The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
An examination of the seductive details effect in terms of working memory capacity
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Citations
Cites
A capacity theory of comprehension: individual differences in working memory
Just, M. A., & Carpenter, P. A. (1992) · Psychological Review · doi:10.1037/0033-295x.99.1.122 · Cited by 4,153
Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.133.2.189 · Cited by 1,679
When is an illustration worth ten thousand words?
Mayer, R. E., & Gallini, J. K. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.715 · Cited by 1,051 · cited 2×
“Previous work on learning from text has demonstrated that although illustrated text can enhance learning (Balluerka, 1995; Mayer, 1994, 1999; Mayer & Gallini, 1990), illustrations can also sometimes lead to poor learning outcomes.”
BackgroundResultThe cocktail party phenomenon revisited: The importance of working memory capacity
Conway, A. R. A., Cowan, N., & Bunting, M. F. (2001) · Psychonomic Bulletin & Review · doi:10.3758/bf03196169 · Cited by 875
How seductive details do their damage: A theory of cognitive interest in science learning.
Harp, S. F., & Mayer, R. E. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.3.414 · Cited by 855
The Roles of Mental Animations and External Animations in Understanding Mechanical Systems
Hegarty, M., Kriz, S., & Cate, C. (2003) · Cognition and Instruction · doi:10.1207/s1532690xci2104_1 · Cited by 404
Mayer, R. E. (1994) · Advances in Psychology · doi:10.1016/s0166-4115(09)60112-6 · Cited by 36
Cited by
Using multimedia for e‐learning
Mayer, R. E. (2017) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12197 · Cited by 747
McVay, J. C., & Kane, M. J. (2012) · Journal of Experimental Psychology: General · doi:10.1037/a0025250 · Cited by 562
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009) · American Educational Research Journal · doi:10.3102/0002831209333183 · Cited by 419
Self-citationDifferentiating Different Types of Cognitive Load: a Comparison of Different Measures
Korbach, A., Brünken, R., & Park, B. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9404-8 · Cited by 153
Measurement of cognitive load in multimedia learning: a comparison of different objective measures
Korbach, A., Brünken, R., & Park, B. (2017) · Instructional Science · doi:10.1007/s11251-017-9413-5 · Cited by 98
Metadata
- Authors
- Sanchez, C. A., & Wiley, J.
- Venue
- Memory & Cognition
- Published
- 2006-03
- Volume
- 34
- Issue
- 2
- Pages
- 344-355
- ISSN
- 0090-502X (ISSN-L)
- 1532-5946
- OpenAlex
- W2077354717
- Cited by
- 297
- References
- 7
- FWCI
- 6.45
- Type
- journal article
- Language
- en
- Open access
- bronze
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
