The DOI matches its Crossref record; 81 of the 81 references it cites were found in a registry or an index.
Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture
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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.
“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, 2004
The borrowing and reorganizing principle suggests that information can be better obtained from an instructor, either in person or via instructional materials, rather than discovering information by oneself.
“The principle suggests that information can be better obtained from an instructor, either in person or via instructional materials, rather than discovering information by oneself.”
From An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012) · cites this paper as Sweller 2004
According to the current evolutionary perspective of cognitive load theory, humans have evolved to communicate with each other in order to obtain most of their information from each other.
“According to the current evolutionary perspective of cognitive load theory, humans have evolved to communicate with each other in order to obtain most of their information from each other.”
From An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012) · cites this paper as Sweller 2004
The borrowing and reorganizing principle states that long-term memory is built primarily by observing and imitating other people, listening to what they say and reading what they write.
“This principle states that long-term memory is built primarily by observing and imitating other people, listening to what they say and reading what they write.”
From An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012) · cites this paper as Sweller 2004
The borrowing and reorganizing principle states that long-term memory is built primarily by imitating other people, through the borrowing of information from other people's long-term memory.
“This led to the borrowing and reorganizing principle (Sweller 2004;Sweller and Sweller 2006), which states that LTM is built primarily by imitating other people, through the borrowing of information from other people's LTM.”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Sweller 2004
Citations
Cites
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
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The magical number seven, plus or minus two: Some limits on our capacity for processing information.
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Cognitive Load During Problem Solving: Effects on Learning
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Self-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
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“Chase and Simon (1973) confirmed this result and found no differences between less and more able players in memory of random board configurations.”
Cognitive load theory, learning difficulty, and instructional design
Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801
Self-citationEricsson, K. A., & Kintsch, W. (1995) · Psychological Review · doi:10.1037/0033-295x.102.2.211 · Cited by 3,498
Cognitive Load Theory and Instructional Design: Recent Developments
Paas, F., Renkl, A., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_1 · Cited by 3,041
Self-citationShort-term retention of individual verbal items.
Peterson, L., & Peterson, M. J. (1959) · Journal of Experimental Psychology · doi:10.1037/h0049234 · Cited by 2,939
Cognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894
Self-citationPaas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927
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Why Some Material Is Difficult to Learn
Sweller, J., & Chandler, P. (1994) · Cognition and Instruction · doi:10.1207/s1532690xci1203_1 · Cited by 1,455
Self-citationMcNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996) · Cognition and Instruction · doi:10.1207/s1532690xci1401_1 · Cited by 1,341
Mayer, R. E., & Moreno, R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.312 · Cited by 1,315 · cited 2×
“Demonstrations of the modality effect may be found in Jeung, Chandler, and Sweller (1997); Mayer and Moreno (1998); Moreno and Mayer (1999); Mousavi, Low, and Sweller (1995); Tindall-Ford, Chandler, and Sweller (1997).”
BackgroundThe Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
Sweller, J., & Cooper, G. A. (1985) · Cognition and Instruction · doi:10.1207/s1532690xci0201_3 · Cited by 1,214
Self-citationPaas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.122 · Cited by 1,198 · cited 2×
“Many experiments have demonstrated this basic worked example effect: Carroll (1994); Cooper and Sweller (1987); Miller, Lehman, and Koedinger (1999); Paas (1992); Paas and Van Merrienboer (1994) ; Pillay (1994); Quilici and Mayer (1996); Sweller and Cooper (1985); Trafton and Reiser (1993).”
BackgroundMethodMayer, R. E., Heiser, J., & Lonn, S. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.187 · Cited by 1,029
Mayer, R. E., & Anderson, R. B. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.444 · Cited by 1,000 · cited 2×
“As well as this spatial version of the effect, Mayer and Anderson (1991, 1992) demonstrated a temporal version.”
BackgroundReducing cognitive load by mixing auditory and visual presentation modes.
Mousavi, S. Y., Low, R., & Sweller, J. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.2.319 · Cited by 995
Self-citation(1999) · Cited by 944
Animations need narrations: an experimental test of a dual-coding hypothesis.
Mayer, R. E., & Anderson, R. B. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.4.484 · Cited by 883 · cited 2×
“As well as this spatial version of the effect, Mayer and Anderson (1991, 1992) demonstrated a temporal version.”
BackgroundTaking the Load Off a Learner's Mind: Instructional Design for Complex Learning
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_2 · Cited by 857
THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
CHANDLER, P., & SWELLER, J. (1992) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1992.tb01017.x · Cited by 767
Self-citationAssimilating complex information
Pollock, E., Chandler, P., & Sweller, J. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00016-0 · Cited by 692 · cited 2×
“This effect was obtained by Pollock, Chandler, and Sweller (2002).”
BackgroundSelf-citationEffects of schema acquisition and rule automation on mathematical problem-solving transfer.
Cooper, G., & Sweller, J. (1987) · Journal of Educational Psychology · doi:10.1037/0022-0663.79.4.347 · Cited by 688
Self-citationLearning from worked-out examples: A study on individual differences
RENKL, A. (1997) · Cognitive Science · doi:10.1016/s0364-0213(99)80017-2 · Cited by 679
Modality effects and the structure of short-term verbal memory
Penney, C. G. (1989) · Memory & Cognition · doi:10.3758/bf03202613 · Cited by 633
Cognitive load as a factor in the structuring of technical material.
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.119.2.176 · Cited by 629
Self-citationWhen two sensory modes are better than one.
Tindall-Ford, S., Chandler, P., & Sweller, J. (1997) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.3.4.257 · Cited by 559
Self-citationWhen problem solving is superior to studying worked examples.
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.3.579 · Cited by 548
Self-citationRenkl, A., & Atkinson, R. K. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_3 · Cited by 540 · cited 1×
“The guidance fading effect is obtained when this procedure is superior to one in which fading is not used (see Renkl 1997; Renkl and Atkinson 2003; Renkl, Atkinson and Maier 2000; Renkl, Atkinson, Maier and Staley 2002).”
MethodWhen less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.
Mayer, R., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.64 · Cited by 534
Incorporating learner experience into the design of multimedia instruction.
Kalyuga, S., Chandler, P., & Sweller, J. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.1.126 · Cited by 525
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-citationEvolution of human cognitive architecture
Sweller, J. (2003) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(03)01015-6 · Cited by 511
Self-citationChunking in recall of symbolic drawings
Egan, D. E., & Schwartz, B. J. (1979) · Memory & Cognition · doi:10.3758/bf03197595 · Cited by 482
Guidance during mathematical problem solving.
Tarmizi, R. A., & Sweller, J. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.424 · Cited by 464
Self-citationCraig, S. D., Gholson, B., & Driscoll, D. M. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.2.428 · Cited by 455
Structuring Effective Worked Examples
Ward, M., & Sweller, J. (1990) · Cognition and Instruction · doi:10.1207/s1532690xci0701_1 · Cited by 396
Self-citationA comparison of cognitive load associated with discovery learning and worked examples.
Tuovinen, J. E., & Sweller, J. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.334 · Cited by 381
Self-citationThe Processes Involved in Designing Software.
Atwood, M. E., Jeffries, R., Turner, A. A., & Polson, P. G. (1980) · Defense Technical Information Center (DTIC) · Cited by 356
From Example Study to Problem Solving: Smooth Transitions Help Learning
Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002) · The Journal of Experimental Education · doi:10.1080/00220970209599510 · Cited by 312
Role of examples in how students learn to categorize statistics word problems.
Quilici, J. L., & Mayer, R. E. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.144 · Cited by 311
van Merriënboer, J. J. G., Schuurman, J. G., de Croock, M. B. M., & Paas, F. G. W. C. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00020-2 · Cited by 298 · cited 1×
“This procedure partially uses someone else’s knowledge as a central executive to reduce random generation of moves and is as effective as using full worked examples (Paas 1992; Paas and Van Merrienboer 1994; Van Merrienboer 1990; Van Merrienboer and de Croock 1992; Van Merrienboer and Krammer 1987; Van Merrienboer, Sc…”
MethodThe Role of Visual Indicators in Dual Sensory Mode Instruction
Jeung, H., Chandler, P., & Sweller, J. (1997) · Educational Psychology · doi:10.1080/0144341970170307 · Cited by 295 · cited 2×
“Demonstrations of the modality effect may be found in Jeung, Chandler, and Sweller (1997); Mayer and Moreno (1998); Moreno and Mayer (1999); Mousavi, Low, and Sweller (1995); Tindall-Ford, Chandler, and Sweller (1997).”
BackgroundSelf-citationBrünken, R., Plass, J. L., & Leutner, D. (2004) · Instructional Science · doi:10.1023/b:truc.0000021812.96911.c5 · Cited by 277
Development of expertise in mathematical problem solving.
Sweller, J., Mawer, R. F., & Ward, M. R. (1983) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.112.4.639 · Cited by 258
Self-citationMarcus, N., Cooper, M., & Sweller, J. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.49 · Cited by 244
Self-citationThe Impact of Goal Specificity on Strategy Use and the Acquisition of Problem Structure
Vollmeyer, R., Burns, B. D., & Holyoak, K. J. (1996) · Cognitive Science · doi:10.1207/s15516709cog2001_3 · Cited by 224
Strategies for Programming Instruction in High School: Program Completion vs. Program Generation
van Merriënboer, J. J. G. (1990) · Journal of Educational Computing Research · doi:10.2190/4nk5-17l7-twqv-1ehl · Cited by 222
Using worked examples as an instructional support in the algebra classroom.
Carroll, W. M. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.3.360 · Cited by 209
Yeung, A. S., Jin, P., & Sweller, J. (1998) · Contemporary Educational Psychology · doi:10.1006/ceps.1997.0951 · Cited by 208
Self-citationStrategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation
Van Merriënboer, J. J. G., & De Croock, M. B. M. (1992) · Journal of Educational Computing Research · doi:10.2190/mjdx-9pp4-kfmt-09pm · Cited by 207
What do students learn while solving mathematics problems?
Owen, E., & Sweller, J. (1985) · Journal of Educational Psychology · doi:10.1037/0022-0663.77.3.272 · Cited by 206
Self-citationLearner Experience and Efficiency of Instructional Guidance
Kalyuga, S., Chandler, P., & Sweller, J. (2001) · Educational Psychology · doi:10.1080/01443410124681 · Cited by 192
Self-citationCooper, G., Tindall-Ford, S., Chandler, P., & Sweller, J. (2001) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.7.1.68 · Cited by 191
Self-citationEffects of goal specificity on means–ends analysis and learning.
Sweller, J., & Levine, M. (1982) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.8.5.463 · Cited by 182
Self-citationA comparison of texts and their summaries: Memorial consequences
Reder, L. M., & Anderson, J. R. (1980) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(80)90122-x · Cited by 162
Goals and Learning in Microworlds
Miller, C. S., Lehman, J. F., & Koedinger, K. R. (1999) · Cognitive Science · doi:10.1207/s15516709cog2303_2 · Cited by 160
Goals and Learning in Microworlds
Miller, C. S., Lehman, J. F., & Koedinger, K. R. (1999) · Cognitive Science · doi:10.1016/s0364-0213(99)00007-5 · Cited by 158
Mwangi, W., & Sweller, J. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1602_2 · Cited by 156
Self-citationEffects of spacing and embellishment on memory for the main points of a text
Reder, L. M., & Anderson, J. R. (1982) · Memory & Cognition · doi:10.3758/bf03209210 · Cited by 119
Beliefs and data on the relationship between consistency and accuracy of eyewitness testimony
Brewer, N., Potter, R., Fisher, R. P., Bond, N. W., & Luszcz, M. A. (1999) · Applied Cognitive Psychology · doi:10.1002/(sici)1099-0720(199908)13:4 · Cited by 117
Cognitive load effects in a primary-school geometry task
Bobis, J., Sweller, J., & Cooper, M. G. (1993) · Learning and Instruction · doi:10.1016/s0959-4752(09)80002-9 · Cited by 115
Self-citationSome Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning
Cerpa, N., Chandler, P., & Sweller, J. (1996) · Journal of Educational Computing Research · doi:10.2190/mg7x-4j8n-ckyr-p06t · Cited by 102
Self-citationvan Merriënboer, J. J. G., & Krammer, H. P. M. (1987) · Instructional Science · doi:10.1007/bf00120253 · Cited by 98
Goal specificity effects on hypothesis testing in problem solving
Burns, B. D., & Vollmeyer, R. (2002) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/02724980143000262 · Cited by 92
Paas, F., Camp, G., & Rikers, R. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.181 · Cited by 87
Cognitive load theory and instructional design
Sweller, J., Chandler, P., & Tindall‐Ford, S. (1997) · Research Online (University of Wollongong) · Cited by 80
Self-citationWhen imagining information is effective
Ginns, P., Chandler, P., & Sweller, J. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(02)00016-4 · Cited by 78
Self-citationWhy goal-free problems can facilitate learning
Ayres, P. L. (1993) · Contemporary Educational Psychology · doi:10.1006/ceps.1993.1027 · Cited by 77
Pillay, H. K. (1994) · Instructional Science · doi:10.1007/bf00892159 · Cited by 52
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Explicit Learning of a Dynamic System with a Non-salient Pattern
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Demands Imposed on Primary-School Students by Geometric Models
Bobis, J., Sweller, J., & Cooper, M. (1994) · Contemporary Educational Psychology · doi:10.1006/ceps.1994.1010 · Cited by 29
Self-citation
Flagged first, then by citations
Research works printed but not linked: 1
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Cited by
Sorted by citations
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 7,776
Self-citationCognitive Load Theory and Complex Learning: Recent Developments and Future Directions
van Merriënboer, J. J. G., & Sweller, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3951-0 · Cited by 2,206
Self-citationElement Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9128-5 · Cited by 2,020
Self-citationExpertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056
“Current theoretical model of human cognition within the cognitive load perspective includes several major characteristics that could be associated with wider principles that may govern all natural information processing systems (see Sweller 2003, 2004; 2007; van Merrienboer and Sweller 2005, for recent reviews of cogn…”
BackgroundA META‐ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER‐BASED SIMULATION GAMES
SITZMANN, T. (2011) · Personnel Psychology · doi:10.1111/j.1744-6570.2011.01190.x · Cited by 882
Cognitive Load Theory: How Many Types of Load Does It Really Need?
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Paas, F., & Sweller, J. (2012) · Educational Psychology Review · doi:10.1007/s10648-011-9179-2 · Cited by 502
Self-citationApplying learning theories and instructional design models for effective instruction
Khalil, M. K., & Elkhider, I. A. (2016) · Advances in Physiology Education · doi:10.1152/advan.00138.2015 · Cited by 372
Cognitive load theory, modality of presentation and the transient information effect
Leahy, W., & Sweller, J. (2011) · Applied Cognitive Psychology · doi:10.1002/acp.1787 · Cited by 344
Self-citationAn Evolutionarily Informed Education Science
GEARY, D. C. (2008) · Educational Psychologist · doi:10.1080/00461520802392133 · Cited by 324
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
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load
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Cognitive Load as Motivational Cost
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Knowledge elaboration: A cognitive load perspective
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Cognitive Load Theory: Historical Development and Relation to Other Theories
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Instructional animations can be superior to statics when learning human motor skills
Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., & Sweller, J. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.012 · Cited by 193
Self-citationPerspectives on problem solving and instruction
van Merriënboer, J. J. G. (2013) · Computers & Education · doi:10.1016/j.compedu.2012.11.025 · Cited by 187
Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., & Paas, F. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9131-x · Cited by 180
The worked example effect, the generation effect, and element interactivity.
Chen, O., Kalyuga, S., & Sweller, J. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000018 · Cited by 167
Self-citationSolving parsons problems versus fixing and writing code
Ericson, B. J., Margulieux, L. E., & Rick, J. (2017) · Proceedings of the 17th Koli Calling International Conference on Computing Education Research · doi:10.1145/3141880.3141895 · Cited by 121
The expertise reversal effect: cognitive load and motivational explanations
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Paas, F., Van Gerven, P. W. M., & Wouters, P. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1349 · Cited by 84
Blayney, P., Kalyuga, S., & Sweller, J. (2010) · Instructional Science · doi:10.1007/s11251-009-9105-x · Cited by 76
Self-citationState of the art research into Cognitive Load Theory
Ayres, P., & Gog, T. V. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.007 · Cited by 72
Observational learning from animated models: Effects of modality and reflection on transfer
Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.03.001 · Cited by 71
Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2010) · Instructional Science · doi:10.1007/s11251-008-9079-0 · Cited by 37
Using a general problem-solving strategy to promote transfer.
Youssef-Shalala, A., Ayres, P., Schubert, C., & Sweller, J. (2014) · Journal of Experimental Psychology: Applied · doi:10.1037/xap0000021 · Cited by 25
Self-citationBeyond Knowledge: The Legacy of Competence
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Metadata
- Authors
- Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- Corresponding author
- Sweller, John
- ORCID
- Sweller, John
- Venue
- Instructional Science
- Published
- 2004-01
- Volume
- 32
- Issue
- 1-2
- Pages
- 9-31
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2014511864
- Cited by
- 470
- References
- 81
- Citations by year
- 2026: 8 · 2025: 17 · 2024: 10 · 2023: 20 · 2022: 16 · 2021: 13 · 2020: 22 · 2019: 44 · 2018: 21 · 2017: 21 · 2016: 22 · 2015: 28 · 2014: 21 · 2013: 31 · 2012: 26
- FWCI
- 20.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Instructional Science (publishedVersion)
- Funders
- Australian Research Council
- 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
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
- Keywords
- instructional design, human cognitive architecture, long-term memory, working memory, central executive, cognitive load theory, genetic variation, novel information, knowledge accumulation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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