Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load

Autor/in	Sweller, John
Titel	Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Quelle	In: Educational Psychology Review, 22 (2010) 2, S.123-138 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-010-9128-5
Schlagwörter	Cognitive Development; Educational Theories; Interaction; Evaluation; Brain; Task Analysis; Teaching Methods + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Educational theory; Theory of education; Bildungstheorie; Interaktion; Evaluierung; Gehirn; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load for many years. In this article, it is suggested that element interactivity underlies extraneous cognitive load as well. By defining extraneous cognitive load in terms of element interactivity, a distinct relation between intrinsic and extraneous cognitive load can be established based on whether element interactivity is essential to the task at hand or whether it is a function of instructional procedures. Furthermore, germane cognitive load can be defined in terms of intrinsic cognitive load, thus also associating germane cognitive load with element interactivity. An analysis of the consequences of explaining the various cognitive load effects in terms of element interactivity is carried out. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10