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  • The term was first used in the early 1990s by Chandler and Sweller.
  • This is a special case of the split attention effect of Sweller and Chandler.
  • That is, although they are engaged in activity, they may not be learning (Sweller, 1988).
  • Sweller and his associates found that learners had difficulty following some worked examples if they included diagrams that were separated from their formulas.
  • Cognitive load theory was developed out of the study of problem solving by John Sweller in the late 1980s.
  • Sweller reported that a better alternative to Discovery Learning was Guided Instruction.
  • The greatest single sweller of the Aslian vocabulary is the class of words called expressive.
  • Chandler and Sweller (1992) suggested an important way to structure worked examples.
  • Sweller argued that instructional design can be used to reduce cognitive load in learners.
  • And it's so much sweller than messy sherbets and layer cake. Cited from Martie The Unconquered, by Kathleen Norris
  • The worked-example effect is a learning effect predicted by cognitive load theory (Sweller, 1988).
  • It is important to note, that Sweller & Cooper (1985) used worked-out example-problem pairs as opposed to individual worked examples.
  • Sweller and others have published a series of studies over the past twenty years that is relevant to problem-based learning but concerning cognitive load and what they describe as the guidance-fading effect.
  • In addition, Sweller and his associates describe a continuum of guidance, starting with worked examples to slowly fade guidance.
  • In the late 1980s John Sweller developed cognitive load theory (CLT) while studying problem solving.
  • Sweller and his associates began to measure the effects of working memory load, and found that the format of instructional materials has a direct effect on the performance of the learners using those materials.
  • They referred to this single modality, attention learning effect as the split-attention effect (Chandler and Sweller, 1992).
  • Sweller and Cooper (1985) had developed worked examples as a means of limiting problem solving search.
  • John Sweller's theory employs aspects of information processing theory to emphasize the inherent limitations of concurrent working memory load on learning during instruction.
  • While studying problem-solving tactics, Sweller and Cooper used worked examples as a substitute for conventional problem-solving for those learning algebra.
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Words starting with Sweller