Cognitive Load Theory and the Acquisition of Complex Cognitive Skills in the Elderly: Towards an Integrative Framework.
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| Title: | Cognitive Load Theory and the Acquisition of Complex Cognitive Skills in the Elderly: Towards an Integrative Framework. |
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| Language: | English |
| Authors: | Van Gerven, Pascal W. M., Paas, Fred G. W. C., Van Merrienboer, Jeroen J. G., Schmidt, Henk G. |
| Source: | Educational Gerontology. Sep 2000 26(6):503-521. |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2000 |
| Document Type: | Journal Articles |
| Descriptors: | Cognitive Ability, Instructional Design, Memory, Older Adults, Schemata (Cognition) |
| ISSN: | 0360-1277 |
| Abstract: | Cognitive load (CL) theory suggests minimizing extraneous CL and maximizing germane CL in order not to overload working memory. Instructional design for older adults should therefore include goal-free problems, worked examples, and different modalities and avoid splitting attention and including redundant information. (SK) |
| Entry Date: | 2001 |
| Accession Number: | EJ614042 |
| Database: | ERIC |
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| Abstract: | Cognitive load (CL) theory suggests minimizing extraneous CL and maximizing germane CL in order not to overload working memory. Instructional design for older adults should therefore include goal-free problems, worked examples, and different modalities and avoid splitting attention and including redundant information. (SK) |
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| ISSN: | 0360-1277 |
