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The role of technology and authentic task contexts in promoting inclusive learning for disabled and non-disabled college students
11 references·0 citing·47 second hop
The role of technology and authentic task contexts in promoting inclusive learning for disabled and non-disabled college students (2008)The role of technology and authentic task…End-user training methods (2006)End-user training methodsEfficiency in learning: Evidence-based guidelines to manage cognitive load (2006)Efficiency in learning: Evide…Do deaf individuals see better? (2006)Do deaf individuals see bette…College Students and Learning Disability: Elements of Self-Style (2003)College Students and Learning…Multimedia Learning (2002)Multimedia LearningIs Working Memory Still Working? 1Copyright © 2001 by the American Psychological Association. Reprinted with permission from the original publication: . “Is Working Memory Still Working?” American Psychologist, 56, 849-864. This re-print publication is arranged in recognition of the conferral on Dr. Baddeley of the Aristotle Prize at the VIIth European Congress of Psychology, London, in July 2001, for his outstanding research on human working memory. The original publication in the American Psychologist related to Prof. Baddeley's receipt of the Distinguished Scientific Contribution Award of the American Psychological Association in 2001. (2002)Is Working Memory Still Worki…Is working memory still working (2002)Is working memory still worki…Sensory modalities are not separate modalities: plasticity and interactions (2001)Sensory modalities are not se…Multimedia Learning (2001)Multimedia LearningCognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Audiovisual links in endogenous covert spatial attention. (1996)Audiovisual links in endogeno…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Qualitative evaluation and research methods (1990)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Qualitative research: validity (2011)Academic Performance of First-Generation College Students with Disabilities (2012)Higher Education and Disability: Past and Future of Underrepresented Populations. (2014)Chronometric explorations of mind (1978)Varieties of attention (1984)The merging of the senses (1994)Cross–modal links in spatial attention (1998)Designing automation for human use: empirical studies and quantitative models (2000)Spatial constraints on visual-tactile cross-modal distractor congruency effects (2004)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Thought and language (1962)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Brain areas involved in spatial working memory (2005)Working memory and intelligence are highly related constructs, but why? (2008)Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? (2009)Cognitive Load During Problem Solving: Effects on Learning (1988)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)The Crosslinguistic Study of Language Acquisition (1987)Social perception from visual cues: role of the STS region (2000)Is neocortex essentially multisensory? (2006)Multisensory anatomical pathways (2009)The Importance of Sound for Cognitive Sequencing Abilities (2009)Deaf Epistemology: Deafhood and Deafness (2010)Hearing lips and seeing voices (1976)Immediate perceptual response to intersensory discrepancy. (1980)What you see is what you hear (2000)Color realism and color science (2003)Multisensory integration and the body schema: close to hand and within reach (2003)Recalibration of audiovisual simultaneity (2004)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)Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007)Cognitive Load Theory: Recent Theoretical Advances (2010)Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019)The Expertise Reversal Effect (2003)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)Stress, Cognition, and Human Performance: A Literature Review and Conceptual Framework (2013)Process Overlap Theory: A Unified Account of the General Factor of Intelligence (2016)
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References

  • 2002Multimedia Learning7,764 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2001Multimedia Learning2,301 cited
  • 2006Efficiency in learning: Evidence-based guidelines to manage cognitive load819 cited
  • 2001Sensory modalities are not separate modalities: plasticity and interactions598 cited
  • 2002Is working memory still working510 cited
  • 2006Do deaf individuals see better?506 cited
  • 2002Is Working Memory Still Working? 1Copyright © 2001 by the American Psychological Association. Reprinted with permission from the original publication: . “Is Working Memory Still Working?” American Psychologist, 56, 849-864. This re-print publication is arranged in recognition of the conferral on Dr. Baddeley of the Aristotle Prize at the VIIth European Congress of Psychology, London, in July 2001, for his outstanding research on human working memory. The original publication in the American Psychologist related to Prof. Baddeley's receipt of the Distinguished Scientific Contribution Award of the American Psychological Association in 2001.462 cited
  • 1996Audiovisual links in endogenous covert spatial attention.365 cited
  • 2003College Students and Learning Disability: Elements of Self-Style81 cited
  • 2006End-user training methods37 cited

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