Issue focuses on cognitive load theory and research
Friday, May 21
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Volume 22 Number 2 is now available on SpringerLink
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Identifying, Assessing, and Treating Dyslexia at School
Catherine Christo, John Davis and Stephen E. Brock
Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come.
International Journal of Early Childhood
- Now published at Springer.
- Works for the child's right to education and care.
- Publish well-researched papers on early childhood (education).
In this issue:
Review Article Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives Author(s) Fred Paas, Tamara van Gog & John Sweller DOI 10.1007/s10648-010-9133-8 Online since May 06, 2010 Page 115 - 121
Review Article Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load Author(s) John Sweller DOI 10.1007/s10648-010-9128-5 Online since April 23, 2010 Page 123 - 138
Review Article Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches Author(s) Jeroen Janssen, Femke Kirschner, Gijsbert Erkens, Paul A. Kirschner & Fred Paas DOI 10.1007/s10648-010-9131-x Online since May 04, 2010 Page 139 - 154
Review Article Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives Author(s) Tamara van Gog & Nikol Rummel DOI 10.1007/s10648-010-9134-7 Online since May 08, 2010 Page 155 - 174
Reflection on the Field Facilitating Flexible Problem Solving: A Cognitive Load Perspective Author(s) Slava Kalyuga, Alexander Renkl & Fred Paas DOI 10.1007/s10648-010-9132-9 Online since April 30, 2010 Page 175 - 186
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