By Emeritus Professor John Sweller

Book Chapters

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 , Wiley, 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

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 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=891bb5ab6ba270e68a29b250adbe88d1

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

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

Roussel S; Tricot A; Sweller J, 2022, 'The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach', British Journal of Educational Psychology, 92, http://dx.doi.org/10.1111/bjep.12468

Zhang L; Kirschner PA; Cobern WW; Sweller J, 2022, 'There is an Evidence Crisis in Science Educational Policy', Educational Psychology Review, 34, pp. 1157 - 1176, http://dx.doi.org/10.1007/s10648-021-09646-1

Chen O; Paas F; Sweller J, 2021, 'Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses', Educational Psychology Review, 33, pp. 1499 - 1522, http://dx.doi.org/10.1007/s10648-021-09613-w

Darejeh A; Marcus N; Sweller J, 2021, 'The effect of narrative-based E-learning systems on novice users’ cognitive load while learning software applications', Educational Technology Research and Development, 69, pp. 2451 - 2473, http://dx.doi.org/10.1007/s11423-021-10024-5

Xu KM; Koorn P; de Koning B; Skuballa IT; Lin L; Henderikx M; Marsh HW; Sweller J; Paas F, 2021, 'A Growth Mindset Lowers Perceived Cognitive Load and Improves Learning: Integrating Motivation to Cognitive Load', Journal of Educational Psychology, 113, pp. 1177 - 1191, http://dx.doi.org/10.1037/edu0000631

Jiang D; Kalyuga S; Sweller J, 2021, 'Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills', Educational Psychology, 41, pp. 5 - 24, http://dx.doi.org/10.1080/01443410.2020.1785399

Szulewski A; Howes D; Van Merriënboer JJG; Sweller J, 2021, 'From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine', Academic Medicine, 96, pp. 24 - 30, http://dx.doi.org/10.1097/ACM.0000000000003524

King R; Blayney P; Sweller J, 2021, 'How language background impacts learners studying International Financial Reporting Standards: a cognitive load theory perspective', Accounting Education, 30, pp. 439 - 450, http://dx.doi.org/10.1080/09639284.2021.1930562

Lu J; Kalyuga S; Sweller J, 2020, 'Altering element interactivity and variability in example-practice sequences to enhance learning to write Chinese characters', Applied Cognitive Psychology, 34, pp. 837 - 843, http://dx.doi.org/10.1002/acp.3668

Ashman G; Kalyuga S; Sweller J, 2020, 'Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?', Educational Psychology Review, 32, pp. 229 - 247, http://dx.doi.org/10.1007/s10648-019-09500-5

Sweller J, 2020, 'Cognitive load theory and educational technology', Educational Technology Research and Development, 68, pp. 1 - 16, http://dx.doi.org/10.1007/s11423-019-09701-3

Zambrano J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of group experience and information distribution on collaborative learning', Instructional Science, 47, pp. 531 - 550, http://dx.doi.org/10.1007/s11251-019-09495-0

Zambrano R. J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of prior knowledge on collaborative and individual learning', Learning and Instruction, 63, http://dx.doi.org/10.1016/j.learninstruc.2019.05.011

Sweller J; van Merriënboer JJG; Paas F, 2019, 'Cognitive Architecture and Instructional Design: 20 Years Later', Educational Psychology Review, 31, pp. 261 - 292, http://dx.doi.org/10.1007/s10648-019-09465-5

Leahy W; Sweller J, 2019, 'Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect', Educational Psychology Review, 31, pp. 457 - 478, http://dx.doi.org/10.1007/s10648-019-09476-2

Likourezos V; Kalyuga S; Sweller J, 2019, 'The Variability Effect: When Instructional Variability Is Advantageous', Educational Psychology Review, 31, pp. 479 - 497, http://dx.doi.org/10.1007/s10648-019-09462-8

Retnowati E; Ayres P; Sweller J, 2018, 'Collaborative learning effects when students have complete or incomplete knowledge', Applied Cognitive Psychology, 32, pp. 681 - 692, http://dx.doi.org/10.1002/acp.3444

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, 30, pp. 1139 - 1165, http://dx.doi.org/10.1007/s10648-017-9427-1

Chen O; Castro-Alonso JC; Paas F; Sweller J, 2018, 'Undesirable difficulty effects in the learning of high-element interactivity materials', Frontiers in Psychology, 9, http://dx.doi.org/10.3389/fpsyg.2018.01483

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, 30, pp. 483 - 501, http://dx.doi.org/10.1007/s10648-017-9426-2

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, 13, pp. 213 - 233, http://dx.doi.org/10.1007/s11412-018-9277-y

Sweller J, 2018, 'Measuring cognitive load', Perspectives on Medical Education, 7, http://dx.doi.org/10.1007/s40037-017-0395-4

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