Limitaciones metodológicas para detectar el efecto de modalidad

• Autores: Cornelia Schoor, Maria Bannert, Verena Jahn
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 9, Nº. 25, 2011, págs. 1183-1196
• Idioma: español
• Títulos paralelos:
  • Methodological Constraints for Detecting the Modality Effect
• Enlaces
  • Texto completo
• Referencias bibliográficas
  • Ayres, P., & Paas, F. (2009). Interdisciplinary perspectives inspiring a new generation of cognitive load research [Special issue]. Educational...
  • Ayres, P., & Van Gog, T. (2009). State of the art research into cognitive load theory [Special issue]. Computers in Human Behavior, 25(2)....
  • Baddeley, A. (2001). Is working memory still working? American Psychologist, 56(11), 851-864.
  • Bannert, M. (2002). Managing cognitive load. Recent trends in cognitive load theory. Learning and Instruction, 12, 139-146.
  • Brünken, R., & Leutner, D. (2001). Aufmerksamkeitsverteilung oder Aufmerksamkeitsfokussierung? Empirische Ergebnisse zur "Split-Attention-Hypothese"...
  • Brünken, R., Plass, J., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1),...
  • Brünken, R., Steinbacher, S., Plass, J., & Leutner, D. (2002). Assessment of cognitive load in multimedia learning using dual-task methodology....
  • Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
  • Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational...
  • Chen, I-J., & Chang, C.-C. (2009). Cognitive load theory: An empirical study of anxiety and task performance in language learning. Electronic...
  • Low, R., & Sweller, J. (2005). The modality principle in multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia...
  • Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University Press.
  • Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory....
  • Moreno, R., & Mayer, R. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational...
  • Rummer, R., Schweppe, J., Fürstenberg, A., Seufert, T., & Brünken, R. (2010). What causes the modality effect in multimedia learning?...
  • Rummer, R., Schweppe, J., Scheiter, K., & Gerjets, P. (2008). Lernen mit Multimedia: Die kognitiven Grundlagen des Modalitätseffekts [Multimedia...
  • Sanchez, J. M. R. (2004). Self-regulated learning procedure for university students: the meaningful text-reading strategy. Electronic Journal...
  • Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508.
  • Schoor, C., Bannert, M., & Brünken, R. (2010). Role of dual task design when measuring cognitive load. Manuscript submitted for publication.
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
  • Sweller, J., Van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10,...
  • Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology:...
  • Verhoeven, L., Schnotz, W., & Paas, F. (2009). Cognitive load in interactive knowledge construction [Special issue]. Learning and Instruction,...