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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10.1037//0022-0663.79.4.347 · DOI · Paper page
10.1037//0278-7393.8.3.252 · DOI
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10.1207/s15516709cog1202_4 · DOI · Paper page
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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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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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Evidence for Cognitive Load Theory

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks