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“The limitations of working memory only apply to new, yet to be learned information that has not been stored in long-term memory.”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Sweller, 2003
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THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
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When two sensory modes are better than one.
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Self-citationWhen problem solving is superior to studying worked examples.
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Self-citationWhen less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.
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Incorporating learner experience into the design of multimedia instruction.
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Self-citationLevels of Expertise and Instructional Design
Kalyuga, S., Chandler, P., & Sweller, J. (1998) · Human Factors: The Journal of the Human Factors and Ergonomics Society · doi:10.1518/001872098779480587 · Cited by 520
Self-citationThe Suppression of Visualization by Reading
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Chunking in recall of symbolic drawings
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Guidance during mathematical problem solving.
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Proceedings of the 15th Annual Conference of the Cognitive Science Society
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Structuring Effective Worked Examples
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Self-citationA comparison of cognitive load associated with discovery learning and worked examples.
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Self-citationThe Processes Involved in Designing Software.
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The Role of Visual Indicators in Dual Sensory Mode Instruction
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Self-citationDevelopment of expertise in mathematical problem solving.
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Self-citationThe Impact of Goal Specificity on Strategy Use and the Acquisition of Problem Structure
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Strategies for Programming Instruction in High School: Program Completion vs. Program Generation
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Self-citationStrategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation
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What do students learn while solving mathematics problems?
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Self-citationLearner Experience and Efficiency of Instructional Guidance
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Self-citationThrough a narrow window: working memory capacity and the detection of covariation
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Self-citationSome Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning
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- Self-citation
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Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 7,776
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Self-citationCognitive Load Theory and Complex Learning: Recent Developments and Future Directions
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Self-citationElement Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
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Self-citationDefining Twenty-First Century Skills
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012) · Assessment and Teaching of 21st Century Skills · doi:10.1007/978-94-007-2324-5_2 · Cited by 1,809
Metadata
- Authors
- Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- Corresponding author
- Sweller, John
- ORCID
- Sweller, John
- Venue
- Psychology of Learning and Motivation
- Publisher
- Elsevier
- Published
- 2003
- Pages
- 215-266
- ISSN
- 0079-7421 (ISSN-L)
- OpenAlex
- W1860905340
- Cited by
- 511
- References
- 117
- Citations by year
- 2026: 8 · 2025: 10 · 2024: 12 · 2023: 32 · 2022: 18 · 2021: 43 · 2020: 27 · 2019: 16 · 2018: 19 · 2017: 30 · 2016: 16 · 2015: 30 · 2014: 21 · 2013: 28 · 2012: 34
- FWCI
- 49.87
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- The Psychology of learning and motivation/The psychology of learning and motivation (publishedVersion)
- Topics
- Social Sciences › Human Factors and Ergonomics › Human-Automation Interaction and Safety
- Physical Sciences › Engineering › Safety, Risk, Reliability and Quality › Traffic and Road Safety
- Physical Sciences › Engineering › Civil and Structural Engineering › Road Transport and Highway Systems
- Keywords
- driver information processing, situational awareness, visual load, route choice, driver behavior, human-computer interaction, autonomous vehicles, road safety, research trends
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