ORCID as entered in ROS
https://orcid.org/0000-0001-7855-9160
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Journal articles
, 2009, 'The worked-example effect using ill-defined problems: Learning to recognise designers` styles', Learning and Instruction, 19, pp. 185 - 199
, 2008, 'Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education', , pp. 7 - 9, http://dx.doi.org/10.1007/978-1-4020-8827-8_2
, 2008, 'Cognitive load theory and music instruction', Educational Psychology, 28, pp. 29 - 45, http://dx.doi.org/10.1080/01443410701369146
, 2008, 'Instructional Implications of David C. Geary`s Evolutionary Educational Psychology', Educational Psychologist, 43, pp. 214 - 216
, 2008, 'The consequences of fading instructional guidance on delayed performance: the case of financial services training', Educational Psychology, 28, pp. 809 - 822
, 2008, 'The imagination effect increases with an increased intrinsic cognitive load', Applied Cognitive Psychology, 22, pp. 273 - 283, http://dx.doi.org/10.1002/acp.1373
, 2007, 'Learner control, cognitive load and instructional animation', Applied Cognitive Psychology, 21, pp. 713 - 729, http://dx.doi.org/10.1002/acp.1345
, 2007, 'Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations', Learning and Instruction, 17, pp. 78 - 88
, 2007, 'The effect of written text on comprehension of spoken English as a foreign language', American Journal of Psychology, 120, pp. 237 - 261
, 2007, 'Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries', Educational Psychologist, 42, pp. 115 - 121
, 2006, 'Natural Information Processing Systems', Evolutionary Psychology, 4, http://dx.doi.org/10.1177/147470490600400135
, 2006, 'Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects.', Instructional Science, 34, pp. 343 - 365, http://dx.doi.org/10.1007/s11251-005-6075-5
, 2006, 'Discussion of `Emerging topics in cognitive load research: Using information and learner characteristics in the design of powerful learning environments`', Applied Cognitive Psychology, 20, pp. 353 - 357, http://dx.doi.org/10.1002/acp.1251
, 2006, 'Discussion of `emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments`', Applied Cognitive Psychology, 20, pp. 353 - 357
, 2006, 'Natural information processing systems', Evolutionary Psychology, 4, pp. 434 - 458
, 2006, 'The worked example effect and human cognition', Learning and Instruction, 16, pp. 165 - 169
, 2006, 'The worked example effect and human cognition', Learning and Instruction, 16, pp. 165 - 169
, 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, 41, pp. 75 - 86
, 2005, 'Cognitive load theory and complex learning: Recent developments and future directions', Educational Psychology Review, 17, pp. 147 - 177, http://dx.doi.org/10.1007/s10648-005-3951-0
, 2005, 'Interactions among the imagination, expertise reversal and element interactivity effects', Journal of Experimental Psychology - Applied, 11, pp. 266 - 276, http://www.southalabama.edu/htdocs/oll/chikatla/iddtheorywb/pdf/LeahySweller-2005.pdf
, 2005, 'Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning', Etr&D - Educational Technology Research and Development, 53, pp. 83 - 93, http://dx.doi.org/10.1007/BF02504800
, 2005, 'The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications', Etr&D - Educational Technology Research and Development, 53, pp. 15 - 24, http://dx.doi.org/10.1007/BF02504794
, 2005, 'Translating words into equations: A cognitive load theory approach', Educational Psychology, 25, pp. 75 - 97, http://dx.doi.org/10.1080/0144341042000294903
, 2004, 'When redundant on-screen text in multimedia technical instruction clan interfere with learning', HUMAN FACTORS, 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.50405
, 2004, 'Cognitive load and the imagination effect', Applied Cognitive Psychology, 18, pp. 857 - 875, http://dx.doi.org/10.1002/acp.1061
, 2004, 'Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture.', Instructional Science, 32, pp. 1 - 8, http://dx.doi.org/10.1023/B:TRUC.0000021806.17516.d0
, 2004, 'Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture.', Instructional Science, 32, pp. 9 - 31, http://www.cdli.ca/~bmann/0_ARTICLES/CogLoad_Sweller04.pdf
, 2004, 'Measuring knowledge to optimize cognitive load factors during instruction', Journal of Educational Psychology, 96, pp. 558 - 568, http://www.iapsych.com/articles/Kalyuga2004.pdf
, 2004, 'When redundant on-screen text in multimedia technical instruction can interfere with learning', Human Factors, 46, pp. 567 - 581, http://www.sciencedirect.com/science/article/B6WPV-4F1SCCY-2NW/2/c4bc9950655b20d8fbe55a5766d88d02
, 2003, 'Cognitive load theory and instructional design: Recent developments', Educational Psychologist, 38, pp. 1 - 4, http://www.uky.edu/~gmswan3/544/Cognitive_Load_&_ID.pdf
, 2003, 'Learning and understanding science instructional material', Journal of Educational Psychology, 38, pp. 629 - 640, http://dx.doi.org/10.1037/0022-0663.95.3.629
, 2003, 'The expertise reversal effect', Educational Psychologist, 38, pp. 23 - 31, http://www.cs.pitt.edu/~chopin/references/tig/kayluga_ayres.pdf.pdf
, 2003, 'When auditory presentations should and should not be a component of multimedia instruction.', Applied Cognitive Psychology, 17, pp. 401 - 418, http://dx.doi.org/10.1002/acp.877
, 2003, 'When imagining information is effective', Contemporary Educational Psychology, 28, pp. 229 - 251, http://dx.doi.org/10.1016/S0361-476X(02)00016-4
, 2002, 'Application of Cognitive load: theory to English teaching', Journal of Inner Mongoloa Agricultural University, 4, pp. 34 - 37
, 2002, 'Assimilating complex information', Learning and Instruction, 12, pp. 61 - 86
, 2002, 'text editing in chemistry instruction', Instructional Science, 30, pp. 379 - 402
, 2001, 'Learning by imagining', Journal of Experimental Psychology: Applied, 7, pp. 68 - 82, http://dx.doi.org/10.1037/1076-898X.7.1.68
, 2001, 'Learner experience and efficiency of instructional guidance', Educational Psychology, pp. 5 - 23
, 2001, 'Learning by imagining', Journal of Experimental Psychology - Applied, pp. 68 - 82
, 2001, 'When problem solving is superior to studying worked examples', Journal of Educational Psychology, pp. 579 - 588
, 2000, 'Incorporating Learner Experience Into the Design of Multimedia Instruction', Journal of Educational Psychology, pp. 126 - 136
, 1999, 'Managing Split-attention and Redundancy in Multimedia Instruction', Applied Cognitive Psychology, 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, 'A comparison of cognitive load associated with discovery learning and worked examples.', Journal of Educational Psychology, pp. 334 - 341
, 1999, 'Managing split-attention and redundancy in multimedia instruction', Applied Cognitive Psychology, 13, pp. 351 - 371
, 1998, 'Can we measure working memory without contamination from knowledge held in longterm memory?', BEHAVIORAL AND BRAIN SCIENCES, 21, pp. 845 - +, http://dx.doi.org/10.1017/S0140525X98371769
, 1998, 'Cognitive architecture and instructional design.', Educational Psychology Review, 10, pp. 251 - 296
, 1998, 'Cognitive load and learner expertise: Split attention and redundancy effects in reading with explanatory notes.', Contemporary Educational Psychology, pp. 1 - 21
, 1998, 'Learning to solve compare word problems: The effect of example format and generating self-explanations.', Cognition and Instruction, 16, pp. 173 - 199
, 1998, 'Levels of expertise and instructional design', Human Factors, pp. 1 - 17
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https://orcid.org/0000-0001-7855-9160