John Sweller

Emeritus Professor

John Sweller is an Emeritus Professor who is best known for formulating cognitive load theory which uses our knowledge of evolutionary psychology and human cognitive architecture as a base for instructional design. The theory is one of the most highly cited educational psychology theories. John Sweller received a Ph.D. from the University of Adelaide’s Department of Psychology in 1972 and a B.A. (Hons.) from the same institution in 1969. He has authored over 180 academic publications and is a Fellow of the Academy of Social Sciences in Australia.

Subject areas

Publications

Books
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Sweller J; Ayres PL; Kalyuga S, 2011, Cognitive load theory, Explorations in the Learning Sciences Instructional Systems, Springer, New York, http://dx.doi.org/10.1007/978-1-4419-8126-4
2011
Sweller J; Tricot A; Chanquoy L, 2007, La Charge Cognitive, Original, Armand Colin, Paris
2007
Sweller J; Clark R; Nguyen F, 2006, Efficiency in Learning: Evidence-based Guidelines to Manage Cognitve Load, Original, Pfeiffer, San Francisco, CA
2006
Sweller J, 1999, Instructional Design, Original, ACER Press, Melbourne Vic
1999
Book Chapters
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Sweller J, 2019, 'Human problem solving and instructional design', in Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson, pp. 25 - 33, http://dx.doi.org/10.4324/9780429400902-3
2019
Sweller J, 2017, 'The role of independent measures of load in cognitive load theory', in Cognitive Load Measurement and Application: A Theoretical Framework for Meaningful Research and Practice, pp. 3 - 8, http://dx.doi.org/10.4324/9781315296258
2017
Sweller J, 2016, 'Cognitive load theory, evolutionary educational psychology, and instructional design', in Geary DC; Berch DB (ed.), Evolutionary Perspectives on Child Development and Education, pp. 291 - 306, http://dx.doi.org/10.1007/978-3-319-29986-0_12
2016
Sweller J; Harry E, 2016, 'Cognitive load theory and patient safety', in Ruskin K; Stiegler M; Rosenbaum S (ed.), Quality and Safety in Anesthesia and Perioperative Care, Oxford University Press, NY, pp. 16 - 21
2016
Leppink J; van Gog T; Paas F; Sweller J, 2015, 'Cognitive load theory: Researching and planning teaching to maximise learning', in Cleland J; Durning S (ed.), Researching Medical Education, Wiley Blackwell, Oxford, pp. 207 - 218, http://dx.doi.org/10.1002/9781118838983.ch18
2015
Low R; Sweller J, 2014, 'The modality principle in multimedia learning', in Mayer RE (ed.), The Cambridge handbook of multimedia learning, Cambridge University Press, NY, pp. 227 - 246, http://dx.doi.org/10.1017/CBO9781139547369.012
2014
Paas F; Sweller J, 2014, 'Implications of cognitive load theory for multimedia learning', in Mayer RE (ed.), The Cambridge handbook of multimedia learning, Cambridge University Press, NY, pp. 27 - 42, http://dx.doi.org/10.1017/CBO9781139547369.004
2014
Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, edn. 2, Cambridge University Press, Cambridge, pp. 247 - 262,
2014
Low R; Jin P ; Sweller J , 2013, 'Some Instructional Consequences of Logical Relations Between Multiple Sources of Information', in Schraw G; McCrudden MT; Robinson D (ed.), LEARNING THROUGH VISUAL DISPLAYS, edn. Current Perspectives on Cognition Learning and Instruction, Information Age Publishing, Charlotte, NC, pp. 23 - 45, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000328865700002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2013
Sweller J; van Merriënboer JJG, 2013, 'Instructional design for medical education', in Walsh K (ed.), Oxford Textbook of Medical Education, Oxford University Press, Oxford, pp. 74 - 85
2013
Low R; Jin P; Sweller J, 2013, 'Instructional design in digital environments and availability of mental resources for the aged subpopulation', in Assistive Technologies: Concepts, Methodologies, Tools, and Applications, pp. 1131 - 1154, http://dx.doi.org/10.4018/978-1-4666-4422-9.ch059
2013
Low R; Jin P; Sweller J, 2012, 'DIGITAL ASSESSMENT OF THE ACQUISITION AND UTILITY OF BIOLOGICALLY SECONDARY KNOWLEDGE Perspectives Based on Human Cognitive Architecture', in Mayrath MC; ClarkeMidura J; Robinson DH; Schraw G (ed.), TECHNOLOGY-BASED ASSESSMENTS FOR 21ST CENTURY SKILLS: THEORETICAL AND PRACTICAL IMPLICATIONS FROM MODERN RESEARCH, edn. Current Perspectives on Cognition Learning and Instruction, INFORMATION AGE PUBLISHING-IAP, pp. 285 - 303, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000306295200013&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2012
Sweller J, 2012, 'De Groot's lesson', in Contemporary Debates in Childhood Education and Development, Routledge, NY USA, pp. 19 - 24, http://dx.doi.org/10.4324/9780203115558
2012
Sweller J, 2012, 'Human cognitive architecture: Why some instructional procedures work and others do not', in Harris KR; Graham S; Urdan T; McCormick CB; Sinatra GM; Sweller J (ed.), APA Educational Psychology Handbook. Volume 1 Theories, Constructs and Critical Issues, edn. Original, American Psychological Association, Washington, DC, pp. 295 - 325, http://dx.doi.org/10.1037/13273-000
2012
Low R; Jin P; Sweller J, 2012, 'Instructional design in digital environments and availability of mental resources for the aged subpopulation', in Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs, pp. 81 - 104, http://dx.doi.org/10.4018/978-1-4666-1966-1.ch005
2012
Sweller J, 2012, 'Human cognitive architecture', in Harris KR; Graham S; Urdan T (ed.), APA Educational Psychology Handbook, edn. 1st, American Psychological Association, Washington, DC, pp. 295 - 326, http://www.apa.org/pubs/books/4311503.aspx
2012
Sweller J; Mann L, 2011, 'The psychology of creativity and its educational consequences', in Creativity and Innovation in Business and Beyond: Social Science Perspectives and Policy Implications, pp. 223 - 238, http://dx.doi.org/10.4324/9780203833063
2011
Low R; Jin P; Sweller J, 2011, 'Chapter 4 Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment', in Roda C (ed.), Human Attention in Digital Environments, edn. 1st, Cambridge University Press, United Kingdom, pp. 93 - 113
2011
Sweller J, 2011, 'Cognitive load theory', in Mestre J; Ross BH (ed.), Cognition in education, vol 55 (The psychology of learning and motivation), Academic Press, Oxford, pp. 37 - 76, http://dx.doi.org/10.1016/B978-0-12-387691-1.00002-8
2011
Low R; Jin P; Sweller J, 2011, 'Chapter 6 How research in educational psychology has contributed to instructional procedures: the case of cognitive load theory', in Rubies-Davies CM (ed.), Educational psychology concepts, research and challenges, edn. 1st, Routledge, London, pp. 87 - 101
2011
Sweller J; Rubie-Davies CM, 2011, 'Some potential influences of educational psychology on educational research', in RubieDavies CM (ed.), EDUCATIONAL PSYCHOLOGY: CONCEPTS, RESEARCH AND CHALLENGES, Routledge, London, pp. 268 - 270, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000290850300019&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2011
Sweller J, 2010, 'Cognitive load theory: Recent theoretical advances', in Plass J; Moreno R; Brunken R (ed.), Cognitive Load Theory, Cambridge University Press, New York, pp. 29 - 47, http://dx.doi.org/10.1017/CBO9780511844744.004
2010
Low R; Jin P; Sweller J, 2010, 'How research in educational psychology has contributed to instructional procedures: The case of cognitive load theory', in Educational Psychology: Concepts, Research and Challenges, pp. 87 - 101, http://dx.doi.org/10.4324/9780203838884
2010
Sweller J; Rubie-Davies CM, 2010, 'Conclusion: Some potential influences of educational psychology on educational research', in Educational Psychology: Concepts, Research and Challenges, pp. 268 - 270, http://dx.doi.org/10.4324/9780203838884
2010
Low R; Jin P; Sweller J, 2010, 'Learner’s cognitive load when using educational technology', in Van Eck R (ed.), Gaming and Cognition: Theories and Practice from the Learning Sciences, IGI Global, Hershey, PA, USA, pp. 169 - 188, http://dx.doi.org/10.4018/978-1-61520-717-6.ch008
2010
Sweller J, 2010, 'All Is in Order', in In Order to Learn: How the sequence of topics influences learning, http://dx.doi.org/10.1093/acprof:oso/9780195178845.003.0015
2010
Sweller J, 2009, 'What human cognitive architecture tells us about constructivism', in Tobias S; Duffy T (ed.), Constructivist Instruction: Success or Failure?, Routledge, USA, pp. 127 - 143, http://dx.doi.org/10.4324/9780203878842
2009
Low R; Jin P; Sweller J, 2009, 'Cognitive architecture and instructional design in a multimedia context (Chapter I)', in Zheng RZ (ed.), Cognitive Effects of Multimedia Learning, IGI Global, Hershey, PA, USA, pp. 1 - 18, http://dx.doi.org/10.4018/978-1-60566-158-2.ch001
2009
Sweller J, 2008, 'Human Cognitive Architecture', in Spector J; Merrill M; Van Merrienboer J; Driscoll M (ed.), Handbook of Research on Educational Communications and Technology, edn. 3rd, Erlbaum, NY, pp. 369 - 381
2008
Sweller J, 2007, 'Evolutionary biology and educational psychology', in Carlson JS; Levin JR (ed.), Educating the evolved mind: Conceptual foundations for an evolutionary educational pscyhology, edn. Original, Information Age Publishing, North Carolina, USA, pp. 165 - 175
2007
Sweller J, 2007, 'All is in order', in Ritter F; Norb J; Lehtinen E; O'Shea T (ed.), In Order to Learn: How the sequence of topics influences learning, Oxford University Press, New York, pp. 215 - 224, http://dx.doi.org/10.1093/acprof:oso/9780195178845.003.0015
2007
Sweller J, 2006, 'How the human system deals with complexity', in Elen J; Clark RE (ed.), Handling Complexity in Learning Environments: Theory and Research, edn. First, Elsevier Science, Amsterdam, pp. 13 - 25
2006
Sweller J, 2006, 'Why understanding instructional design requires an understanding of human cognitive evolution', in Web-Based Learning: Theory, Research, and Practice, Erlbaum Associates, Hillsdale, NJ, pp. 279 - 295, http://dx.doi.org/10.4324/9780203759820
2006
Sweller J, 2005, 'Implications of Cognitive Load Theory for Multimedia Learning', in Mayer RE (ed.), Cambridge Handbook of Multimedia Learning, edn. 1, Cambridge University Press, New York, pp. 19 - 30
2005
Leahy W; Cooper G; Sweller J, 2004, 'Interactivity and the Constraints of Cognitive Load Theory', in Peacock A; Cleghorn A (ed.), MISSING THE MEANING: THE DEVELOPMENT AND USE OF PRINT AND NON-PRINT TEXT MATERIALS IN DIVERSE SCHOOL SETTINGS, PALGRAVE, pp. 89 - 103, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000280280100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2004
Sweller J, 2003, 'Evolution of human cognitive architecture', in Ross B (ed.), The Psychology of Learning and Motivation: Advances in Research and Theory, vol 43, Academic Press, San Diego, California, pp. 215 - 266, http://dx.doi.org/10.1016/S0079-7421(03)01015-6
2003
Conference Papers
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Castro-Alonso JC; Sweller J, 2020, 'The Modality Effect of Cognitive Load Theory', in Advances in Intelligent Systems and Computing, pp. 75 - 84, http://dx.doi.org/10.1007/978-3-030-20135-7_7
2020
Sweller J, 2011, 'Cognitive Load Theory and E-Learning', in Biswas G; Bull S; Kay J; Mitrovic A (eds.), ARTIFICIAL INTELLIGENCE IN EDUCATION, SPRINGER-VERLAG BERLIN, Univ Auckland, Auckland, NEW ZEALAND, pp. 5 - 6, presented at 15th International Conference on Artificial Intelligence in Education (AIED), Univ Auckland, Auckland, NEW ZEALAND, 28 June 2011 - 01 July 2011, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000311898000003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2011
Huynh HCM; Jin P; Sweller J, 2011, 'THE EXPERTISE-REVERSAL EFFECT IN READING COMPREHENSION: A CASE OF ENGLISH AS A SECOND/FOREIGN LANGUAGE (ESL/EFL)', in Torres IC; Chova LG; Martinez AL (eds.), 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI), IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, Madrid, SPAIN, pp. 5740 - 5748, presented at 4th International Conference of Education, Research and Innovation (ICERI), Madrid, SPAIN, 14 November 2011 - 16 November 2011, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000317080005097&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2011
Wong A; Marcus N; Sweller J, 2011, 'Instructional animations: More complex to learn from than at first sight?', in Lecture Notes in Computer Science, Springer Verlag, pp. 552 - 555, http://dx.doi.org/10.1007/978-3-642-23768-3_80
2011
Gao Y; Low BR; Sweller J; Jin P, 2010, 'Effect of talker variability on comprehension of foreign-accented English: A cognitive load theory approach', in INTED2010 Proceedings CD, IATED, Valencia, Spain, pp. 46 - 58, presented at International Technology, Education and Development Conference, Valencia, Spain, 08 March 2010 - 10 March 2010
2010
Gao Y; Low R; Sweller J; Jin P, 2010, 'EFFECT OF TALKER VARIABILITY ON COMPREHENSION OF FOREIGN-ACCENTED ENGLISH: A COGNITIVE LOAD THEORY APPROACH', in Chova LG; Belenguer DM; Torres IC (eds.), 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010), IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, Valencia, SPAIN, pp. 5046 - 5057, presented at 4th International Technology, Education and Development Conference (INTED), Valencia, SPAIN, 08 March 2010 - 10 March 2010, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000318805504112&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2010
Cerpa N; Sweller J, 2000, 'Applying computational models to measure relative cognitive load', in World Multiconference on Systemics, Cybernetics and Informatics (SCI 2000), World Multiconference on Systemics, Cybernetics and Informatics (SCI 2000), Orlando, Florida, USA, presented at World Multiconference on Systemics, Cybernetics and Informatics (SCI 2000), Orlando, Florida, USA, 23 July 2000 - 26 July 2000
2000
Cerpa N; Sweller J; Chandler PA, 1995, 'Some consquences of training strategies when learning a computer application', in AARE Conference Papers - Electronic, AARE, Victoria, presented at AARE 1996: Education: Towards an Optimistic Future, Hobart, 29 November 1995
1995
SWELLER J, 1987, 'NEGATIVE RELATIONS BETWEEN PROBLEM-SOLVING AND LEARNING', in AUSTRALIAN PSYCHOLOGIST, AUSTRALIAN PSYCHOLOGICAL SOC, pp. 124 - 125, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1987J864100126&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
1987
Conference Presentations
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Darejeh A; Marcus N; Sweller J, 2018, 'The effect of gamification on novice users’ cognitive load while learning software applications via E-learning systems', presented at 11th International cognitive load theory conference 2018, 11 - 13 September 2018
2018
Darejeh AD; Marcus NM; sweller JS, 2017, 'How to decrease cognitive load to facilitate learning software applications', presented at 10th International Cognitive Load Theory conference, Wollongong, NSW, 20 November 2017 - 22 November 2017
2017
Chen O; Kalyuga S; Sweller J, 2015, 'The worked example effect, the generation effect, and element interactivity', Vol. 107, pp. 689 - 704, presented at The 7th Cognitive Load Theory Conference, Taiwan, 23 June 2014 - 26 June 2014, http://dx.doi.org/10.1037/edu0000018
2015
Darejeh A; Marcus N; Sweller J, 'Comparing static content, animation and interactive animation while teaching software through narrative-based e-Learning systems.', presented at 12th International Cognitive Load theory conference, 17 June 2019 - 19 June 2019
Darejeh A; Marcus N; Sweller J, 'The effect of gamification on novice users’ cognitive load while learning software applications via E-learning systems', presented at 11th International cognitive load theory conference 2018, 11 September 2018 - 13 September 2018
Journal articles
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Sweller J; van Merriënboer JJ G; Paas F, 2019, 'Cognitive Architecture and Instructional Design: 20 Years Later', Educational Psychology Review, vol. 31, pp. 261 - 292,
2019
Likourezos V; Kalyuga S; Sweller J, 2019, 'The Variability Effect: When Instructional Variability Is Advantageous', Educational Psychology Review, vol. 31, pp. 479 - 497,
2019
Leahy W; Sweller J, 2019, 'Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect', Educational Psychology Review, vol. 31, pp. 457 - 478,
2019
Sweller J; van Merriënboer JJG; Paas F, 2019, 'Cognitive Architecture and Instructional Design: 20 Years Later', Educational Psychology Review, vol. 31, pp. 261 - 292, http://dx.doi.org/10.1007/s10648-019-09465-5
2019
Leahy W; Sweller J, 2019, 'Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect', Educational Psychology Review, vol. 31, pp. 457 - 478, http://dx.doi.org/10.1007/s10648-019-09476-2
2019
Zambrano J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of group experience and information distribution on collaborative learning', Instructional Science, vol. 47, pp. 531 - 550, http://dx.doi.org/10.1007/s11251-019-09495-0
2019
Zambrano R. J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of prior knowledge on collaborative and individual learning', Learning and Instruction, vol. 63, http://dx.doi.org/10.1016/j.learninstruc.2019.05.011
2019
Kirschner PA; Sweller J; Kirschner F; Zambrano JR, 2018, 'From Cognitive Load Theory to Collaborative Cognitive Load Theory', International Journal of Computer-Supported Collaborative Learning, vol. 13, pp. 213 - 233, http://dx.doi.org/10.1007/s11412-018-9277-y
2018
Chen O; Castro-Alonso JC; Paas F; Sweller J, 2018, 'Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect', Educational Psychology Review, vol. 30, pp. 483 - 501, http://dx.doi.org/10.1007/s10648-017-9426-2
2018
Sweller J, 2018, 'Measuring cognitive load', Perspectives on Medical Education, vol. 7, pp. 1 - 2, http://dx.doi.org/10.1007/s40037-017-0395-4
2018
Chen O; Castro-Alonso JC; Paas F; Sweller J, 2018, 'Undesirable difficulty effects in the learning of high-element interactivity materials', Frontiers in Psychology, vol. 9, http://dx.doi.org/10.3389/fpsyg.2018.01483
2018
Sweller J, 2018, 'Measuring cognitive load', Perspectives on Medical Education, vol. 7,
2018
Hanham J; Leahy W; Sweller J, 2017, 'Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects', Applied Cognitive Psychology, vol. 31, pp. 265 - 280, http://dx.doi.org/10.1002/acp.3324
2017
Roussel S; Joulia D; Tricot A; Sweller J, 2017, 'Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach', Learning and Instruction, vol. 52, pp. 69 - 79, http://dx.doi.org/10.1016/j.learninstruc.2017.04.007
2017
Hanham J; Leahy W; Sweller J, 2017, 'Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects', Applied Cognitive Psychology, vol. 31, pp. 265 - 280,
2017
Sweller J; Paas F, 2017, 'Should self-regulated learning be integrated with cognitive load theory? A commentary', Learning and Instruction, vol. 51, pp. 85 - 89, http://dx.doi.org/10.1016/j.learninstruc.2017.05.005
2017
Chen O; Woolcott G; Sweller J, 2017, 'Using cognitive load theory to structure computer-based learning including MOOCs', Journal of Computer Assisted Learning, vol. 33, pp. 293 - 305, http://dx.doi.org/10.1111/jcal.12188
2017
Retnowati E; Ayres P; Sweller J, 2017, 'Can collaborative learning improve the effectiveness of worked examples in learning mathematics?', Journal of Educational Psychology, vol. 109, pp. 666 - 679, http://dx.doi.org/10.1037/edu0000167
2017
Leahy W; Sweller J, 2016, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science, vol. 44, pp. 107 - 123, http://dx.doi.org/10.1007/s11251-015-9362-9
2016
Chen O; Kalyuga S ; Sweller J , 2016, 'The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect', Educational Psychology Review, vol. 29, pp. 393 - 405, http://dx.doi.org/10.1007/s10648-016-9359-1
2016
Sweller J, 2016, 'Working Memory, Long-term Memory, and Instructional Design', Journal of Applied Research in Memory and Cognition, vol. 5, pp. 360 - 367, http://dx.doi.org/10.1016/j.jarmac.2015.12.002
2016
van Gog T; Sweller J, 2015, 'Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases', Educational Psychology Review, vol. 27, pp. 247 - 264, http://dx.doi.org/10.1007/s10648-015-9310-x
2015
Leahy W; Hanham J; Sweller J, 2015, 'High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect', Educational Psychology Review, vol. 27, pp. 291 - 304, http://dx.doi.org/10.1007/s10648-015-9296-4
2015
Leahy W; Sweller J, 2015, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science, http://dx.doi.org/10.1007/s11251-015-9362-9
2015
Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity', Journal of Educational Psychology,
2015
Lin YC; Liu TC; Sweller J, 2015, 'Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects', Computers and Education, vol. 88, pp. 280 - 291, http://dx.doi.org/10.1016/j.compedu.2015.06.001
2015
Sweller J, 2015, 'In Academe, What Is Learned, and How Is It Learned?', Current Directions in Psychological Science, vol. 24, pp. 190 - 194, http://dx.doi.org/10.1177/0963721415569570
2015
Hsu Y; Gao Y; Liu TC; Sweller J, 2015, 'Interactions between levels of instructional detail and expertise when learning with computer simulations', Educational Technology and Society, vol. 18, pp. 113 - 127
2015
Tricot A; Sweller J, 2014, 'Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work', Educational Psychology Review, vol. 26, pp. 265 - 283, http://dx.doi.org/10.1007/s10648-013-9243-1
2014
Tricot A; Sweller J, 2014, 'Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work', Educational Psychology Review, vol. 26, pp. 265 - 283,
2014
Gao Y; Jin P ; Sweller, J ; Low, R , 2013, 'Effects of speaker variability on learning foreign-accented english for EFL learners', Journal of Educational Psychology, vol. 105, pp. 649 - 665, http://dx.doi.org/10.1037/a0033024
2013
Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology, vol. 33, pp. 755 - 772,
2013
Wong A; Leahy W; Marcus N; Sweller J, 2012, 'Cognitive load theory, the transient information effect and e-learning', Learning and Instruction, vol. 22, pp. 449 - 457, http://dx.doi.org/10.1016/j.learninstruc.2012.05.004
2012
Leslie K; Low R; Jin P; Sweller J, 2012, 'Redundancy and expertise reversal effects when using educational technology to learn primary school science', Etr&D - Educational Technology Research and Development, vol. 60, pp. 1 - 13, http://dx.doi.org/10.1007/s11423-011-9199-0
2012
Paas F; Sweller J, 2012, 'An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks', Educational Psychology Review, vol. 24, pp. 27 - 45, http://dx.doi.org/10.1007/s10648-011-9179-2
2012
Baillie A; Proudfoot H; Knight R; Peters L; Sweller J; Schwartz S; Pachana N, 2011, 'Teaching methods to complement competencies in reducing the "junkyard" curriculum in clinical psychology', Australian Psychologist, vol. 46, pp. 90 - 100, http://dx.doi.org/10.1111/j.1742-9544.2011.00036.x
2011
Leahy WM; Sweller J, 2011, 'Cognitive load theory, modality of presentation and the transient information effect', Applied Cognitive Psychology, vol. 25, pp. 951, http://dx.doi.org/10.1002/acp.1787
2011
Sweller J; Clark R; Kirschner P, 2010, 'Teaching general problem solving skills is not a substitute for, or a viable addition to, teaching mathematics', Notices of the American Mathematical Society, vol. 57, pp. 1303 - 1304
2010
Sweller J, 2010, 'Cognitive load theory in health professional education: Design principles and strategies', Medical Education, vol. 44, pp. 85 - 93, http://dx.doi.org/10.1111/j.1365-2923.2009.03498.x
2010
Sweller J, 2010, 'Element interactivity and intrinsic, extraneous and germane cognitive load', Educational Psychology Review, vol. 22, pp. 123 - 138, http://dx.doi.org/10.1007/s10648-010-9128-5
2010
Torcasio S; Sweller J, 2010, 'The use of illustrations when learning to read: A cognitive load theory approach', Applied Cognitive Psychology, vol. 24, pp. 659 - 672, http://dx.doi.org/10.1002/acp.1577
2010
Retnowati E; Ayres PL; Sweller J, 2010, 'Worked example effects in individual and group work settings', Educational Psychology, vol. 30, pp. 349 - 367, http://dx.doi.org/10.1080/01443411003659960
2010
Paas F; Gog TV; Sweller J, 2010, 'Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives', Educational Psychology Review, vol. 22, pp. 115 - 121, http://dx.doi.org/10.1007/s10648-010-9133-8
2010
Torcasio S; Sweller J, 2010, 'The use of illustrations when learning to read: A cognitive load theory approach', Applied Cognitive Psychology, vol. 24, pp. 659 - 672, http://dx.doi.org/10.1002/acp.1577
2010
Gog TV; Pass F; Sweller J, 2010, 'Cognitive load theory: Advances in research on worked examples, animations and cognitive load measurement', Educational Psychology Review, vol. 22, pp. 375 - 378, http://dx.doi.org/10.1007/s10648-010-9145-4
2010
Sweller J, 2009, 'Cognitive bases of human creativity', Educational Psychology Review, vol. 21, pp. 11 - 19, http://dx.doi.org/10.1007/s10648-008-9091-6
2009
Rourke AJ; Sweller J, 2009, 'The worked-example effect using ill-defined problems: Learning to recognise designers` styles', Learning and Instruction, vol. 19, pp. 185 - 199, http://dx.doi.org/10.1016/j.learninstruc.2008.03.006
2009
Owens PD; Sweller J, 2008, 'Cognitive load theory and music instruction', Educational Psychology, vol. 28, pp. 29 - 45, http://dx.doi.org/10.1080/01443410701369146
2008
Leahy WM; Sweller J, 2008, 'The imagination effect increases with an increased intrinsic cognitive load', Applied Cognitive Psychology, vol. 22, pp. 273 - 283, http://dx.doi.org/10.1002/acp.1373
2008
Sweller J, 2008, 'Instructional Implications of David C. Geary`s Evolutionary Educational Psychology', Educational Psychologist, vol. 43, pp. 214 - 216, http://dx.doi.org/10.1080/00461520802392208
2008
Diao Y; Chandler PA; Sweller J, 2007, 'The effect of written text on comprehension of spoken English as a foreign language', American Journal of Psychology, vol. 120, pp. 237 - 261, http://dx.doi.org/10.2307/20445397
2007
Sweller J; Diao Y, 2007, 'Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations', Learning and Instruction, vol. 17, pp. 78 - 88, http://dx.doi.org/10.1016/j.learninstruc.2006.11.007
2007
Sweller J; Kirschner P; Clark RE, 2007, 'Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries', Educational Psychologist, vol. 42, pp. 115 - 121, http://dx.doi.org/10.1080/00461520701263426
2007
Hasler BS; Kersten B; Sweller J, 2007, 'Learner control, cognitive load and instructional animation', Applied Cognitive Psychology, vol. 21, pp. 713 - 729, http://dx.doi.org/10.1002/acp.1345
2007
Sweller J; Sweller SM, 2006, 'Natural information processing systems', Evolutionary Psychology, vol. 4, pp. 434 - 458
2006
Sweller J, 2006, 'The worked example effect and human cognition', Learning and Instruction, vol. 16, pp. 165 - 169, http://dx.doi.org/10.1016/j.learninstruc.2006.02.005
2006
Kirschner P; Sweller J; Clark RK, 2006, 'Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching', Educational Psychologist, vol. 41, pp. 75 - 86, http://dx.doi.org/10.1207/s15326985ep4102_1
2006
Sweller J, 2006, 'Discussion of `Emerging topics in cognitive load research: Using information and learner characteristics in the design of powerful learning environments`', Applied Cognitive Psychology, vol. 20, pp. 353 - 357, http://dx.doi.org/10.1002/acp.1251
2006
Sweller J; Tindall-Ford SK, 2006, 'Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects.', Instructional Science, vol. 34, pp. 343 - 365, http://dx.doi.org/10.1007/s11251-005-6075-5
2006
Sweller J, 2006, 'The worked example effect and human cognition', Learning and Instruction, vol. 16, pp. 165 - 169
2006
Sweller J, 2006, 'Discussion of `emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments`', Applied Cognitive Psychology, vol. 20, pp. 353 - 357
2006
Merrienboer JJ; Sweller J, 2005, 'Cognitive load theory and complex learning: Recent developments and future directions', Educational Psychology Review, vol. 17, pp. 147 - 177, http://dx.doi.org/10.1007/s10648-005-3951-0
2005
Kalyuga S; Sweller J, 2005, 'Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning', Etr&D - Educational Technology Research and Development, vol. 53, pp. 83 - 93, http://dx.doi.org/10.1007/BF02504800
2005
Leahy WM; Sweller J, 2005, 'Interactions among the imagination, expertise reversal and element interactivity effects', Journal of Experimental Psychology - Applied, vol. 11, pp. 266 - 276, http://dx.doi.org/10.1037/1076-898X.11.4.266
2005
Sweller J, 2004, 'Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture.', Instructional Science, vol. 32, pp. 9 - 31, http://www.cdli.ca/~bmann/0_ARTICLES/CogLoad_Sweller04.pdf
2004
Paas F; Renkl A; Sweller J, 2004, 'Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture.', Instructional Science, vol. 32, pp. 1 - 8, http://dx.doi.org/10.1023/B:TRUC.0000021806.17516.d0
2004
Leahy WM; Sweller J, 2004, 'Cognitive load and the imagination effect', Applied Cognitive Psychology, vol. 18, pp. 857 - 875, http://dx.doi.org/10.1002/acp.1061
2004
Ginns PW; Chandler PA; Sweller J, 2003, 'When imagining information is effective', Contemporary Educational Psychology, vol. 28, pp. 229 - 251, http://dx.doi.org/10.1016/S0361-476X(02)00016-4
2003
Kalyuga S; Ayres PL; Chandler PA; Sweller J, 2003, 'The expertise reversal effect', Educational Psychologist, vol. 38, pp. 23 - 31, http://dx.doi.org/10.1207/S15326985EP3801_4
2003
Leahy WM; Chandler PA; Sweller J, 2003, 'When auditory presentations should and should not be a component of multimedia instruction.', Applied Cognitive Psychology, vol. 17, pp. 401 - 418, http://dx.doi.org/10.1002/acp.877
2003
Paas F; Renkl A; Sweller J, 2003, 'Cognitive load theory and instructional design: Recent developments', Educational Psychologist, vol. 38, pp. 1 - 4, http://dx.doi.org/10.1207/S15326985EP3801_1
2003
Yu L; Jin P; Sweller J, 2002, 'Application of Cognitive load: theory to English teaching', Journal of Inner Mongoloa Agricultural University, vol. 4, pp. 34 - 37
2002
Cooper G; Tindall-Ford SK; Chandler PA; Sweller J, 2001, 'Learning by imagining', Journal of Experimental Psychology - Applied, vol. 7, pp. 68 - 82
2001
Kalyuga S; Chandler PA; Sweller J; Tuovinen J, 2001, 'When problem solving is superior to studying worked examples', Journal of Educational Psychology, vol. 93, pp. 579 - 588, http://dx.doi.org/10.1037/0022-0663.93.3.579
2001
Cooper G; Tindall-Ford S; Chandler P; Sweller J, 2001, 'Learning by imagining', Journal of Experimental Psychology: Applied, vol. 7, pp. 68 - 82, http://dx.doi.org/10.1037/1076-898X.7.1.68
2001
Kalyuga S; Chandler P; Sweller J, 2001, 'Learner experience and efficiency of instructional guidance', International Journal of Phytoremediation, vol. 21, pp. 5 - 23,
2001
Kalyuga S; Chandler P; Sweller J, 1999, 'Managing Split-attention and Redundancy in Multimedia Instruction', Applied Cognitive Psychology, vol. 13, pp. 351 - 371, http://dx.doi.org/10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6
1999
Sweller J; Touvinen J, 1999, 'A comparison of cognitive load associated with discovery learning and worked examples.', Journal of Educational Psychology, vol. 91, pp. 334 - 341, http://dx.doi.org/10.1037/0022-0663.91.2.334
1999
Yeung AS; Jin P; Sweller J, 1998, 'Cognitive load and learner expertise: Split attention and redundancy effects in reading with explanatory notes.', Contemporary Educational Psychology, vol. 23, pp. 1 - 21, http://dx.doi.org/10.1006/ceps.1997.0951
1998
Sweller J; Van Merrienboer J; Paas F, 1998, 'Cognitive architecture and instructional design.', Educational Psychology Review, vol. 10, pp. 251 - 296, http://dx.doi.org/10.1023/A:1022193728205
1998
Sweller J, 1998, 'Can we measure working memory without contamination from knowledge held in longterm memory?', BEHAVIORAL AND BRAIN SCIENCES, vol. 21, pp. 845 - +, http://dx.doi.org/10.1017/S0140525X98371769
1998
Cerpa N; Chandler PA; Sweller J, 1997, 'Some conditions under which integrated computer-based training software can facilitate learning', Journal of Educational Computing Research, pp. 345 - 368
1997
Tindall-Ford SK; Chandler PA; Sweller J, 1997, 'When two sensory modes are better than one', Journal of Experimental Psychology - Applied, vol. 3, pp. 257 - 287, http://dx.doi.org/10.1037/1076-898X.3.4.257
1997
Leung M; Low BR; Sweller J, 1997, 'Learning from equations or words', Instructional Science, vol. 25, pp. 37 - 70, http://dx.doi.org/10.1023/A:1002969618881
1997
Jeung H; Chandler P; Sweller J, 1997, 'The role of visual indicators in dual sensory mode instruction', Educational Psychology, vol. 17, pp. 329 - 345,
1997
Jeung H; Chandler PA; Sweller J, 1997, 'The role of visual indicators in dual sensory mode instruction', Educational Psychology, vol. 17, pp. 329 - 343
1997
Marcus N; Cooper MG; Sweller J, 1996, 'Understanding instructions', Journal of Educational Psychology, vol. 88, pp. 49 - 63, http://dx.doi.org/10.1037/0022-0663.88.1.49
1996
Cerpa N; Chandler PA; Sweller J, 1996, 'Some conditions under which integrated computer-based training software can facilitate learning', Journal of Educational Computing Research, vol. 15, pp. 345 - 367, http://dx.doi.org/10.2190/MG7X-4J8N-CKYR-P06T
1996
Chandler PA; Sweller J, 1996, 'Cognitive load while learning to use a computer program', Applied Cognitive Psychology, vol. 10, pp. 151 - 170, http://dx.doi.org/10.1002/(SICI)1099-0720(199604)10:2<151::AID-ACP380>3.0.CO;2-U
1996
Mousavi S; Low BR; Sweller J, 1995, 'Reducing cognitive load by mixing auditory and visual presentation modes', Journal of Educational Psychology, vol. 87, pp. 319 - 334
1995
Sweller J; Chandler P, 1994, 'Why Some Material is Difficult to Learn', Cognition and Instruction, vol. 12, pp. 185 - 233, http://dx.doi.org/10.1207/s1532690xci1203_1
1994
Bobis J; Sweller J; Cooper M, 1994, 'Demands imposed on primary-school students by geometric models', Contemporary Educational Psychology, vol. 19, pp. 108 - 117, http://dx.doi.org/10.1006/ceps.1994.1010
1994
Sweller J, 1994, 'Cognitive load theory, learning difficulty, and instructional design', Learning and Instruction, vol. 4, pp. 295 - 312, http://dx.doi.org/10.1016/0959-4752(94)90003-5
1994
Sweller J, 1993, 'Some cognitive processes and their consequences for the organisation and presentation of information', Australian Journal of Psychology, vol. 45, pp. 1 - 8, http://dx.doi.org/10.1080/00049539308259112
1993
Bobis J; Sweller J; Cooper M, 1993, 'Cognitive load effects in a primary-school geometry task', Learning and Instruction, vol. 3, pp. 1 - 21, http://dx.doi.org/10.1016/S0959-4752(09)80002-9
1993
Sweller J; Low R, 1992, 'Some cognitive factors relevant to mathematics instruction', Mathematics Education Research Journal, vol. 4, pp. 83 - 94, http://dx.doi.org/10.1007/BF03217233
1992
CHANDLER P; SWELLER J, 1992, 'THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION', British Journal of Educational Psychology, vol. 62, pp. 233 - 246, http://dx.doi.org/10.1111/j.2044-8279.1992.tb01017.x
1992
Sweller J; Chandler P, 1991, 'Evidence for Cognitive Load Theory', Cognition and Instruction, vol. 8, pp. 351 - 362, http://dx.doi.org/10.1207/s1532690xci0804_5
1991
Purnell KN; Solman RT; Sweller J, 1991, 'The effects of technical illustrations on cognitive load', Instructional Science, vol. 20, pp. 443 - 462, http://dx.doi.org/10.1007/BF00116358
1991
Chandler P; Sweller J, 1991, 'Cognitive Load Theory and the Format of Instruction', Cognition and Instruction, vol. 8, pp. 293 - 332, http://dx.doi.org/10.1207/s1532690xci0804_2
1991
SWELLER J, 1990, 'ON THE LIMITED EVIDENCE FOR THE EFFECTIVENESS OF TEACHING GENERAL PROBLEM-SOLVING STRATEGIES', JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, vol. 21, pp. 411 - 415, http://dx.doi.org/10.2307/749398
1990
Ward M; Sweller J, 1990, 'Structuring Effective Worked Examples', Cognition and Instruction, vol. 7, pp. 1 - 39, http://dx.doi.org/10.1207/s1532690xci0701_1
1990
SWELLER J, 1990, 'VIEWS FROM 3 ADVISORY EDITORS .1. COGNITIVE-PROCESSES AND INSTRUCTIONAL PROCEDURES', AUSTRALIAN JOURNAL OF EDUCATION, vol. 34, pp. 125 - 130, http://dx.doi.org/10.1177/000494419003400202
1990
Sweller J; Chandler P; Tierney P; Cooper M, 1990, 'Cognitive Load as a Factor in the Structuring of Technical Material', Journal of Experimental Psychology: General, vol. 119, pp. 176 - 192, http://dx.doi.org/10.1037/0096-3445.119.2.176
1990
OWEN E; SWELLER J, 1989, 'SHOULD PROBLEM-SOLVING BE USED AS A LEARNING DEVICE IN MATHEMATICS', JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, vol. 20, pp. 322 - 328, http://dx.doi.org/10.2307/749520
1989
COOPER M; SWELLER J, 1989, 'SECONDARY-SCHOOL STUDENTS REPRESENTATIONS OF SOLIDS', JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, vol. 20, pp. 202 - 212, http://dx.doi.org/10.2307/749283
1989
Sweller J, 1989, 'Cognitive Technology: Some Procedures for Facilitating Learning and Problem Solving in Mathematics and Science', Journal of Educational Psychology, vol. 81, pp. 457 - 466, http://dx.doi.org/10.1037/0022-0663.81.4.457
1989
Sweller J, 1988, 'Cognitive load during problem solving: Effects on learning', Cognitive Science, vol. 12, pp. 257 - 285, http://dx.doi.org/10.1016/0364-0213(88)90023-7
1988
Tarmizi RA; Sweller J, 1988, 'Guidance During Mathematical Problem Solving', Journal of Educational Psychology, vol. 80, pp. 424 - 436, http://dx.doi.org/10.1037/0022-0663.80.4.424
1988
TARMIZI RA; SWELLER J, 1988, 'GUIDANCE DURING MATHEMATICAL PROBLEM-SOLVING', JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 80, pp. 424 - 436, http://dx.doi.org/10.1037/0022-0663.80.4.424
1988
Cooper G; Sweller J, 1987, 'Effects of Schema Acquisition and Rule Automation on Mathematical Problem-Solving Transfer', Journal of Educational Psychology, vol. 79, pp. 347 - 362, http://dx.doi.org/10.1037/0022-0663.79.4.347
1987
Sweller J; Cooper GA, 1985, 'The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra', Cognition and Instruction, vol. 2, pp. 59 - 89, http://dx.doi.org/10.1207/s1532690xci0201_3
1985
OWEN E; SWELLER J, 1985, 'WHAT DO STUDENTS LEARN WHILE SOLVING MATHEMATICS PROBLEMS', JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 77, pp. 272 - 284, http://dx.doi.org/10.1037/0022-0663.77.3.272
1985
Owen E; Sweller J, 1985, 'What Do Students Learn While Solving Mathematics Problems?', Journal of Educational Psychology, vol. 77, pp. 272 - 284, http://dx.doi.org/10.1037/0022-0663.77.3.272
1985
Sweller J; Mawer RF; Ward MR, 1983, 'Development of expertise in mathematical problem solving', Journal of Experimental Psychology: General, vol. 112, pp. 639 - 661, http://dx.doi.org/10.1037/0096-3445.112.4.639
1983
Sweller J, 1983, 'Control mechanisms in problem solving', Memory & Cognition, vol. 11, pp. 32 - 40, http://dx.doi.org/10.3758/BF03197659
1983
SWELLER J; MAWER RF; WARD MR, 1983, 'DEVELOPMENT OF EXPERTISE IN MATHEMATICAL PROBLEM-SOLVING', JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL, vol. 112, pp. 639 - 661, http://dx.doi.org/10.1037/0096-3445.112.4.639
1983
Mawer RF; Sweller J, 1982, 'Effects of subgoal density and location on learning during problem solving', Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 8, pp. 252 - 259, http://dx.doi.org/10.1037/0278-7393.8.3.252
1982
SWELLER J; MAWER RF; HOWE W, 1982, 'CONSEQUENCES OF HISTORY-CUED AND MEANS-END STRATEGIES IN PROBLEM-SOLVING', AMERICAN JOURNAL OF PSYCHOLOGY, vol. 95, pp. 455 - 483, http://dx.doi.org/10.2307/1422136
1982
Sweller J; Levine M, 1982, 'Effects of goal specificity on means-ends analysis and learning', Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 8, pp. 463 - 474, http://dx.doi.org/10.1037/0278-7393.8.5.463
1982
SWELLER J, 1980, 'TRANSFER EFFECTS IN A PROBLEM-SOLVING CONTEXT', QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, vol. 32, pp. 233 - 239, http://dx.doi.org/10.1080/14640748008401159
1980
SWELLER J, 1980, 'HYPOTHESIS SALIENCE, TASK-DIFFICULTY, AND SEQUENTIAL EFFECTS ON PROBLEM-SOLVING', AMERICAN JOURNAL OF PSYCHOLOGY, vol. 93, pp. 135 - 145, http://dx.doi.org/10.2307/1422109
1980
SWELLER J; GEE W, 1978, 'EINSTELLUNG, SEQUENCE EFFECT, AND HYPOTHESIS THEORY', JOURNAL OF EXPERIMENTAL PSYCHOLOGY-HUMAN LEARNING AND MEMORY, vol. 4, pp. 513 - 526, http://dx.doi.org/10.1037/0278-7393.4.5.513
1978
SWELLER J, 1976, 'THE EFFECT OF TASK COMPLEXITY AND SEQUENCE ON RULE LEARNING AND PROBLEM SOLVING', British Journal of Psychology, vol. 67, pp. 553 - 558, http://dx.doi.org/10.1111/j.2044-8295.1976.tb01546.x
1976
SWELLER J, 1976, 'CRITERION OF LEARNING AND TASK-DIFFICULTY AS DETERMINANTS OF MEDIATED-SHIFT LEARNING SPEED', PSYCHOLOGICAL REPORTS, vol. 39, pp. 875 - 879, http://dx.doi.org/10.2466/pr0.1976.39.3.875
1976
Sweller J, 1976, 'Asymmetrical transfer using a verbal learning paradigm', Australian Journal of Psychology, vol. 28, pp. 91 - 96, http://dx.doi.org/10.1080/00049537608255267
1976
SWELLER J, 1976, 'EFFECT OF TASK COMPLEXITY AND SEQUENCE ON RULE LEARNING AND PROBLEM-SOLVING', BRITISH JOURNAL OF PSYCHOLOGY, vol. 67, pp. 553 - 558, http://dx.doi.org/10.1111/j.2044-8295.1976.tb01546.x
1976
SWELLER J, 1976, 'LIST LENGTH AND SPEED OF PAIRED-ASSOCIATE LEARNING', PSYCHOLOGICAL REPORTS, vol. 39, pp. 858 - 858, http://dx.doi.org/10.2466/pr0.1976.39.3.858
1976
Sweller J, 1973, 'The effect of task difficulty and criteria of learning on a subsequent reversal', QUART.J.EXP.PSYCHOL., vol. 25, pp. 223 - 228, http://dx.doi.org/10.1080/14640747308400341
1973
Sweller J, 1973, 'Effect of amount of initial training on concept shift problems', Journal of Experimental Psychology, vol. 99, pp. 134 - 136, http://dx.doi.org/10.1037/h0034753
1973
Sweller J, 1972, 'A test between the selective attention and stimulus generalization interpretations of the easy-to-hard effect.', The Quarterly journal of experimental psychology, vol. 24, pp. 352 - 355, http://dx.doi.org/10.1080/14640747208400290
1972