Cited by 543Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsEducational Strategies and Epistemologies

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Evidence for Cognitive Load Theory

Sweller, John, Chandler, Paul·1991·Cognition and Instruction

DOI 10.1207/s1532690xci0804_5

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Abstract

Dixon (1991) and Goldman (1991) have provided thoughtful commentaries on Chandler and Sweller (1991). The general issue they raise concerns the scientific procedures we should use when conducting research in cognition and instruction. It is an issue of great importance, and we welcome the opportunity provided by their criticisms to discuss the techniques we use. To clarify the findings based on cognitive load theory, we begin by indicating the essential characteristics of a theory concerned with cognition and instruction, followed by a brief history of cognitive load theory to make clear that it has these characteristics. These statements will then be used to address specific comments made by Goldman and Dixon.

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Authors: Sweller, J., & Chandler, P.
Affiliations: UNSW Sydney (AU)
ORCID: Sweller, John
Chandler, Paul
Venue: Cognition and Instruction
Publisher: Informa UK Limited
Published: 1991-12
Volume: 8
Issue: 4
Pages: 351-362
ISSN: 0737-0008 (ISSN-L)
1532-690X
DOI: 10.1207/s1532690xci0804_5
OpenAlex: W2077546866
Cited by: 543
References: 25
Citations by year: 2026: 56 · 2025: 59 · 2024: 42 · 2023: 27 · 2022: 35 · 2021: 12 · 2020: 18 · 2019: 17 · 2018: 14 · 2017: 23 · 2016: 17 · 2015: 9 · 2014: 24 · 2013: 29 · 2012: 17
FWCI: 3.03
Type: journal article
Language: en
Open access: closed
Locations: Cognition and Instruction (publishedVersion)
Research Online (University of Wollongong) (submittedVersion)
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: cognitive load theory, research methodology, instructional design

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