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Cognitive Load Theory (Record no. 15281)
| 000 -LEADER | |
|---|---|
| fixed length control field | 03789nam a22004695i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20140310145528.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 110406s2011 xxu| s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781441981264 |
| 978-1-4419-8126-4 | |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1050.9-1091 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.15 |
| Edition number | 23 |
| 264 #1 - | |
| -- | New York, NY : |
| -- | Springer New York, |
| -- | 2011. |
| 912 ## - | |
| -- | ZDB-2-SHU |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Sweller, John. |
| Relator term | author. |
| 245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE | |
| Title | Cognitive Load Theory |
| Medium | [electronic resource] / |
| Statement of responsibility, etc | by John Sweller, Paul Ayres, Slava Kalyuga. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | XVI, 274p. 20 illus. |
| Other physical details | online resource. |
| 440 1# - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Explorations in the Learning Sciences, Instructional Systems and Performance Technologies ; |
| Volume number/sequential designation | 1 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Introduction to the issues addressed by cognitive load theory -- Categories of information: What is learned based on an evolutionary perspective -- Human cognitive architecture -- Categories of cognitive load and measuring cognitive load -- Instructional effects associated with intrinsic cognitive load.�-Instructional effects associated with extraneous cognitive load -- The consequences of cognitive load theory for debates on the advantages and disadvantages of minimal guidance during instruction -- Future directions and unresolved issues. . |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Cognitive Load Theory John Sweller, Paul Ayres, Slava Kalyuga Effective instructional design depends on the close study of human cognitive architecture—the processes and structures that allow people to acquire and use knowledge. Without this background, we might recognize that a teaching strategy is successful, but have no understanding as to why it works, or how it might be improved. Cognitive Load Theory offers a novel, evolutionary-based perspective on the cognitive architecture that informs instructional design. By conceptualizing biological evolution as an information processing system and relating it to human cognitive processes, cognitive load theory bypasses many core assumptions of traditional learning theories. Its focus on the aspects of human cognitive architecture that are relevant to learning and instruction (particularly regarding the functions of long-term and working memory) puts the emphasis on domain-specific rather than general learning, resulting in a clearer understanding of educational design and a basis for more effective instructional methods. Coverage includes: The analogy between evolution by natural selection and human cognition. Categories of cognitive load and their interactions in learning. Strategies for measuring cognitive load. Cognitive load effects and how they lead to educational innovation. Instructional design principles resulting from cognitive load theory. Academics, researchers, instructional designers, cognitive and educational psychologists, and students of cognition and education, especially those concerned with education technology, will look to Cognitive Load Theory as a vital addition to their libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| Topical term or geographic name as entry element | Educational psychology. |
| Topical term or geographic name as entry element | Consciousness. |
| Topical term or geographic name as entry element | Education. |
| Topical term or geographic name as entry element | Educational Psychology. |
| Topical term or geographic name as entry element | Cognitive Psychology. |
| Topical term or geographic name as entry element | Learning & Instruction. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ayres, Paul. |
| Relator term | author. |
| Personal name | Kalyuga, Slava. |
| Relator term | author. |
| 710 2# - ADDED ENTRY--CORPORATE NAME | |
| Corporate name or jurisdiction name as entry element | SpringerLink (Online service) |
| 773 0# - HOST ITEM ENTRY | |
| Title | Springer eBooks |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Display text | Printed edition: |
| International Standard Book Number | 9781441981257 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://dx.doi.org/10.1007/978-1-4419-8126-4 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Item type | E-Book |
| Price effective from | Permanent location | Date last seen | Not for loan | Date acquired | Source of classification or shelving scheme | Koha item type | Damaged status | Lost status | Withdrawn status | Current location | Full call number |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2014-04-01 | AUM Main Library | 2014-04-01 | 2014-04-01 | E-Book | AUM Main Library | 370.15 |