Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new conceptualizations of the different categories of cognitive load, an integrated research perspective of process-oriented and cognitive load approaches to collaborative learning, an integrated research perspective of cognitive and social-cognitive approaches to example-based learning, and a specification of the theory focusing on the acquisition of generalized knowledge structures as a means to facilitate flexible problem-solving skills. This article provides a short introduction to the theory, discusses some of its recent advances, and provides an overview of the contributions to this issue.

Additional Metadata
Keywords Cognitive load theory, Integrated research perspectives, Working memory
Persistent URL dx.doi.org/10.1007/s10648-010-9133-8, hdl.handle.net/1765/67240
Journal Educational Psychology Review
Citation
Paas, G.W.C, van Gog, T.A.J.M, & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review (Vol. 22, pp. 115–121). doi:10.1007/s10648-010-9133-8