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Educational Psychology Review

Educational Psychology Review

Editor-in-Chief: Fred Paas

ISSN: 1040-726X (print version)
ISSN: 1573-336X (electronic version)

Journal no. 10648

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Free Access Special Issue

Free Access Special Issue on Cognitive Load Theory 

For over three decades, cognitive load theory (CLT) has drawn on models of cognitive architecture—including a working memory whose capacity and duration limits can be substantially reduced when domain-specific schemas are activated from long-term memory—to generate and test instructional design hypotheses. The cognitive load construct refers to the load placed on working memory by a range of cognitive processes, including comprehension, schema construction, schema automation, and problem solving. When working memory is overloaded by the competing demands of these processes, CLT argues, student learning is impaired. Using CLT, researchers have (typically) used experimental methods to test a range of instructional designs that variously target obstructions to learning (e.g., split attention) or develop strategies to circumvent these issues (e.g., worked examples; for summaries of CLT designs, see Kalyuga 2015; Sweller et al. 2011). This Special Issue presents 10 articles, including theoretical reviews, meta-analyses, and intervention studies, that all focus on a unique aspect of advancement of CLT or cognate theories such as Mayer’s cognitive theory of multimedia learning (CTML). Drawing in part on ongoing research presented at the 2017 and 2018 International Cognitive Load Theory Conferences, the Special Issue also reflects on the impact of a key review of CLT published in Educational Psychology Review by Sweller et al. (Educational Psychology Review, 10(3), 251-296, 1998), “Cognitive architecture and instructional design.” The impact of this review of CLT is clearly seen in citation counts as of 8 January 2019 (1862 citations in Web of Science; 5092 citations in Google Scholar).
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Articles: Free to access until August 17, 2019  

Cognitive Architecture and Instructional Design: 20 Years Later John Sweller, Jeroen J.G. van Merriënboer and Fred Paas
Cognitive Load as Motivational Cost David F. Feldon, Gregory Callan, Stephanie Juth and Seejeong Jeong
Four Ways of Considering Emotion in Cognitive Load Theory Jan L. Plass and Slava Kalyuga
Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis Juan C. Castro-Alonso, Mona Wong, Olusola O. Adesope, Paul Ayres and Fred Paas
A Meta-analysis of the Segmenting Effect Günter Daniel Rey, Maik Beege, Steve Nebel, Maria Wirzberger, Tobias H. Schmitt and Sascha Schneider
Mental Effort, Workload, Time on Task, and Certainty: Beyond Linear Models Jimmie Leppink and Patricia Pérez-Fuster
Tracing Enhances Recall and Transfer of Knowledge of the Water Cycle Michael Tang, Paul Ginns and Michael J. Jacobson
Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect Wayne Leahy and John Sweller
The Variability Effect: When Instructional Variability Is Advantageous Vicki Likourezos, Slava Kalyuga and John Sweller
Exploring the Development and Research Focus of Cognitive Load Theory, as Described by Its Founders: Interviewing John Sweller, Fred Paas, and Jeroen van Merriënboer Myrto F. Mavilidi and Lijia Zhong

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    Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, replications, and intervention articles - all pertaining to the field of educational psychology. All publications provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform specialists in that area.

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