 7×
“is of limited duration (Ericsson et al., 1993).”
BackgroundInfluentialSelf-citationCognitive 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-citationProtocol Analysis: Verbal Reports as Data
Ericsson, K. A., & Simon, H. A. (1993) · doi:10.7551/mitpress/5657.001.0001 · Cited by 3,537
Self-citationEricsson, K. A., & Kintsch, W. (1995) · Psychological Review · doi:10.1037/0033-295x.102.2.211 · Cited by 3,498
Self-citationCognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894
Paas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150
Self-citationEXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints
Ericsson, K. A., & Lehmann, A. C. (1996) · Annual Review of Psychology · doi:10.1146/annurev.psych.47.1.273 · Cited by 2,139
Self-citationKalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927
Sweller, J. (2004) · Instructional Science · doi:10.1023/b:truc.0000021808.72598.4d · Cited by 470
Cited by
Schnotz, W., & Rasch, T. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504797 · Cited by 273
Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning
Kalyuga, S., & Sweller, J. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504800 · Cited by 265
Optimising worked example instruction: Different ways to increase germane cognitive load
Paas, F., & van Gog, T. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.02.004 · Cited by 252
Self-citationHarris, D., Wilson, M., & Vine, S. (2020) · Virtual Reality · doi:10.1007/s10055-019-00422-9 · Cited by 146
Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2022) · Review of Educational Research · doi:10.3102/00346543211052329 · Cited by 148
“Cognitive load theory describes how learning is affected by the natural limits of our working memory (Sweller et al., 1998; Sweller et al., 2019; Van Gog et al., 2005; van Merriënboer & Sweller, 2005).”
Metadata
- Authors
- van Gog, T., Ericsson, K. A., Rikers, R. M. J. P., & Paas, F.
- Venue
- Educational Technology Research and Development
- Published
- 2005-09
- Volume
- 53
- Issue
- 3
- Pages
- 73-81
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2001619142
- Cited by
- 209
- References
- 14
- FWCI
- 7.91
- Type
- journal article
- Language
- en
- Open access
- green
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- van Gog, T., Ericsson, K. A., Rikers, R. M. J. P., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development. https://doi.org/10.1007/bf02504799
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
