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Cited by 300

The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.

Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity

FELDON, DAVID F.·2007·Educational Psychologist
DOI 10.1080/00461520701416173
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Abstract

Research in the development of teacher cognition and teaching performance in K–12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article reviews findings from the research on teaching and teacher education through the lens of a dual-process model and emphasizes the role that cognitive load plays in driving teaching performance. Data reflecting the salience of automaticity and its relationship with cognitive overload are highlighted, and implications for teacher preparation and inservice training strategies are discussed. Specific suggestions for teacher training draw on empirical findings from cognitive approaches to training that emphasize the development of automaticity in teaching skills to minimize extraneous cognitive load and maximize effective performance.

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Metadata

Authors
FELDON, D. F.
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
2007-07-27
Volume
42
Issue
3
Pages
123-137
ISSN
  • 0046-1520 (ISSN-L)
  • 1532-6985
DOI
10.1080/00461520701416173
OpenAlex
W2119798890
Cited by
300
References
36
FWCI
10.43
Type
journal article
Language
en
Open access
closed

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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