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Effects of gloss type, gloss position, and working memory capacity on second language comprehension in electronic reading
16 references·0 citing·45 second hop
Effects of gloss type, gloss position, and working memory capacity on second language comprehension in electronic reading (2019)Effects of gloss type, gloss position, an…Working Memory Capacity (2010)Working Memory CapacityThe Split-Attention Principle in Multimedia Learning (2005)The Split-Attention Principle…Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004)Cognitive Load Theory: Instru…Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Nine Ways to Reduce Cognitive…Learning Vocabulary in Another Language (2001)Learning Vocabulary in Anothe…The episodic buffer: a new component of working memory? (2000)The episodic buffer: a new co…Assessing Reading (2000)Assessing ReadingA Cognitive Approach to Language Learning (1999)A Cognitive Approach to Langu…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Variability of worked example…Cognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…The role of knowledge in discourse comprehension: A construction-integration model. (1988)The role of knowledge in disc…Reading in a Foreign Language (1986)Reading in a Foreign LanguageMatthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Matthew Effects in Reading: S…Teaching Language as Communication (1979)Teaching Language as Communic…Toward a model of text comprehension and production. (1978)Toward a model of text compre…Notes on transitivity and theme in English (1967)Toward a theory of automatic information processing in reading (1974)Text and Context: Explorations in the Semantics and Pragmatics of Discourse (1977)Individual differences in working memory and reading (1980)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The magical number 4 in short-term memory: A reconsideration of mental storage capacity (2001)The Matthew Effect in Science (1968)The Matthew effect in science. The reward and communication systems of science are considered. (1968)A theory of reading: From eye fixations to comprehension. (1980)A distributed, developmental model of word recognition and naming. (1989)The simple view of reading (1990)Child Development and Emergent Literacy (1998)Feeling and thinking: Preferences need no inferences. (1980)Strategies of Discourse Comprehension (1985)Constructing inferences during narrative text comprehension. (1994)Long-term working memory. (1995)Grounding language in action (2002)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)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)Self-explanations: How students study and use examples in learning to solve problems (1989)Cognitive Load Theory and the Format of Instruction (1991)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Development of an instrument for measuring different types of cognitive load (2013)Mental Representations: A Dual Coding Approach (1986)Generative Processes of Comprehension (1989)Multimedia Learning (2002)Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Cognitive Theory of Multimedia Learning (2014)Working Memory (1974)Working memory: looking back and looking forward (2003)Working Memory: Theories, Models, and Controversies (2011)Going beyond the Native Speaker in Language Teaching (1999)THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION (2000)TASK-BASED LANGUAGE LEARNING AND TEACHING (2004)A New Academic Word List (2000)Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test (2001)Review article: Instructed second language vocabulary learning (2008)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)
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References

  • 2000The episodic buffer: a new component of working memory?7,358 cited
  • 2001Learning Vocabulary in Another Language6,602 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1978Toward a model of text comprehension and production.5,280 cited
  • 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy5,213 cited
  • 1988The role of knowledge in discourse comprehension: A construction-integration model.4,374 cited
  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,199 cited
  • 1994Cognitive load theory, learning difficulty, and instructional design3,815 cited
  • 1999A Cognitive Approach to Language Learning3,507 cited
  • 1994Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.1,198 cited
  • 2004Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture1,052 cited
  • 1979Teaching Language as Communication959 cited
  • 1986Reading in a Foreign Language839 cited
  • 2010Working Memory Capacity701 cited
  • 2000Assessing Reading690 cited

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  • 2005The Split-Attention Principle in Multimedia Learning526 cited
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