Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Source
| Cambridge University Press | 1 |
| Instructional Science | 1 |
| Journal of Research in… | 1 |
| Organizational Behavior and… | 1 |
Author
| Brünken, Roland, Ed. | 1 |
| Farrar, Mary Thomas | 1 |
| Goodman, Paul S. | 1 |
| Haisley, Emily | 1 |
| Moreno, Roxana, Ed. | 1 |
| Plass, Jan L., Ed. | 1 |
| Sanford, Julie P. | 1 |
Publication Type
| Reports - Descriptive | 4 |
| Journal Articles | 3 |
| Books | 1 |
| Collected Works - General | 1 |
| Opinion Papers | 1 |
Education Level
Audience
| Researchers | 4 |
| Practitioners | 1 |
| Students | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkPlass, Jan L., Ed.; Moreno, Roxana, Ed.; Brünken, Roland, Ed. – Cambridge University Press, 2010
Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as…
Descriptors: Cognitive Processes, Difficulty Level, Theories, Schemata (Cognition)
Goodman, Paul S.; Haisley, Emily – Organizational Behavior and Human Decision Processes, 2007
The goal of this article is to frame some new directions to social comparison research in organizational settings. Four themes are developed. First, we examine the role of organizational variables in shaping the basic sub processes in social comparison, such as the selection of referents. The second theme focuses on the meaning of level of…
Descriptors: Social Attitudes, Comparative Analysis, Social Science Research, Self Evaluation (Individuals)
Peer reviewedFarrar, Mary Thomas – Instructional Science, 1986
Argues that three tenets of the traditional wisdom about teacher questioning are based on inadequate research: (1) it is useful to classify questions as fact (lower level) or reason (higher level); (2) higher level questions are better; and (3) questions are good in general because they stimulate thought. (MBR)
Descriptors: Classification, Classroom Techniques, Cognitive Processes, Difficulty Level
Peer reviewedSanford, Julie P. – Journal of Research in Science Teaching, 1987
Reports on a study designed to assess the kinds of learning opportunities students had as they dealt with science content and the problems teachers faced in managing different kinds of assignments. Management strategies associated with these assignments are described and the effects of these strategies are considered. (Author/TW)
Descriptors: Classroom Techniques, Cognitive Processes, Difficulty Level, Peer Teaching
