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,
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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Kalyuga S; Sweller J, 2018, 'Cognitive load and expertise reversal', in Ericsson K; Hoffman R; Kozbelt A; Williams M (ed.), The Cambridge Handbook of Expertise and Expert Performance, Cambridge University Press, pp. 793 - 811
2018
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,
2017
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
Sweller J, 2016, 'Cognitive load theory, evolutionary educational psychology, and instructional design', in Geary DC; Berch DB (ed.), Evolutionary Psychology, pp. 291 - 306,
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,
2015
Kyun S; Kalyuga S; Sweller J, 2015, 'The use of worked examples and other forms of explicit guidance in ill-structured problem domains', in Frascara J (ed.), Information Design As Principled Action: Making information accessible, relevant, understandable, and usable, Common Ground Publishing, Champaign, Illinois, USA, pp. 57 - 66,
2015
Ayres P; Sweller J, 2014, 'The split-attention principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, Cambridge University Press, New York, pp. 206 - 226,
2014
Paas F; Sweller J, 2014, 'Implications of cognitive load theory for multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, Second Edition, Cambridge University Press, NY, pp. 27 - 42,
2014
Low R; Sweller J, 2014, 'The modality principle in multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, Second Edition, Cambridge University Press, NY, pp. 227 - 246,
2014
Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in Mayer RE (ed.), Cambridge Handbook of Multimedia Learning, edn. 1, Cambridge University Press, Cambridge, pp. 247 - 262,
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
Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 247 - 262,
2014
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, '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,
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,
2013
Ayres P; Sweller J, 2013, 'Worked examples', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, edn. 1st, Routledge, Oxford, pp. 408 - 410
2013
Sweller J, 2012, 'De Groot's lesson', in Contemporary Debates in Childhood Education and Development, Routledge, NY USA, pp. 19 - 24,
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,
2012
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,
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,
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,
2012
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
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,
2011
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,
2011
Sweller J, 2011, 'Cognitive load theory', in Mestre J; Ross BH (ed.), Psychology of Learning and Motivation - Advances in Research and Theory, Academic Press, Oxford, pp. 37 - 76,
2011
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,
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,
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,
2010
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,
2010
Sweller J, 2010, 'All Is in Order', in In Order to Learn: How the sequence of topics influences learning,
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,
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,
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
Pass F; Gog TV; Kirschner F; Marcus N; Ayres PL; Sweller J, 2008, 'Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges', in Zumbach J (ed.), Beyond Knowledge: The Legacy of Competence, edn. 1, Springer, Speringr-Veriag New York, pp. 1 - 9,
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,
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,
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,
2004
Sweller J, 2003, 'Evolution of human cognitive architecture', in Ross B (ed.), Psychology of Learning and Motivation - Advances in Research and Theory, Academic Press, San Diego, California, pp. 215 - 266,
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,
2020
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,
2011
Hung HC; Jin P; Sweller J, 2011, 'The expertise reversal effect in reading', in INTED2010 Proceedings CD, IATED, Valencia, Spain, pp. 5740 - 5748, presented at ICERI2011 International Conference of Education, Research and Innovation, Madrid, Spain, 14 November 2011 - 16 November 2011,
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,
2011
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,
2011
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,
2010
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
Kalyuga S; Chandler P; Sweller J, 2000, 'Working memory load and learning from tasks with different levels of instructional guidance.', in INTERNATIONAL JOURNAL OF PSYCHOLOGY, PSYCHOLOGY PRESS, pp. 27 - 27,
2000
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,
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,
2015
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
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
Journal articles
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Sweller J; van Merriënboer JJG; 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 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
Zambrano J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of group experience and information distribution on collaborative learning', Instructional Science,
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,
2019
Ashman G; Kalyuga S; Sweller J, 2019, 'Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?', Educational Psychology Review,
2019
Sweller J, 2018, 'Measuring cognitive load', Perspectives on Medical Education, vol. 7,
2018
Sweller J, 2018, 'Measuring cognitive load', Perspectives on Medical Education, vol. 7, pp. 1 - 2,
2018
Retnowati E; Ayres P; Sweller J, 2018, 'Collaborative learning effects when students have complete or incomplete knowledge', Applied Cognitive Psychology, vol. 32, pp. 681 - 692,
2018
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,
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,
2018
Jiang D; Kalyuga S; Sweller J, 2018, 'The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect', Educational Psychology Review, vol. 30, pp. 1139 - 1165,
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,
2018
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,
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,
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
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,
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,
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
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,
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,
2016
Chen O; Kalyuga S; Sweller J, 2016, 'When instructional guidance is needed', Educational and Developmental Psychologist, vol. 33, pp. 149 - 162,
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,
2016
Di Mascio R; Kalyuga S; Sweller J, 2016, 'The Effect of Wording and Placement of Task Instructions on Problem-Solving Creativity', Journal of Creative Behavior, vol. 52, pp. 1 - 19,
2016
Chen O; Slava Klayuga ; John Sweller , 2016, 'Relations between the worked example and generation effects on immediate and delayed tests', Learning and Instruction, vol. 45, pp. 20 - 30,
2016
Blayney P; Kalyuga S; Sweller J, 2016, 'The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students', Educational Psychology, vol. 36, pp. 1868 - 1885,
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,
2015
Leahy W; Sweller J, 2015, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science,
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,
2015
Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity', Journal of Educational Psychology,
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
Blayney P; Kalyuga S; Sweller J, 2015, 'Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students’ Expertise', Journal of Educational Technology & Society, vol. 18, pp. 199 - 210
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,
2015
Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity.', Journal of Educational Psychology, vol. 107, pp. 689 - 704,
2015
Fraser KL; Ayres P; Sweller J, 2015, 'Cognitive load theory for the design of medical simulations', Simulation in Healthcare, vol. 10, pp. 295 - 307,
2015
Hsu C-Y; Kalyuga S; Sweller J, 2015, 'When should guidance be presented in physics instruction?', Archives of Scientific Psychology, vol. 3, pp. 37 - 53,
2015
Sweller J, 2015, 'In Academe, What Is Learned, and How Is It Learned?', Current Directions in Psychological Science, vol. 24, pp. 190 - 194,
2015
Bokosmaty S; Sweller J; Kalyuga S, 2015, 'Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise', American Educational Research Journal, vol. 52, pp. 307 - 333,
2015
Youssef-Shalala A; Ayres P; Schubert C; Sweller J, 2014, 'Using a general problem-solving strategy to promote transfer', Journal of Experimental Psychology: Applied, vol. 20, pp. 215 - 231,
2014
Pachman M; Sweller J; Kalyuga S, 2014, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', Applied Cognitive Psychology, vol. 28, pp. 685 - 692,
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
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
Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology, vol. 33, pp. 755 - 772,
2013
Pachman M; Sweller J; Kalyuga S, 2013, 'Levels of knowledge and deliberate practice', Journal of Experimental Psychology: Applied, vol. 19, pp. 108 - 119,
2013
Kyun S; Kalyuga S; Sweller J, 2013, 'The effect of worked examples when learning to write essays in English literature', Journal of Experimental Education, vol. 81, pp. 385 - 408,
2013
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,
2013
Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology, vol. 33, pp. 755 - 772,
2013
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,
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,
2012
Moussa-inaty J; Ayres PL; Sweller J, 2012, 'Improving listening skills in English as a foreign language by reading rather than listening: A cognitive load perspective', Applied Cognitive Psychology, vol. 26, pp. 391 - 402,
2012
Youssef A; Ayres P; Sweller J, 2012, 'Using general problem-solving strategies to generate ideas in order to solve geography problems', Applied Cognitive Psychology, vol. 26, pp. 848 - 853,
2012
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,
2012
Leahy WM; Sweller J, 2011, 'Cognitive load theory, modality of presentation and the transient information effect', Applied Cognitive Psychology, vol. 25, pp. 951,
2011
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,
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,
2010
Sweller J, 2010, 'Element interactivity and intrinsic, extraneous and germane cognitive load', Educational Psychology Review, vol. 22, pp. 123 - 138,
2010
Retnowati E; Ayres PL; Sweller J, 2010, 'Worked example effects in individual and group work settings', Educational Psychology, vol. 30, pp. 349 - 367,
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,
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,
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,
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,
2010
Van Gog T; Paas F; Marcus N; Ayres PL; Sweller J, 2009, 'The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations', Educational Psychology Review, vol. 21, pp. 21 - 30,
2009
Sweller J, 2009, 'Cognitive bases of human creativity', Educational Psychology Review, vol. 21, pp. 11 - 19,
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,
2009
Blayney P; Kalyuga S; Sweller J, 2009, 'Interactions between the isolated-interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class', Instructional Science, vol. 38, pp. 277 - 287,
2009
Wong A; Marcus N; Ayres PL; Sweller J, 2009, 'Instructional animations can be superior to statics when learning human motor skills', Computers in Human Behavior, vol. 25, pp. 339 - 347,
2009
Sweller J, 2008, 'Instructional Implications of David C. Geary`s Evolutionary Educational Psychology', Educational Psychologist, vol. 43, pp. 214 - 216,
2008
Kissane M; Kalyuga S; Chandler P; Sweller J, 2008, 'The consequences of fading instructional guidance on delayed performance: The case of financial services training', Educational Psychology, vol. 28, pp. 809 - 822,
2008
Paas F; Van Gog T; Kirschner F; Marcus N; Ayres P; Sweller J, 2008, 'Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education', Beyond Knowledge: The Legacy of Competence: Meaningful Computer-based Learning Environments, pp. 7 - 9,
2008
Owens PD; Sweller J, 2008, 'Cognitive load theory and music instruction', Educational Psychology, vol. 28, pp. 29 - 45,
2008
Leahy WM; Sweller J, 2008, 'The imagination effect increases with an increased intrinsic cognitive load', Applied Cognitive Psychology, vol. 22, pp. 273 - 283,
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,
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,
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,
2007
Hasler BS; Kersten B; Sweller J, 2007, 'Learner control, cognitive load and instructional animation', Applied Cognitive Psychology, vol. 21, pp. 713 - 729,
2007
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
Sweller J; Sweller SM, 2006, 'Natural information processing systems', Evolutionary Psychology, vol. 4, pp. 434 - 458
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,
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,
2006
Sweller J, 2006, 'The worked example effect and human cognition', Learning and Instruction, vol. 16, pp. 165 - 169,
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,
2006
Pawley DM; Ayres PL; Cooper MG; Sweller J, 2005, 'Translating words into equations: A cognitive load theory approach', Educational Psychology, vol. 25, pp. 75 - 97,
2005
Merrienboer JJ; Sweller J, 2005, 'Cognitive load theory and complex learning: Recent developments and future directions', Educational Psychology Review, vol. 17, pp. 147 - 177,
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,
2005
Clarke TA; Ayres PL; Sweller J, 2005, 'The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications', Etr&D - Educational Technology Research and Development, vol. 53, pp. 15 - 24,
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,
2005
Kalyuga S; Chandler P; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction clan interfere with learning', HUMAN FACTORS, vol. 46, pp. 567 - 581,
2004
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,
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,
2004
Kalyuga S; Sweller J, 2004, 'Measuring knowledge to optimize cognitive load factors during instruction', Journal of Educational Psychology, vol. 96, pp. 558 - 568,
2004
Kalyuga S; Chandler PA; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction can interfere with learning', Human Factors, vol. 46, pp. 567 - 581,
2004
Leahy WM; Sweller J, 2004, 'Cognitive load and the imagination effect', Applied Cognitive Psychology, vol. 18, pp. 857 - 875,
2004
Ginns PW; Chandler PA; Sweller J, 2003, 'When imagining information is effective', Contemporary Educational Psychology, vol. 28, pp. 229 - 251,
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,
2003
Carlson R; Chandler PA; Sweller J, 2003, 'Learning and understanding science instructional material', Journal of Educational Psychology, vol. 38, pp. 629 - 640,
2003
Paas F; Renkl A; Sweller J, 2003, 'Cognitive load theory and instructional design: Recent developments', Educational Psychologist, vol. 38, pp. 1 - 4,
2003
Kalyuga S; Ayres PL; Chandler PA; Sweller J, 2003, 'The expertise reversal effect', Educational Psychologist, vol. 38, pp. 23 - 31,
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
Ngu BH; Low BR; Sweller J, 2002, 'text editing in chemistry instruction', Instructional Science, vol. 30, pp. 379 - 402,
2002
Pollock E; Chandler PA; Sweller J, 2002, 'Assimilating complex information', Learning and Instruction, vol. 12, pp. 61 - 86,
2002
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,
2001
Kalyuga S; Chandler PA; Sweller J, 2001, 'Learner experience and efficiency of instructional guidance', Educational Psychology, pp. 5 - 23
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
Cooper G; Tindall-Ford S; Chandler P; Sweller J, 2001, 'Learning by imagining', Journal of Experimental Psychology: Applied, vol. 7, pp. 68 - 82,
2001
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, 2000, 'Incorporating Learner Experience Into the Design of Multimedia Instruction', Journal of Educational Psychology, vol. 92, pp. 126 - 136,
2000
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,
1999
Kalyuga S; Chandler P; Sweller J, 1999, 'Managing Split-attention and Redundancy in Multimedia Instruction', Applied Cognitive Psychology, vol. 13, pp. 351 - 371,
1999
Sweller J; Chandler PA; Kalyuga S, 1999, 'Managing split-attention and redundancy in multimedia instruction', Applied Cognitive Psychology, vol. 13, pp. 351 - 371,
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,
1998
Kalyuga S; Chandler PA; Sweller J, 1998, 'Levels of expertise and instructional design', Human Factors, vol. 40, pp. 1 - 17,
1998
Mwangi W; Sweller J, 1998, 'Learning to solve compare word problems: The effect of example format and generating self-explanations.', Cognition and Instruction, vol. 16, pp. 173 - 199,
1998
Sweller J; Van Merrienboer J; Paas F, 1998, 'Cognitive architecture and instructional design.', Educational Psychology Review, vol. 10, pp. 251 - 296,
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 - +,
1998
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,
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
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
Leung M; Low BR; Sweller J, 1997, 'Learning from equations or words', Instructional Science, vol. 25, pp. 37 - 70,
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
Marcus N; Cooper MG; Sweller J, 1996, 'Understanding instructions', Journal of Educational Psychology, vol. 88, pp. 49 - 63,
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,
1996
Chandler PA; Sweller J, 1996, 'Cognitive load while learning to use a computer program', Applied Cognitive Psychology, vol. 10, pp. 151 - 170,
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,
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,
1994
Sweller J, 1994, 'Cognitive load theory, learning difficulty, and instructional design', Learning and Instruction, vol. 4, pp. 295 - 312,
1994
Bobis J; Sweller J; Cooper M, 1993, 'Cognitive load effects in a primary-school geometry task', Learning and Instruction, vol. 3, pp. 1 - 21,
1993
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,
1993
Sweller J; Low R, 1992, 'Some cognitive factors relevant to mathematics instruction', Mathematics Education Research Journal, vol. 4, pp. 83 - 94,
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,
1992
Sweller J; Chandler P, 1991, 'Evidence for Cognitive Load Theory', Cognition and Instruction, vol. 8, pp. 351 - 362,
1991
Chandler P; Sweller J, 1991, 'Cognitive Load Theory and the Format of Instruction', Cognition and Instruction, vol. 8, pp. 293 - 332,
1991
Purnell KN; Solman RT; Sweller J, 1991, 'The effects of technical illustrations on cognitive load', Instructional Science, vol. 20, pp. 443 - 462,
1991
AYRES P; SWELLER J, 1990, 'LOCUS OF DIFFICULTY IN MULTISTAGE MATHEMATICS PROBLEMS', AMERICAN JOURNAL OF PSYCHOLOGY, vol. 103, pp. 167 - 193,
1990
SWELLER J, 1990, 'VIEWS FROM 3 ADVISORY EDITORS .1. COGNITIVE-PROCESSES AND INSTRUCTIONAL PROCEDURES', AUSTRALIAN JOURNAL OF EDUCATION, vol. 34, pp. 125 - 130,
1990
Ward M; Sweller J, 1990, 'Structuring Effective Worked Examples', Cognition and Instruction, vol. 7, pp. 1 - 39,
1990
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,
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,
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,
1989
COOPER M; SWELLER J, 1989, 'SECONDARY-SCHOOL STUDENTS REPRESENTATIONS OF SOLIDS', JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, vol. 20, pp. 202 - 212,
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,
1989
TARMIZI RA; SWELLER J, 1988, 'GUIDANCE DURING MATHEMATICAL PROBLEM-SOLVING', JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 80, pp. 424 - 436,
1988
Sweller J, 1988, 'Cognitive load during problem solving: Effects on learning', Cognitive Science, vol. 12, pp. 257 - 285,
1988
Tarmizi RA; Sweller J, 1988, 'Guidance During Mathematical Problem Solving', Journal of Educational Psychology, vol. 80, pp. 424 - 436,
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,
1987
Owen E; Sweller J, 1985, 'What Do Students Learn While Solving Mathematics Problems?', Journal of Educational Psychology, vol. 77, pp. 272 - 284,
1985
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,
1985
OWEN E; SWELLER J, 1985, 'WHAT DO STUDENTS LEARN WHILE SOLVING MATHEMATICS PROBLEMS', JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 77, pp. 272 - 284,
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,
1983
Sweller J, 1983, 'Control mechanisms in problem solving', Memory & Cognition, vol. 11, pp. 32 - 40,
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,
1983
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,
1982
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,
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,
1982
SWELLER J, 1980, 'TRANSFER EFFECTS IN A PROBLEM-SOLVING CONTEXT', QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, vol. 32, pp. 233 - 239,
1980
SWELLER J, 1980, 'HYPOTHESIS SALIENCE, TASK-DIFFICULTY, AND SEQUENTIAL EFFECTS ON PROBLEM-SOLVING', AMERICAN JOURNAL OF PSYCHOLOGY, vol. 93, pp. 135 - 145,
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,
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,
1976
SWELLER J, 1976, 'LIST LENGTH AND SPEED OF PAIRED-ASSOCIATE LEARNING', PSYCHOLOGICAL REPORTS, vol. 39, pp. 858 - 858,
1976
Sweller J, 1976, 'Asymmetrical transfer using a verbal learning paradigm', Australian Journal of Psychology, vol. 28, pp. 91 - 96,
1976
SWELLER J, 1976, 'CRITERION OF LEARNING AND TASK-DIFFICULTY AS DETERMINANTS OF MEDIATED-SHIFT LEARNING SPEED', PSYCHOLOGICAL REPORTS, vol. 39, pp. 875 - 879,
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,
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,
1973
Sweller J, 1973, 'Effect of amount of initial training on concept shift problems', Journal of Experimental Psychology, vol. 99, pp. 134 - 136,
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,
1972
Theses / Dissertations
add
Hung HC; Sweller J; Jin P, 2007, Split-atention in reading comprehension: A case of English as a foreign/second language
2007