2004
Cognitive load theory as a tool for expertise development
Publication
Publication
Instructional Science: an international journal of learning and cognition , Volume 32 - Issue 1-2 p. 173- 182
This special issue is dedicated to recentdevelopments within cognitive load theory (CLT)and identifies some instructional implicationsof the interaction between informationstructures and cognitive architecture. Thepresent article discusses the different studiesin this special issue. An important conclusionis that recent CLT research recognizes thelearners'' level of expertise as an importantfactor mediating the relation between cognitivearchitecture, information structures, andlearning outcomes. In this context, we discussthe role of expertise in CLT research and therole of CLT in expertise research. Based onthis discussion, the use of CLT as a tool todevelop expertise is identified as a verypromising approach.
| Additional Metadata | |
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| doi.org/TRUC.0000021807.49315.31, hdl.handle.net/1765/2833 | |
| Instructional Science: an international journal of learning and cognition | |
| Organisation | Department of Psychology |
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Rikers, R., van Gerven, P., & Schmidt, H. (2004). Cognitive load theory as a tool for expertise development. Instructional Science: an international journal of learning and cognition, 32(1-2), 173–182. doi:TRUC.0000021807.49315.31 |
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