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Individual Differences and Cognitive Load Theory
16 references·0 citing·41 second hop
Individual Differences and Cognitive Load Theory (2010)Individual Differences and Cognitive Load…Learning Styles (2008)Learning StylesThe Expertise Reversal Effect (2003)The Expertise Reversal EffectMultimedia Learning (2002)Multimedia LearningMultimedia Learning (2001)Multimedia LearningSelf-Efficacy: The Exercise of Control (1999)Self-Efficacy: The Exercise o…Models of Working Memory: Mechanisms of Active Maintenance and Executive Control (1999)Models of Working Memory: Mec…Self-control as a limited resource: Regulatory depletion patterns. (1998)Self-control as a limited res…Self-efficacy: the exercise of control (1997)Self-efficacy: the exercise o…Losing control: how and why people fail at self-regulation (1995)Losing control: how and why p…Human Cognitive Abilities (1993)Human Cognitive AbilitiesCognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory and the…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…Self-Regulated Learning and Academic Achievement (1989)Self-Regulated Learning and A…Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. (1989)Motivation and cognitive abil…Aptitudes and Instructional Methods: A Handbook for Research on Interactions (1978)Aptitudes and Instructional M…Educational Measurement (1952)Educational MeasurementIndividual differences in working memory and reading (1980)Frames of Mind: The Theory of Multiple Intelligences (1984)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)The Generality of Working Memory Capacity: A Latent-Variable Approach to Verbal and Visuospatial Memory Span and Reasoning. (2004)The Structure of Working Memory From 4 to 15 Years of Age. (2004)Executive function in preschoolers: A review using an integrative framework. (2008)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive load theory, learning difficulty, and instructional design (1994)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Toward a Theory of Intrinsically Motivating Instruction* (1981)Expectancies, values and academic behaviors (1983)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Classrooms: Goals, structures, and student motivation. (1992)Motivational Beliefs, Values, and Goals (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)The two disciplines of scientific psychology. (1957)Generalized expectancies for internal versus external control of reinforcement. (1966)Primary Mental Abilities (1973)The Big Five personality traits, learning styles, and academic achievement (2011)Self-Regulated Learning: Beliefs, Techniques, and Illusions (2012)Do Learners Really Know Best? Urban Legends in Education (2013)Generative Processes of Comprehension (1989)Cognition and instruction: Their historic meeting within educational psychology. (1992)Working Memory (1992)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)Social Cognitive Theory: An Agentic Perspective (2001)Ego depletion: Is the active self a limited resource? (1998)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)High Self‐Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success (2004)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)Self-Efficacy Beliefs in Academic Settings (1996)Working memory: looking back and looking forward (2003)TARGET ARTICLES: "Emotional Intelligence: Theory, Findings, and Implications" (2004)The Emerging Field of Emotion Regulation: An Integrative Review (1998)Expectancy–Value Theory of Achievement Motivation (2000)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)
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References

  • 1999Self-Efficacy: The Exercise of Control46,779 cited
  • 1997Self-efficacy: the exercise of control24,284 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 2002Multimedia Learning7,764 cited
  • 1993Human Cognitive Abilities4,120 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 1999Models of Working Memory: Mechanisms of Active Maintenance and Executive Control2,405 cited
  • 2001Multimedia Learning2,301 cited
  • 2008Learning Styles2,138 cited
  • 1995Losing control: how and why people fail at self-regulation1,931 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 1989Self-Regulated Learning and Academic Achievement1,885 cited
  • 1989Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition.1,782 cited
  • 1998Self-control as a limited resource: Regulatory depletion patterns.1,724 cited
  • 1952Educational Measurement1,502 cited
  • 1978Aptitudes and Instructional Methods: A Handbook for Research on Interactions

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