By Emeritus Professor John Sweller

Book Chapters

Sweller J, 2012, 'Human cognitive architecture', in Harris KR; Graham S; Urdan T (ed.), APA Educational Psychology Handbook, American Psychological Association, Washington, DC, pp. 295 - 326, http://www.apa.org/pubs/books/4311503.aspx

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, American Psychological Association, Washington, DC, pp. 295 - 325, http://dx.doi.org/10.1037/13273-000

Low R; Jin P; Sweller J, 2011, 'Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment', in Human Attention in Digital Environments, Cambridge University Press (CUP), pp. 93 - 113, http://dx.doi.org/10.1017/cbo9780511974519.004

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, Cambridge University Press, United Kingdom, pp. 93 - 113

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, Routledge, London, pp. 87 - 101

Sweller J, 2011, 'CHAPTER TWO Cognitive Load Theory', in , Elsevier, pp. 37 - 76, http://dx.doi.org/10.1016/b978-0-12-387691-1.00002-8

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://www.amazon.com/Cognition-Education-Psychology-Learning-Motivation/dp/0123876915#reader_0123876915

Sweller J; Rubie-Davies CM, 2011, 'Some potential influences of educational psychology on educational research', in Rubies-Davies CM (ed.), Educational psychology concepts, research and challenges, Routledge, London, pp. 268 - 270

Sweller J; Mann L, 2011, 'The psychology of creativity and its educational consequences.', in Mann L; Chan J (ed.), Creativity and innovation in business and beyond: Social science perspectives and policy implications, Routledge, New York, pp. 223 - 238, http://www.amazon.com/Cognition-Education-Psychology-Learning-Motivation/dp/0123876915#reader_0123876915

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

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

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

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

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 learning, IGI Global, Hershey, PA, USA, pp. 169 - 188, http://dx.doi.org/10.4018/978-1-61520-717-6.ch008

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

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

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, Erlbaum, NY, pp. 369 - 381

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, Springer, Speringr-Veriag New York, pp. 1 - 9, http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-1-4020-8826-1

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

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, Information Age Publishing, North Carolina, USA, pp. 165 - 175

Sweller J, 2006, 'Learning Aids and Strategies', in Encyclopedia of Cognitive Science Nadel Cognitive, pp. 1 - 10, http://dx.doi.org/10.1002/0470018860.s00673

Sweller J, 2006, 'How the human system deals with complexity', in Elen J; Clark RE (ed.), Handling Complexity in Learning Environments: Theory and Research, Elsevier Science, Amsterdam, pp. 13 - 25

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

Low R; Sweller J, 2005, 'The Modality Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press (CUP), pp. 147 - 158, http://dx.doi.org/10.1017/cbo9780511816819.010

Sweller J, 2005, 'The Redundancy Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press (CUP), pp. 159 - 168, http://dx.doi.org/10.1017/cbo9780511816819.011

Ayres P; Sweller J, 2005, 'The Split-Attention Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press (CUP), pp. 135 - 146, http://dx.doi.org/10.1017/cbo9780511816819.009

Sweller J, 2005, 'Implications of Cognitive Load Theory for Multimedia Learning', in Mayer RE (ed.), Cambridge Handbook of Multimedia Learning, Cambridge University Press, New York, pp. 19 - 30

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 Nonprint Text Materials in Diverse School Settings, pp. 89 - 103, http://dx.doi.org/10.1057/9781403982285_7

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://books.google.com.au/books?hl=en&lr=&id=o-IXJUHzDFsC&oi=fnd&pg=PA215&dq=Evolution+of+human+cognitive+architecture&ots=CZMNSfXfa7&sig=4rfsX7lQ9EGhdGGAGrmI_w3xMsw#v=onepage&q=Evolution%20of%20human%20cognitive%20architecture&f=false

Kalyuga S; Chandler P; Sweller J, 1997, 'Levels of Expertise and User-Adapted Formats of Instructional Presentations: A Cognitive Load Approach', in User Modeling, Springer Vienna, pp. 261 - 272, http://dx.doi.org/10.1007/978-3-7091-2670-7_27

Journal articles

Chen O; Allen R; Waterman A; Sweller J, 2026, 'The Relationship Between Cognitive Offloading and the Transient Information Effect', Educational Psychology Review, 38, http://dx.doi.org/10.1007/s10648-026-10132-9

Darejeh A; Marcus N; Mohammadi G; Sweller J, 2026, 'Cognitive Load Measurement Methods for Usability Testing: A Critical Analysis and Framework for Interface Evaluation', Human Factors, 68, pp. 859 - 912, http://dx.doi.org/10.1177/00187208261427867

Poon K; Sweller J, 2026, 'Applying cognitive load theory to special education: a reconceptualisation through evolutionary psychology', Educational and Developmental Psychologist, http://dx.doi.org/10.1080/20590776.2026.2698717

Sweller J, 2025, 'An Integrated Human Cognitive Architecture', Educational Psychology Review, 37, http://dx.doi.org/10.1007/s10648-025-10089-1

Zhang L; Sweller J, 2024, 'Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction', European Journal of Psychology of Education, 39, pp. 3791 - 3801, http://dx.doi.org/10.1007/s10212-024-00799-5

Chen O; Kai Yin Chan B; Anderson E; O'sullivan R; Jay T; Ouwehand K; Paas F; Sweller J, 2024, 'The effect of element interactivity and mental rehearsal on working memory resource depletion and the spacing effect', Contemporary Educational Psychology, 77, http://dx.doi.org/10.1016/j.cedpsych.2024.102281

Zhang L; Kirschner PA; Cobern WW; Sweller J, 2024, 'Correction to: There is an Evidence Crisis in Science Educational Policy (Educational Psychology Review, (2022), 34, 2, (1157-1176), 10.1007/s10648-021-09646-1)', Educational Psychology Review, 36, http://dx.doi.org/10.1007/s10648-024-09844-7

Sweller J, 2024, 'Cognitive load theory and individual differences', Learning and Individual Differences, 110, http://dx.doi.org/10.1016/j.lindif.2024.102423

Sweller J; Zhang L; Ashman G; Cobern W; Kirschner PA, 2024, 'Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction”', Educational Research Review, 42, http://dx.doi.org/10.1016/j.edurev.2023.100584

Zambrano R. J; Kirschner F; Sweller J; Kirschner PA, 2023, 'Effect of task-based group experience on collaborative learning: Exploring the transaction activities', British Journal of Educational Psychology, 93, pp. 879 - 902, http://dx.doi.org/10.1111/bjep.12603

Sweller J, 2023, 'The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion', Educational Psychology Review, 35, http://dx.doi.org/10.1007/s10648-023-09817-2

Chen O; Retnowati E; Castro-Alonso JC; Paas F; Sweller J, 2023, 'The Relationship between Interleaving and Variability Effects: A Cognitive Load Theory Perspective', Education Sciences, 13, http://dx.doi.org/10.3390/educsci13111138

Sweller J, 2023, 'Discussion of the special issue on cognitive load theory', British Journal of Educational Psychology, 93, pp. 402 - 410, http://dx.doi.org/10.1111/bjep.12606

Ignatova O; Kalyuga S; Sweller J, 2023, 'The imagination effect when using textual or diagrammatic material to learn a second language', Language Teaching Research, 27, pp. 995 - 1015, http://dx.doi.org/10.1177/1362168820971785

Chen O; Paas F; Sweller J, 2023, 'A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity', Educational Psychology Review, 35, http://dx.doi.org/10.1007/s10648-023-09782-w

Castro-Alonso JC; Hidalgo AA; Sweller J, 2023, 'Biological evolution and human cognition are analogous information processing systems', Frontiers in Psychology, 14, http://dx.doi.org/10.3389/fpsyg.2023.1330345

Sweller J, 2022, 'The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures', Educational Psychology Review, 34, pp. 2229 - 2241, http://dx.doi.org/10.1007/s10648-021-09647-0

Darejeh A; Marcus N; Sweller J, 2022, 'Increasing learner interactions with E-learning systems can either decrease or increase cognitive load depending on the nature of the interaction', L’Année psychologique/Topics in Cognitive Psychology, 122, pp. 405 - 437, http://dx.doi.org/10.3917/anpsy1.223.0405

Chen O; Paas F; Sweller J, 2022, 'Reply to Sana et al.’s (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect', Educational Psychology Review, 34, pp. 1851 - 1858, http://dx.doi.org/10.1007/s10648-022-09678-1

Darejeh A; Marcus N; Sweller J, 2022, 'Increasing learner interactions with E-learning systems can either decrease or increase cognitive load depending on the nature of the interaction', L’Année psychologique, Vol. 122, pp. 405 - 437, http://dx.doi.org/10.3917/e.anpsy1.223.0405

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