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38 - Cognitive Load Theory and Instructional Design for Language Learning
- from Part VI - Language Disorders, Interventions, and Instruction
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- The Cambridge Handbook of Working Memory and Language
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- 08 July 2022
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- 21 July 2022, pp 859-880
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20 - The Modality Principle in Multimedia Learning
- from Part V - Principles for Managing Essential Processing in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 261-267
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21 - The Transient Information Principle in Multimedia Learning
- from Part V - Principles for Managing Essential Processing in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 268-274
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16 - The Redundancy Principle in Multimedia Learning
- from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 212-220
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6 - Implications of Cognitive Load Theory for Multimedia Learning
- from Part II - Theoretical Foundations
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 73-81
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15 - The Split-Attention Principle in Multimedia Learning
- from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 199-211
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40 - Cognitive Load and Expertise Reversal
- from Part VII - General Issues and Theoretical Frameworks
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- The Cambridge Handbook of Expertise and Expert Performance
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- 10 May 2018
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- 17 May 2018, pp 793-811
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When Instructional Guidance is Needed
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- The Educational and Developmental Psychologist / Volume 33 / Issue 2 / December 2016
- Published online by Cambridge University Press:
- 05 October 2016, pp. 149-162
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- December 2016
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2 - Implications of Cognitive Load Theory for Multimedia Learning
- from Part I - Theoretical Foundations
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp 27-42
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8 - The Split-Attention Principle in Multimedia Learning
- from Part II - Basic Principles of Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp 206-226
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10 - The Redundancy Principle in Multimedia Learning
- from Part II - Basic Principles of Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp 247-262
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9 - The Modality Principle in Multimedia Learning
- from Part II - Basic Principles of Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp 227-246
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Contributors
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp ix-x
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4 - Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment
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- Human Attention in Digital Environments
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- 04 February 2011
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- 03 February 2011, pp 93-113
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2 - Cognitive Load Theory: Recent Theoretical Advances
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- Cognitive Load Theory
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- 05 June 2012
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- 26 April 2010, pp 29-47
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2 - Implications of Cognitive Load Theory for Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 June 2012
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- 15 August 2005, pp 19-30
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8 - The Split-Attention Principle in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 June 2012
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- 15 August 2005, pp 135-146
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9 - The Modality Principle in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 June 2012
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- 15 August 2005, pp 147-158
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10 - The Redundancy Principle in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 June 2012
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- 15 August 2005, pp 159-168
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Can we measure working memory without contamination from knowledge held in long-term memory?
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- Behavioral and Brain Sciences / Volume 21 / Issue 6 / December 1998
- Published online by Cambridge University Press:
- 01 December 1998, pp. 845-846
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