The DOI matches its Crossref record; 24 of the 25 references it cites were found in a registry or an index.
Evidence for Cognitive Load Theory
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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“Cognitive load theory, which was introduced by John Sweller, is rooted in cognitive psychology and provides a framework for understanding how the human cognitive architecture interacts with information presented during learning [15, 16].”
From Teaching a single manual therapy technique at a time reduces cognitive load in physiotherapy students: a randomized controlled educational study (2025) · cites this paper as [16]
Citations
Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048
Self-citationAnderson, J. R. (2013) · doi:10.4324/9781315799438 · Cited by 6,761
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-citationAdvances in the Psychology of Human Intelligence
Sternberg, R. J. (2014) · Psychology Press eBooks · doi:10.4324/9781315808246 · Cited by 1,771
Michelene, T. H., Glaser, R. A., & Rees, E. T. (1981) · Defense Technical Information Center (DTIC) · Cited by 1,529
The 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-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-citationCognitive 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-citation(1981) · Defense Technical Information Center (DTIC) · Cited by 622
Models of Competence in Solving Physics Problems*
Larkin, J. H., McDermott, J. P., Simon, D. P., & Simon, H. A. (1980) · Cognitive Science · doi:10.1207/s15516709cog0404_1 · Cited by 531
Research works printed but not linked: 8
- 10.1037//0022-0663.79.4.347 · DOI · Paper page
- 10.1037//0278-7393.8.3.252 · DOI
- 10.1037//0022-0663.77.3.272 · DOI · Paper page
- 10.1207/s15516709cog1202_4 · DOI · Paper page
- 10.1037//0096-3445.119.2.176 · DOI · Paper page
- 10.1037//0278-7393.8.5.463 · DOI · Paper page
- 10.1037//0096-3445.112.4.639 · DOI · Paper page
- 10.1037//0022-0663.80.4.424 · DOI · Paper page
Cited by
Sorted by citations
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-citationCognitive load theory, educational research, and instructional design: some food for thought
de Jong, T. (2010) · Instructional Science · doi:10.1007/s11251-009-9110-0 · Cited by 1,180
“This can be remedied by presenting material in an integrated way (e.g., Cerpa et al. 1996; Chandler and Sweller 1992; Sweller and Chandler 1991).”
BackgroundA Reconsideration of Cognitive Load Theory
Schnotz, W., & Kürschner, C. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9053-4 · Cited by 755
Klepsch, M., Schmitz, F., & Seufert, T. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01997 · Cited by 601
When 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-citation
Metadata
- Authors
- Sweller, J., & Chandler, P.
- Affiliations
- UNSW Sydney (AU)
- 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
- 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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