Introduces six articles on the instructional implications of cognitive load theory (CLT). CLT is based on a cognitive architecture that consists of a limited working memory, with partly independent processing units for visual and audio information, which interacts with an unlimited long-term memory. (SLD)

Traditional assessment methods are not always suitable for diagnosing learners' knowledge structures at different levels of their expertise. This paper describes an alternative schema-based rapid assessment technique and its application in the area of arithmetic word problem solving. The technique is based on an assessment of the extent to which…