Select Publications

Journal articles

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

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, http://dx.doi.org/10.1007/s10648-019-09465-5

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

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

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, http://dx.doi.org/10.1002/acp.3444

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

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

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, http://dx.doi.org/10.1007/s10648-017-9427-1

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

Di Mascio R; Kalyuga S; Sweller J, 2018, 'The Effect of Wording and Placement of Task Instructions on Problem-Solving Creativity', Journal of Creative Behavior, vol. 52, pp. 335 - 353, http://dx.doi.org/10.1002/jocb.157

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

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

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

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

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

Chen O; Kalyuga S; Sweller J, 2017, '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

Chen O; Kalyuga S; Sweller J, 2016, 'When instructional guidance is needed', Educational and Developmental Psychologist, vol. 33, pp. 149 - 162, http://dx.doi.org/10.1017/edp.2016.16

Chen O; Kalyuga S; Sweller J, 2016, 'Relations between the worked example and generation effects on immediate and delayed tests', Learning and Instruction, vol. 45, pp. 20 - 30, http://dx.doi.org/10.1016/j.learninstruc.2016.06.007

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

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

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, http://dx.doi.org/10.1080/01443410.2015.1051949

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

Blayney P; Kalyuga S; Sweller J, 2015, 'Using cognitive load theory to tailor instruction to levels of accounting students' expertise', Educational Technology and Society, vol. 18, pp. 199 - 210

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

Fraser KL; Ayres P; Sweller J, 2015, 'Cognitive load theory for the design of medical simulations', Simulation in Healthcare, vol. 10, pp. 295 - 307, http://dx.doi.org/10.1097/SIH.0000000000000097

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

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, http://dx.doi.org/10.1037/arc0000012

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

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

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, http://dx.doi.org/10.3102/0002831214549450

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, http://dx.doi.org/10.1007/s10648-015-9296-4

Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity', Journal of Educational Psychology, http://dx.doi.org/10.1037/edu0000018

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, http://dx.doi.org/10.1037/xap0000021

Pachman M; Sweller J; Kalyuga S, 2014, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', Applied Cognitive Psychology, http://dx.doi.org/10.1002/acp.3054

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

Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology, vol. 33, pp. 755 - 772, http://dx.doi.org/10.1080/01443410.2013.785050

Pachman M; Sweller J; Kalyuga S, 2013, 'Levels of knowledge and deliberate practice', Journal of Experimental Psychology: Applied, vol. 19, pp. 108 - 119, http://dx.doi.org/10.1037/a0032149

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, http://dx.doi.org/10.1080/00220973.2012.727884

Gao Y; Low R; Jin P; Sweller J, 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

Leslie KC; Low R; Jin P; Sweller J, 2012, 'Redundancy and expertise reversal effects when using educational technology to learn primary school science', Educational Technology Research and Development, vol. 60, pp. 1 - 13, http://dx.doi.org/10.1007/s11423-011-9199-0

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

Moussa-Inaty J; Ayres P; 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, http://dx.doi.org/10.1002/acp.1840

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. 872 - 877, http://dx.doi.org/10.1002/acp.2888

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

Kalyuga S; Chandler P; Sweller J, 2011, 'Managing split-attention and redundancy in multimedia instruction', Applied Cognitive Psychology, vol. 25, http://dx.doi.org/10.1002/acp.1773

Baillie AJ; Proudfoot H; Knight R; Peters L; Sweller J; Schwartz S; Pachana NA, 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

Leahy W; Sweller J, 2011, 'Cognitive load theory, modality of presentation and the transient information effect', Applied Cognitive Psychology, vol. 25, pp. 943 - 951, http://dx.doi.org/10.1002/acp.1787

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

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

Van Merriënboer JJ G; 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


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