Abstract Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to
decrease extraneous cognitive load so that available cognitive resources can be fully …

A seemingly unending controversy in the field of instruction science concerns how much
instructional guidance needs to be provided in a learning environment. At the one extreme …

Cognitive load theory uses evolutionary theory to consider human cognitive architecture and
uses that architecture to devise novel, instructional procedures. The theory assumes that …

Despite the accumulation of substantial cognitive science research relevant to education,
there remains confusion and controversy in the application of research to educational …

Cognitive studies of expertise that were reviewed in Chapter I indicated that prior knowledge
is the most important 1earner characteristic that influences learning processes. Recently, it …

Human cognitive architecture is peculiar. A dominant structure, working memory, is minute in
its ability to process new material but massive in its ability to process very extensive and …

Interactions between levels of learner knowledge in a domain and levels of instructional
guidance were investigated. Inexperienced mechanical trade apprentices were presented …

Cognitive load research has shown that learning from worked-out examples, in comparison
to problem solving, is very effective during the initial stages of cognitive skill acquisition. In …

Evolution by natural selection may becharacterized as a system in which a largestore of
genetic information will persistindefinitely while it remains coordinated withits environment …

Although research has demonstrated that successively fading or successively removing
more and more worked-out solution steps as learners transition from relying on examples to …