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Immediate versus delayed feedback in simulation-based training: Matching feedback delivery timing to the cognitive demands of the training exercise
16 references·0 citing·37 second hop
Immediate versus delayed feedback in simulation-based training: Matching feedback delivery timing to the cognitive demands of the training exercise (2006)Immediate versus delayed feedback in simu…Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Measurement as…Multimedia Learning (2002)Multimedia Learning“Ethical Principles of Psychologists and Code of Conduct” (2000)“Ethical Principles of Psycho…Working Memory: The Multiple-Component Model (1999)Working Memory: The Multiple-…Managing split-attention and redundancy in multimedia instruction (1999)Managing split-attention and …Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The effects of feedback inter…Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Variability of worked example…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)The magical number seven, plu…The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures (1993)The Efficiency of Instruction…New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training (1992)New Conceptualizations of Pra…The Instructional Effect of Feedback in Test-Like Events (1991)The Instructional Effect of F…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load During Problem…Consequences of individual feedback on behavior in organizations. (1979)Consequences of individual fe…Principles of Instructional Design (1974)Principles of Instructional D…The psychology of learning (1935)The psychology of learningNine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Handbook of Industrial and Organizational Psychology. (1977)A circumplex model of affect. (1980)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)Assessment and Classroom Learning (1998)The Power of Feedback (2007)Focus on Formative Feedback (2008)Generalized expectancies for internal versus external control of reinforcement. (1966)Goal setting and task performance: 1969–1980. (1981)Motivation and Personality (1997)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Cognitive Load Theory (2011)How We Think (1910)Perception in chess (1973)Toward a Theory of Situation Awareness in Dynamic Systems (1995)THE ACT OF DISCOVERY (2006)Purposive Behavior in Animals and Men (1932)Principles of Behavior (1944)Improving Students’ Learning With Effective Learning Techniques (2013)Maximizing exposure therapy: An inhibitory learning approach (2014)Generative Processes of Comprehension (1989)Cognition and instruction: Their historic meeting within educational psychology. (1992)Working Memory (1992)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Cognitive Theory of Multimedia Learning (2014)The systematic design of instruction (1978)Toward a design theory of problem solving (2000)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)A scaling method for priorities in hierarchical structures (1977)How to make a decision: The analytic hierarchy process (1990)The theory of planned behavior (1991)The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance (2004)Using Narrative in Social Research (2005)Conceptual and design thinking for thematic analysis. (2021)
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References

  • 1994The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,161 cited
  • 1988Cognitive Load During Problem Solving: Effects on Learning10,975 cited
  • 2002Multimedia Learning7,764 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.5,875 cited
  • 1974Principles of Instructional Design4,479 cited
  • 2000“Ethical Principles of Psychologists and Code of Conduct”4,251 cited
  • 2003Cognitive Load Measurement as a Means to Advance Cognitive Load Theory2,525 cited
  • 1979Consequences of individual feedback on behavior in organizations.1,821 cited
  • 1992New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training1,581 cited
  • 1999Working Memory: The Multiple-Component Model1,374 cited
  • 1991The Instructional Effect of Feedback in Test-Like Events1,313 cited
  • 1994Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.1,198 cited
  • 1935The psychology of learning1,186 cited
  • 1999Managing split-attention and redundancy in multimedia instruction

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933 cited
  • 1993The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures920 cited
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