The DOI matches its Crossref record; 168 of the 168 references it cites were found in a registry or an index.
Understanding instructions.
Open accessAbstract
The understanding of instructions was explored within the context of cognitive load theory.Instructional material may be difficult to understand if it consists of many elements that must be held in working memory simultaneously.If the number of elements that must be processed exceeds working-memory capacity, then some elements must be combined into schemas before the material can be understood.Some diagrams may reduce cognitive load by providing such a schema.In Experiments 1 to 4, three different electrical resistor problems were given to students to complete, with instructions presented using diagrams (which cue pre-existing schemas) or text.In Experiment 5, four different angle construction tasks were given to students to complete.Instructions were presented using either diagrams which cue pre-existing schemas, diagrams which were unlikely to cue pre-existing schemas, or text.Results, including measures of cognitive load, suggested that understanding depends on the degree of interaction among elements of information.However, if interacting elements can be incorporated into a diagrammatic schema by modifying the instructional presentation mode, cognitive load will be reduced and understanding enhanced.
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In the citing paper
“A second example involves Marcus et al. (1996), who use the original formula by Paas and van Merrie ¨nboer in which the absolute value of M -P was taken and who nonetheless state that this value can be negative or positive.”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Marcus et al. (1996)
In the citing paper
“Simultaneously performing the tasks and studying the information would almost certainly cause cognitive overload (Kester et al., 2001;Marcus, Cooper, & Sweller, 1996).”
From Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003) · cites this paper as Marcus, Cooper, & Sweller, 1996
In the citing paper
“the researchers found that instruction via diagram (a schema facilitating instructional technique) was of most benefit for the higher element interactivity problems.”
From Assimilating complex information (2002) · cites this paper as Marcus, et al. (1996)
In the citing paper
“Difficult to understand material is difficult precisely because it is high in element interactivity and imposes a heavy load on working memory”
From Assimilating complex information (2002) · cites this paper as Marcus, Cooper & Sweller, 1996
In the citing paper
“As a consequence, they impose a high, intrinsic cognitive load because many elements must be processed in working memory simultaneously.”
From Assimilating complex information (2002) · cites this paper as Marcus, Cooper & Sweller, 1996
In the citing paper
“as the degree of interactivity between the elements increased so did the cognitive burden placed on working memory.”
From Assimilating complex information (2002) · cites this paper as Marcus, et al. (1996)
In the citing paper
“When intrinsic load is high, research from a variety of domains indicates that the manner in which instructions are formatted is critical to the processes of schema acquisition and automation.”
From Assimilating complex information (2002) · cites this paper as Marcus et al., 1996
In the citing paper
“in this situation instructional techniques that reduce extraneous load or increase the processing power of working memory positively impact upon learning.”
From Assimilating complex information (2002) · cites this paper as Marcus et al., 1996
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Metadata
- Authors
- Marcus, N., Cooper, M., & Sweller, J.
- Venue
- Journal of Educational Psychology
- Published
- 1996-03
- Volume
- 88
- Issue
- 1
- Pages
- 49-63
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W4214825932
- Cited by
- 244
- References
- 160
- Citations by year
- 2026: 8 · 2025: 4 · 2024: 10 · 2023: 7 · 2022: 12 · 2021: 11 · 2020: 9 · 2019: 8 · 2018: 9 · 2017: 6 · 2016: 12 · 2015: 12 · 2014: 11 · 2013: 13 · 2012: 20
- FWCI
- 4.37
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- cc-by-nc-nd
- Locations
- Journal of Educational Psychology (publishedVersion)
- UNSWorks (University of New South Wales, Sydney, Australia) (submittedVersion, cc-by-nc-nd)
- UNSWorks (UNSW Sydney)
- Funders
- University of New South Wales
- 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 › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- instruction understanding, cognitive load theory, working memory capacity, schemas, diagrams, text-based teaching, information interaction
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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