Author Indexassets.cambridge.org/97805215/47512/index/9780521547512_index… · Author Index Abelson, H., 551, 558 Aberdeen, J. S., 341, 343 Abma, H. J., 84 Abraham, M., 420, 425

Author Index

Abelson, H., 551 , 558

Aberdeen, J. S., 341 , 343

Abma, H. J., 84

Abraham, M., 420, 425

Abrahamson, C. E., 101

Abrami, P., 100, 101 , 102

Ackerman, P. L., 105

Adam, J. J., 341

Adams, B. C., 56

Addison, P., 369

Admiraal, W. F., 257

Agapova, O., 418

Aglinskas, C., 378, 379, 383 , 384 , 385

Aidman, E., 328

Ainsworth, S., 64 , 221 , 272 , 279, 457, 489, 491 , 499,500

Akaygun, S., 223 , 420, 423

Aksu, M., 571 , 578

Al-Ghafrey, S., 555 , 556

Al-Seghayer, K., 1 22 , 1 23 , 473

Alborzi, H., 539

Alessi, S. M., 216, 219, 224

Aleven, V. A. W. M. M., 83 , 275 , 278

Allen, B. S., 497

Allen, G. L., 341

Allinson, L., 315

Allport, D. A., 1 50

Allspach, L., 51 1

Almeida, L., 530, 531

Alonso-Tapia, J., 385

Altschuld, J., 490

American Society for Training and Development(ASTD), 1 1 2

Amon, E., 479

Anderson, J. R., 77, 100, 161 , 162

Anderson, R. B., 3 , 45 , 84 , 1 21 , 1 22 , 1 24 ,1 44 , 1 46, 195 , 271 , 398, 433 , 453 , 459,604

Anderson, T., 251 , 255 , 259, 261 , 264

Andre, E., 106, 107, 509, 51 2 , 514 , 517

Andre, T., 421 , 425

Andrews, L., 360

Andrews, T. K., 538, 540

Angeli, C., 254–256, 261

Anglin, G. J., 60

Anstett, M., 360

Antonis, B., 1 50

Arbaugh, A. B., 250

Ardac, D., 223 , 420, 423

Arens, K., 473

Asgari, M., 380, 381

Ash, I. K., xiii, 7, 375

Ash, K., 530

Ashby, R., 386

Assad, C., 555

Astleitner, H., 576

Astur, R. S., 532

Ataya, R., 250, 262

Atkinson, C., 7, 54 , 56

Atkinson, D., 468

Atkinson, R., 356

Atkinson, R. C., 24 , 45

61 7

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61 8 author index

Atkinson, R. K., xiii, 81 , 82 , 83 , 106, 1 27, 205 , 208,209, 210, 230, 231 , 232 , 234 , 235 , 236, 237, 238,239, 335 , 393 , 401–403 , 404 , 406, 508, 513 , 516

Attree, E. A., 532 , 535 , 536, 538, 540

Atwood, M., 20

Ausubel, D. P., 319, 475

Avigail, O., 252 , 259

Aviv, R., 266

Ayres, P., xiii, 6, 27, 79, 80, 81 , 105 , 109, 1 10, 1 23 ,1 27, 1 35 , 195 , 232 , 327, 330, 596, 610

Azevedo, R., 224 , 319, 490, 491 , 498, 499, 500

Babcock, R. L., 341 , 345

Bacon, S., 468

Baddeley, A. D., 23–30, 34 , 35 , 36, 45 , 54 , 56, 71 , 75 ,1 48, 235 , 342 , 490, 510, 578, 598

Badger, S., 421 , 422

Badler, N., 508

Baek, E., 561

Baek, Y. K., 287

Baggett, P., 1 43 , 198, 456

Baggett, W. B., 458

Bagnara, S., 571

Bailey, J. H., 534

Baker, M., 223

Baker, P., 540

Baker, S., 345

Balajthy, F., 323

Bally, J., 431

Balota, D. A., 341

Bandura, A., 102

Banerjee, A., 413

Bangert-Drowns, R., 220

Bannert, M., 45 , 46, 54 , 56, 63 , 272 , 446, 492 , 493 ,498

Barab, S. A., 247, 539, 561 , 576

Barak, M., 422

Barbieri, E., 532 , 535

Bardram, L., 606

Barnea, N., 422 , 425

Barnett, M., 539

Barron, K. E., 104

Barron, R., 360

Barton, K. C., 381 , 382 , 385

Bass, K., 41 1

Bassok, M., 1 4 , 232 , 233 , 273 , 278, 280

Bastiaens, Th. J., 80, 84

Bates, J., 508

Baum, D. R., 528

Baumer, A., 1 10, 347

Baylor, A. L., 106, 108, 508, 514

Bayon, V., 535

Beach, R., 372

Beal, C. R., 364

Beardon, L., 528, 536

Beccue, B., 582

Beck, I. L., 363

Becker, D., 41 2

Behara, R. S., 255

Beishuizen, J., 221 , 222 , 223

Belingard, L., 538

Bell, J. T., 530

Bell, L., 56

Bell, P., 218

Benbunan-Fich, R., 255

Bendix, J., 606

Benford, S., 528, 536

Bengston, B., 51 1

Bereiter, C., 380, 418

Bergeron, G., 303

Bergin, R. A., 607

Berliner, D. C., 16, 551

Berman, T. R., 239

Bernard, M., 301

Bernard, R., 100, 101 , 102

Bernard, R. M., 255 , 258, 262

Bernstein, J., 477

Berry, D. C., 222 , 602

Bert-Erboul, A., 300, 304

Bertenthal, B., 542

Betrancourt, M., xiv, 7, 287, 288, 289,290, 291 , 294 , 346, 456, 457, 458

Bhattachyra, M., 250

Bibby, P., 272

Bielaczyc, K., 275

Biesenbach-Lucas, S., 251

Binkley, M., 1 24

Binru Huang, 100, 101 , 102

Birkerts, S., 357

Bisciglia, M. G., 250, 252 , 261

Bishay, M., 1 10

Bjork, R. A., 1 22

Black, J., 216

Black, J. B., 455

Blankinship, E., 382

Blok, H., 356

Bloom, E., 100

Blumenfeld, P., 41 1

Bobis, J., 163

Bocacz, S., 440

Bock, M., 299

Boechler, P. M., 578

Boeckheler, J., 292

Boerger, A., 320, 321

Boersma, K. (?Boersman in biblio), 256

Boire, M., 45 , 84 , 195 , 343

Bolhuis, B., 81

Bolter, J. D., 357, 358

Boltman, A., 539

Boneh, T., 431

Bonito, J. A., 51 1

Bonk, C. J., 254–256, 261

Booth, M. B., 386

Borokhovski, E., 100, 101 , 102

Borras, L., 477

Bosquet, D., 362 , 364 , 368, 380

Bosseler, A., 106, 51 2 , 516

Bourne, L. E., Jr., 1 22

Bove, W., 45 , 1 47, 162 , 167, 190, 492 ,498

Bowen Loftin, R. B., 529, 530, 538,539, 540






author index 61 9

Bower, G., 45 , 1 40, 328

Bowerly, T., 528

Boyce, M., 555

Bradley, B. A., 360, 363 , 367

Bradshaw, J. M., 508

Bragin, V., 422

Brandt, D., 355

Bransford, J. D., 1 2 , 1 3 , 32 , 33 , 298, 362 , 404 , 472

Brenner, W., 508

Brett, P., 472 , 478

Brewer, W. F., 216

Bricken, M., 529

Bridwell-Bowles, L., 356

Brinkerhoff, J. D., 574

Britt, M. A., 66, 300, 303 , 378, 379, 383 , 384 , 385

Britton, B. K., 1 24 , 362 , 364 , 368, 380, 461

Brna, P., 279

Broadbent, D. E., 222

Broers, N. J., 80

Brooks, B. M., 532 , 536, 538, 540

Brooks, L., 1 5 1

Brown, A., 319, 418

Brown, A. L., 1 2 , 1 3 , 32 , 33 , 234 , 275 , 279, 404 , 559

Brown, C., 472

Brown, D. J., 535 , 538, 540

Brown, J. S., 41 1

Brown, K., 248

Brown, S., 539

Brown, S. W., 366, 474

Brownston, L., 508

Bruce, B. C., 367, 369

Brunken, R., 1 26, 1 42 , 1 55 , 1 79, 197, 21 1 , 519

Brush, T., 389, 390

Bryman, A., 45 , 1 47, 162 , 167, 190, 492 , 498

Buckwalter, J. G., 528, 532

Bull, S., 500

Bunce, D., 410, 420, 423 , 425

Burgoon, J. K., 51 1

Burkhardt, H., 612

Burnett, J., 472

Bus, A. G., 364 , 368

Bush, V., 569

Butt, A., 1 49

Buxton, W. M., 478

Byers, J. L., 369

Byman, A., 260

Byrne, C., 530

Byrne, M. D., 290

Byrnes, H., 473

Cafolla, R., 573 , 582

Calfee, R. C., 16, 36

Calisir, F., 572 , 577

Callaway, C., 509

Callow, J., 369

Camacho, M., 413

Cammack, D., 250, 262

Camp, G., 80, 344 , 347

Campbell, J., 202 , 207, 210

Campione, J., 418

Campos, J., 542

Campos, R., 542

Canale, M., 468

Cannon-Bowers, J., 316

Caplan, L. J., 341

Cordova, 368, 370

Carey, J. O., 559

Carey, L., 559

Cariana, R. B., 482

Caris, M., 250, 261

Carlisle, M., 539

Carlson, R. A., 86

Carmel, F., 305

Carney, R. N., 56, 60, 333

Carpenter, P. A., 54 , 1 21 , 1 86, 363 , 479

Carroll, J. M., 81 , 90, 162 , 167

Cassell, J., 106, 107, 210, 516

Cassidy, S., 104

Cate, C., 290, 456, 457, 458, 459, 460, 461

Caterino, L. C., 61

Catrambone, R., 80, 234 , 236, 237, 238, 290

Cattell, R. B., 105

Cazzulo, C. L., 532

Ceci, S. J., 105

Cederberg, C., 51 1

Cerpa, N., 84 , 1 42 , 1 43

Chambliss, M. J., 36

Chamot, A., 468

Chamot, T., 468

Chan, A. T., 302

Chan, Y. G., 302

Chandler, P., 26, 27, 28, 34 , 35 , 46, 63 , 79, 81 , 82 ,83 , 84 , 85 , 102 , 105 , 109, 1 21 , 1 23 , 1 24 , 1 27,1 28, 1 38, 1 39, 1 41–1 42 , 1 43 , 1 54 , 1 55 , 161 ,162–163 , 164 , 1 75 , 1 76, 1 78, 192 , 194 , 195 , 197,200, 231 , 232 , 235 , 272 , 283 , 291 , 292 , 294 , 327,329, 330, 331 , 332 , 335 , 343 , 345 , 346, 398,399, 400, 404 , 405 , 575 , 576, 596, 597, 598,599, 601 , 604 , 610

Chanlin, L. J., 358

Channell, J., 477

Chapelle, C., 469, 470, 471 , 475 , 477, 478, 482

Chapuis, N., 532 , 533

Char, P., 531

Charney, D., 300, 308, 500

Chase, P., 56

Chase, W. G., 20, 595

Cheema, I., 104

Chen, C., 300, 315 , 318, 571

Chen, H., 305

Chen, J., 529, 538, 539, 540

Chen, Q., 218, 220, 222

Chen, S. Y., 580, 582

Chen, Z., 218

Chennault, R., 472

Chera, P., 363

Chi, M. T. H., xiv, 7, 1 4 , 21 , 232 , 233 , 234 , 261 , 271 ,273 , 274 , 275 , 276, 277, 278, 280, 283 , 333 , 448,457, 461 , 516

Chin, E., 410, 41 1 , 41 2 , 421 , 425

Ching, C., 560

Chinn, C. A., 216






62 0 author index

Chiu, C.-H., 302

Chiu, M. H., 273 , 274 , 275 , 280, 283 , 448, 457, 461

Cho, K.-L., 256, 263

Choi, S., 106, 1 1 1

Chomsky, N., 468

Chou, C., 258, 574 , 579

Christie, B., 266

Christie, M. A. T., 222 , 615

Chu, G., 555 , 556

Chua, C., 528

Chun, D. M., 45 , 66, 468, 469, 472 , 473 , 474 , 475 ,476, 477, 478, 479, 480, 481 , 570, 578, 580

Chung, M., 275

Chung, S., 275

Churchill, E., 210

Clarebout, G., 508, 51 1 , 519

Clarihew, A., 316

Clark, D., 221

Clark, J. M., 34 , 71 , 342 , 472 , 490

Clark, R. C., xiv, 7, 323 , 500, 519, 589, 593 , 596,602

Clark, R. E., xiv, 6, 72 , 97, 98, 99, 100, 102 , 104 ,106, 1 10, 1 1 1 , 1 1 8, 1 28, 478, 516, 519, 594

Clarke, T., 79, 80, 1 10

Clements, D. H., 559

Clifford, B. R., 538, 540

Climent-Bellido, M. S., 531

Cobb, P., 559

Cobb, S. V. G., xiv, 7, 525 , 528, 530, 531 , 535 , 536,538, 539, 540

Cocking, R. R., 1 2 , 1 3 , 32 , 33 , 404

Cody, J., 426

Cognition & Technology Group at VanderbiltUniversity, 357, 367

Cohen, C. A., 454

Cohen, J., 1 74 , 190, 206

Coiro, J. L., 369

Cole, M., 248

Cole, S. P., 1 23 , 475 , 476, 477, 481

Coleman, D., 299

Collins, A., 41 1 , 559

Comenius, J. A., 50

Commack, D. W., 369

Conati, C., 234 , 275 , 284

Confrey, J., 559

Conklin, J., 300

Connolly, T., 253 , 256

Constance, J., 539

Constantinidou, F., 345

Constantiono-Gonzalez, M. D., 252 , 263

Cook, L. K., 36

Cooney, J. B., 62

Cooper, G. A., 20, 26, 1 37, 230, 232 , 238, 330, 397,596

Cooper, M., 26, 30, 109, 1 38, 163 , 194 , 197, 398, 404 ,405

Corbett, A. T., 100, 1 1 1 , 456

Corderoy, R., 496

Cordova, D. I., 364 , 368

Corno, L., 1 27

Corrales, B., 535

Corrie, C., 477, 481

Cortina, J. M., 1 74 , 190, 206

Coulson, R. L., 320, 321 , 362 , 367, 570, 571

Cowell, G. S., 479

Cox, P. W., 579

Cox, R., 279, 283

Craig, S. D., 106, 107, 108, 1 55 , 164 , 1 78, 193 , 204 ,208, 210, 508, 513 , 514 , 515 , 518

Craik, E. I. M., 1 20, 1 25

Craik, F., 474

Crawford, S., 305

Cromby, J. J., 535 , 538, 540

Cromley, J. G., 224 , 319, 490

Cronbach, L. J., 99, 1 27, 328

Crosier, J., 529, 530, 531 , 539, 540

Crowder, E. M., 283

Cuban, L., 8, 550, 589, 590

Cunningham, J. B., 219

Curry, J., 582

Curtis, D. C., 250, 254–256

Cutelli, E., 535

Czaja, S. J., 347

Czerwinsky, M., 302

Daele, A., 249

Dale, E., 357

Dallal, N. P., 307

Daneman, M., 54

Danielson, D. R., 307

Dar, T., 451

Darrow, M., 531

David, M., 252 , 259

Davidson-Shivers, G., 579

Davies, A., 1 5 1

Davies, I. K., 298

Davis, E. A., 218, 224

Davis, J., 410, 41 2 , 414 , 560

Davis, J. N., 472

D’Cruz, M. D., 526

de Croock, M. B. M., 72 , 80, 81 , 335

de Groot, A. D., 20, 21 5

de Hoog, R., 219, 222

de Jong, T., xiv, 7, 109, 1 10, 21 5 , 216, 217, 218, 219,220, 221 , 222 , 223 , 224 , 273 , 278, 280, 552 , 557,558, 573 , 605

de Leeuw, N., 273 , 274 , 275 , 280, 283 , 448, 457, 461

De Ridder, I., 472

De Simone, C., 250, 261

de Vries, E., 219, 222 , 223 , 573

Debreceny, R., 302

Deci, E. M., 519

Dede, C., 529, 530, 538, 539, 540

Dee-Lucas, D., 305 , 308, 317, 582

Dehn, D. M., 106, 509, 51 1 , 516

DeJong, M. T., 364 , 368

Dempsey, J., 559

Dennis, L., 1 5 1

Deno, S. L., 472

Derry, S. J., 81 , 230, 237, 491 , 561

Dershimer, C., 413

Desmarais, S., 76






author index 62 1

Desrochers, A., 472

Deterding, R., 600

Deters, R., 500

Detweiler, M., 1 48

Dick, W., 559

Dickinson, A. K., 386

Dillenbourg, P., 289, 291

Dillon, A., xiv, 7, 300, 362 , 569, 570, 571 ,572 , 576, 579, 584 , 594

diSessa, A., 551 , 558, 559

Divine-Hawkins, P., 1 52

Dix, A., 318

Dixon, P., 230

Dochy, F. J. R., 1 29

Docq, F., 249

Doctorow, M., 37, 516

Doll, J., 105

Dooling, D. J., 298

Dori, Y., 422 , 425

Doughty, C., 472 , 475

Dow, G. T., 83 , 106, 1 76, 1 78, 205 , 209, 275 ,278, 283 , 345 , 346, 514 , 515 , 516

Downey, M. T., 385

Drake, D., 301

Drayton, B., 260

Dreher, M. J., 300

Driscoll, D. M., 106, 107, 108, 1 55 , 164 , 1 78,193 , 204 , 208, 210, 508, 513 , 514 , 515 ,518

Druin, A., 539

Dryer, C., 509

Dubreil, S., 477, 481

Duff, A., 104

Duffy, H., 532 , 533 , 534 , 540

Duffy, T. M., 104 , 247

Dufresne, R. J., 81

Duguid, P., 41 1

Dunbar, K., 223

Duncan, R. G., 224

Dupree, A., 362

Duquette, L., 472

Duran, R., 516

Durkin, D., 361

Durup, M., 532 , 533

Dutke, S., 56

Dwyer, D. J., 1 25

Dyer, D., 262

Eastgate, R. M., 526, 528, 536

Eccles, J. S., 102 , 105

Echt, K. V., 347

Economou, D., 539

Edelson, D. C., 383

Edmonds, D., 580

Edwards, D., 306

Edwards, L. D., 558

Effken, J. A., 508, 516

Egan, D. E., 20

Egbert, J. L., 253 , 256

Ehrenfeucht, A., 198

Ehri, L. C., 361

Ehsani, F., 477

Eisner, E., 500

Ekstrom, R. B., 578

Elen, J., 508, 51 1 , 519

Eley, M., 454

Elkerton, J., 456

Ellion, D. M., 530

Elliot, R. G., 86

Elliott-Square, A., 535

Ellis, A. W., 66

Ellis, J. A., 1 22 , 1 25

Ellis, R., 471 , 476

Ellsworth, R. A., 366

Elshout, J. J., 109

Engestrom, Y., 249

Enyedy, N., 223

Epstein, I., 302

Erickson, F., 551

Erickson, T., 108

Ericsson, K. A., 24 , 105 , 333 , 335 , 342

Erlich, Z., 266

Ertmer, P. A., 369

Evansm M. A., 561

Everson, H., 1 27

Fabos, B., 570

Faerch, C., 473

Fajen, B., 508, 516

Falk, J., 260

Fallside, D. C., 363

Faraday, P., 460

Faremo, S., 497

Farmer, L., 202 , 207, 210

Farr, M. J., 333

Farris, M., 468, 473

Faust, M. E., 341

Favart, M., 300

Fayad, P., 302

Feldon, D. F., xiv, 97, 1 1 4

Feltovich, P. J., 333

Feltovitch, P. J., 320, 321 , 362 , 367, 570,571

Fennel, S., 202 , 207, 210

Ferguson, D., 250, 261

Ferguson, E. S., 447, 450, 453

Fergusson-Hessler, M., 273 , 280

Ferretti, R. P., 386

Feuer, M. J., 551

Feyten, C., 478

Fienhold, J., 421

Fiolhais, C., 530, 531

Fischer, R., 468, 473

Fiset, M., 100, 101 , 102

Fishman, B. J., 251

Fisk, J. E., 341

Fitzgerald, G. E., 577

FitzGerald, P. J., 508, 509, 51 1 , 516,518

Flach, J. M., 1 20

Flaitz, J., 473

Flammer, A., 299






62 2 author index

Fleiszer, D., 491 , 498

Fleming Seay, A., 290

Fletcher, J. D., xiv, 3 , 6, 1 1 7, 1 1 8, 1 19, 1 23

Flood, J., 355 , 357, 369

Fogg, B. J., 509, 51 1

Fogler, H. S., 530

Foltz, G., 360, 367

Foltz, P. W., 300, 302

Ford, J., 162

Ford, N., 580, 582

Foreman, N., 532 , 533 , 534 , 538, 540

Forness, S. R., 104

Fors, U. G. H., 607

Fost, P., 473

Fowlkes, J. F., 530

Francoeur, E., 422

Frank, K. A., 550

Frankola, K., 103

Fraser, D. S., xiv, 7, 525

Fredericksen, E., 103

Frederiksen, J. R., 217, 551 , 554 , 559

Fredricks, J., 41 1

Freitas, C. M. D. S., 530

Freitas, P., 290, 456, 461 , 602 , 603 , 604 , 610

French, J. W., 578

Frensch, P. A., 333

Fretz, E., 224

Frick, R., 1 52

Friedler, Y., 21 5 , 216, 218

Friedman, N. P., 55

Funch-Jensen, P., 606

Funke, J., 109

Furness, T., 530

Gabbard, R., 300, 569, 570, 571 , 572 , 576, 579, 594

Gable, D., 410, 420, 423 , 425

Gabrys, G., 379

Gaddy, M. L., 299

Gagne, R. M., 87, 596

Gallimore, R., 240

Gallini, J. K., 44 , 63 , 1 23 , 271 , 328, 433 , 453 , 459,460, 492 , 498

Galvin, T., 589, 590, 592 , 605

Ganeshan, R., 508

Garg, A. X., 454 , 457

Garrett, S. R., 508, 516

Garris, R. D., 1 25

Garsoffky, B., 292 , 294

Gass, M., 469

Gay, G., 1 23

Gee, J. P., 550

Gent, C., 539

Gentner, D., 562

Georgi, M. C., 379

Gerace, W. J., 81

Gerjets, P., 80, 230, 234 , 236, 238

Geva, A., 266

Gholson, B., 106, 107, 108, 1 55 , 164 , 1 78, 193 , 204 ,208, 210, 508, 513 , 514 , 515 , 518

Gibson, J. J., 543

Gifford, B., 223

Gijlers, H., 223

Gildea, P. M., 361 , 368

Gilinski, A., 341

Gillett, R., 532 , 538

Gilley, W., 559

Gillingham, M., 531

Gilmartin, K., 20

Gimino, A., 102

Giroux, L., 303

Gittleman, S. S., 457

Glaser, R., 1 4 , 21 , 109, 218, 232 , 233 , 273 , 278, 280,333 , 500

Glass, G., 100

Glavin, R. J., 80

Glenberg, A. M., 272 , 300

Globerson, T., 358, 363 , 491 , 561

Glover, J. A., 316, 482

Glover, T., 528, 536

Gluck, K., 100

Goldman, S. R., 271 , 298, 299, 362 , 472 , 499

Goldsmith, T. E., 304

Goldstein, D., 341

Gomez, L. M., 251 , 262 , 383

Gonzales, C., 287

Good, J., 279

Good, R., 413

Goodenough, D. R., 579

Goodman, J., 362

Goodman, K., 357

Goodyear, P., 1 10

Gordon, S., 302

Gorodetsky, M., 413

Gott, S. P., 607, 609

Gough, P. B., 356

Grabner-Hagen, M. M., 253

Grabowski, B. G., 254

Grace, C., 474

Graesser, A. C., 53 , 64 , 458, 461 , 509

Graf, M., 109

Graf, P., 457, 461

Grant, M., 560

Grantcharov, T. P., 606

Gredler, M. E., 550, 559

Greenbowe, T., 421 , 422 , 425

Greene, S., 381

Greenhalgh, C., 528

Greeno, J., 328, 41 1

Greer, J., 500

Gregoire,, J. P., 509

Greidenhaus, T., 473

Gretton, C., 539

Grice, H., 202

Griffiths, G. D., 526

Große, C. S., 82 , 230, 239, 240, 241

Grotzer, T. A., 105

Gruber, H., 109, 231 , 234 , 238, 275

Grusin, R., 370–374

Guerrera, C., 496, 497

Gulikers, J. T. M., 80

Gullo, D. F., 559

Gunawardena, C. N., 255 , 264






author index 62 3

Gundersen, D. E., 255

Gurel, Z., 572 , 577

Guri-Rozenblit, S., 272

Gurtner, J., 21 1

Gussarsky, E., 413

Gustafsson, J. F., 1 3 1

Gustavel, J., 302

Guterman, E., 358

Guthrie, J. T., 300, 306, 308, 319

Gutierrez, K., 551

Gzrondziel, H., 292

Haderlie, S., 582

Hadwin, A. F., 499, 500

Haggerty, D., 341

Hagman, J. D., 1 22

Hakkarainen, K., 251 , 253 , 254 , 258, 267

Hakkinen, P., 255 , 260

Hammett, R., 364

Hammond, N., 315

Hankey, J., 302

Hanley, J. E. B., 1 23 , 475 , 476, 481

Hannafin, K. M., 1 20

Hannafin, M. J., 108, 1 20, 290, 456

Hanson, D., 356

Hara, N., 254–256, 261

Harackiewicz, J. M., 104

Hardinger, S., 422

Hardman, L., 306

Harel, I., 559, 560, 563

Harman, H. H., 578

Harp, S. F., 80, 191 , 192 , 209, 210, 491 , 596

Harper, B., 490, 496

Hartley, J., 298

Hartman, M., 341

Haseman, W. D., 292 , 579

Hasher, L., 341 , 343 , 345

Hausmann, R. G. M., 280, 283

Hawamdeh, S., 581

Hay, K. E., 530, 539

Hayes, D. A., 272

Hayes, J. R., 21

Hayes-Roth, B., 508

Hays, R. T., 219

Healy, A. F., 1 22

Heath, S. B., 355 , 357

Hecht, H., 289, 290, 455 , 465

Hedberg, J., 490, 496

Hegarty, M., xiv, 7, 55 , 1 21 , 1 86, 272 , 289, 290, 291 ,293 , 329, 363 , 433 , 441 , 447, 448, 450, 452 , 453 ,454 , 455 , 456, 457, 458, 459, 460, 461 , 602 , 603 ,604 , 610

Heining-Boynton, A. L., 479

Heiser, J., 45 , 82 , 1 24 , 1 55 , 164 , 191 , 193 , 271 ,283 , 293 , 343 , 407, 453 , 455 , 456, 515 , 518,601

Hendricks, M., 344 , 347

Hendricks, R., 1 5 1

Henning, P., 248

Henry, R. A., 105

Henson, R. K., 104

Herl, H. E., 1 78

Hermann, H., 250

Hernandez, S. S., 472 , 478

Herring, S. C., 262 , 264

Herron, C. A., 1 23 , 475 , 476, 477, 481

Hesketh, B., 1 22

Hesse, F. W., 292 , 294 , 460

Hewitt, J., 261

Hickey, D. T., 222 , 615

Hidi, S., 1 27

Hiebert, J., 240

Hijne, H., 1 10

Hilbert, T., 241

Hill, M., 472

Hiltz, S. R., 255

Hiraga, M. K., 494

Hirst, W., 1 5 1

Ho, C., 360

Hoffman, B., 497

Hoffman, H., 531

Hoffman, R. R., 431

Hofman, R., 304 , 305 , 575

Holland, J. H., 76

Hollander, A., 531

Hollander, M., 473

Holmquist, S., 290, 291 , 329, 456

Holt, G. R., 249

Holt, T., 377, 378

Holyoak, K. J., 76, 236

Hong, N., 262

Hooper, S. R., 1 20

Hoosain, R., 31 2

Hopkins, E., 528, 536

Horn, J., 105

Horowitz, P., 558, 559

Horwitz, P., 222 , 558, 615

Houx, P. J., 341

Howard-Jones, P. A., 578

Howe, M. J., 479

Hoyles, C., 558

Hron, A., 333

Hsu, Y., 575

Huard, R., 508

Hughes, C. E., 530, 531 , 539

Hulin, C. L., 105

Hull, S., 301

Hulshof, C. D., 221 , 222 , 223

Hulstijn, J., 473

Hummel, H. G. K., 616

Hundhausen, C. D., 261 , 263

Huppert, J., 222

Hutchins, E., 254

Hwang, D., 104

Hymes, D., 468

Hynd, C. R., 362 , 364 , 368, 380

International Reading Association, 356, 369

International Society for Technology in Education,369

Intrator, S., 356, 366

Isaak, M. I., 457






62 4 author index

Issroff, K., 267

Iyer, G., 291 , 293

Jackiw, N., 559

Jacobson, M., 362

Jacobson, M. J., 320, 321 , 362 , 367, 570, 571 , 576

James, R., 364

James, W., 1 19

Jamieson, B. A., 348

Jansen, C., 573

Jarvela, S., 255 , 260, 267

Jayawardena, S., 532

Jeffries, R., 20

Jehng, J. C. J., 256, 262 , 320, 321

Jelsma, O., 72

Jensen, E. D., 472

Jessup, L. M., 253 , 256

Jeung, H., 85 , 1 54 , 1 78, 235 , 343 , 399, 400, 404 ,405 , 604

Jih, H. J., 562

Jobst, J., xiv, 7, 569

John, B. E., 456

Johnson, A., 531

Johnson, B. T., 516, 518

Johnson, D. W., 248

Johnson-Laird, P. N., 54 , 55 , 298, 479

Johnson, M. K., 298

Johnson, R. T., 248

Johnson, W. L., 500, 508, 509, 51 1 , 516, 519

Johnston, J., 372 , 413

Joiner, E., 468, 478

Jolles, J., 341

Jonassen, D. H., xiv, 7, 247, 248, 254 , 255 , 256, 257,258, 261 , 262 , 263 , 359, 491 , 550, 561

Jones, A., 267

Jones, D. M., 534 , 540

Jones, L., 418

Jones, L. C., xiv, 7, 467, 473 , 477, 478, 479, 480,481

Jones, M., 422

Jones, T., 410, 41 2 , 414

Jorde, D., 221

Joskowicz, L., 451

Judd, B. B., 341

Just, M. A., 1 21 , 1 86, 272 , 363 , 433 , 448, 453 , 455 ,457, 459, 460, 461 , 479

Kaartinen, S., 223

Kafai, Y., 560

Kaiser, M. K., 289, 290, 455 , 465

Kalawsky, R. S., 543

Kali, Y., 454

Kalra, M., 76

Kalyuga, S., xiv, 7, 1 5 , 27, 63 , 80, 81 , 82 , 84 , 85 , 105 ,109, 1 23 , 1 24 , 1 27, 1 28, 1 54 , 1 55 , 164 , 1 78, 1 79,192 , 197, 231 , 232 , 325 , 327, 330, 331 , 332 , 335 ,343 , 575 , 576, 596, 610

Kamil, M. L., 356, 366, 473

Kamin, C., 600

Kanari, Z., 216

Kane, M. J., 234

Kantardjieff, K., 422

Kanuka, H., 251

Kaplan, D., 216

Kaput, J., 400, 558, 559

Karagiannidis, C., 106

Karchmer, R. A., 367

Karp, S. A., 579

Kaspar, G., 473

Kauffman, D., 319

Kavale, K. A., 104

Kayany, J. M., 371

Kear, J. J., 366

Keehner, M., 454

Keeves, J., 274 , 278, 281

Kehoe, E. J., 161

Keil, F. C., 462

Kellogg, G. S., 479

Kelly, M., 478

Kenelman, A., 216

Kennedy, C., 103

Kennedy, R. S., 530

Kern, R., 467, 479

Kerr, S., 528, 536, 538

Kerr, S. J., 535 , 536, 539, 540

Keselman, A., 218

Kester, L., xv, 2 , 6, 71 , 72 , 79, 81 , 84 , 105 , 1 10, 1 27,334 , 347

Kettanurak, V. N., 292 , 579

Kettel, L., 500

Khoo, H., 86

Kidd, G., 328

Kieras, D. E., 299

Kiesler, S., 51 1

Kim, B., 530

Kim, H., 356, 366

Kim, K.-S., 580

Kim, L., 528

Kim, M., 473

Kindfield, A. C. H., 222 , 615

Kini, A. S., 1 20, 555

Kinshuk, 106

Kintsch, E., 56, 461

Kintsch, W., 24 , 53 , 55 , 56, 65 , 298, 299, 316, 319,321 , 335 , 342 , 400–401 , 403 , 404 , 405 , 461 , 479

Kinzer, C. K., 250, 262 , 355 , 362 , 368, 369

Kirasic, K. C., 341

Kirby, J. R., 66, 279, 580

Kirkley, S. E., 253

Kirkpatrick, H., 550

Kirriemuir, J., 559

Kirsch, I., 306, 308

Kirschner, P. A., 72 , 79, 81 , 84 , 105 , 1 10, 1 27, 334 ,347, 616

Kitchner, K. S., 261

Klahr, D., 218, 220, 223

Klein, J. K., 253 , 256

Kliegl, R., 341 , 343 , 345

Knauff, M., 55

Knerr, B. W., 534

Koedinger, K. R., 83 , 275 , 278

Kohn, A.






author index 62 5

Kolar, C., 576

Kolb, D. A., 579

Kolers, P. A., 1 57

Koleva, B., 528

Korb, K. B., 431

Korhagen, F. A. J., 257

Koschmann, T., 283

Koskinen, P., 472

Kosslyn, S. M., 53 , 54 , 56

Kost, C. R., 473

Kostuck, J., 360

Kotovsky, K., 21

Koved, L., 301

Kozhevnikov, M., 455

Kozma, R. B., xv, 7, 98, 272 , 328, 355 , 410, 41 1 , 41 2 ,413 , 414 , 416, 418, 421 , 423 , 425 , 433 , 492 , 498,499, 500

Kozminsky, E., 298, 299

Kraiger, K., 316

Krajcik, J. S., 224 , 41 1 , 492 , 493

Krampe, R. T., 341 , 343

Krapp, A., 1 27

Krashen, S., 468, 469, 472 , 474

Kraus, L. A., 577

Kress, G., 371

Kreuz, R., 509

Kristiansen, V. B., 606

Kriz, S., 290, 456, 457, 458, 459, 460, 461

Krug, D., 316

Ku, H. K., 251

Ku, T., 582

Kuhl, J., 576

Kuhn, D., 216, 255

Kuhn, M. R., 364 , 368

Kulhavy, R. W., 333

Kulik, C., 220

Kulik, J., 220

Kulikowich, J. M., 577

Kulvahy, R. W., 61

Kumar, D., 490

Kumpulainen, K., 223 , 259

Kupper, L., 468

Kurland, M., 559

Kushmerick, 508

Kwon, H. I., 256

Kyllonen, P. C., 1 26, 1 28

Labbo, L. D., 250, 262 , 356, 364 , 365 , 367, 368,369

Lachman, R., 298

Lafayette, R. C., 477

Laffey, J., xv, 7, 247, 249, 251 , 256

Lahar, C. J., 341 , 343

Lahti, H., 251

Lajoie, S. P., xv, 7, 489, 491 , 496, 497, 498, 499,500, 561

Lamarche, J.-P., 303

Lambert, N. M., 32 , 33

Lambert, W. E., 472

Land, S., 108

Landauer, T., 10, 571

Landes, S., 224

Lane, D. M., 356, 366

Lane, M., 369

Langston, W. E., 272 , 300

Lanham, R. A., 358

Lansdale, M., 578

Lapkin, S., 469, 476, 481

Lapp, D., 355 , 357, 369

Larkin, J. H., 21 , 63 , 163 , 305 , 308, 317, 457, 461 ,582

Larsen-Freeman, D., 470

Larson, K., 302

Laufer, B., 472

Laurel, B., 508, 509

Laurinen, L., 251 , 253 , 255

LaVancher, C., 273 , 274 , 275 , 280, 283 , 448, 457,461

Lave, J., 41 1

Lavigne, N. C., 496, 497

Lawless, K. A., 366, 474 , 577, 582

Lawson, M. J., 250, 254–256, 274 , 278, 281

Layne, B. H., 287

Lazarowitz, R., 222

Lazonder, A. W., 162 , 217, 218, 219, 224

Le, S. E., 302

Leadbetter, A. G., 538, 540

Leahy, W., 82 , 1 54 , 343 , 597, 599, 601 , 604 ,610

Learning Technology Center at Vanderbilt University,362

LeBaron, C., 283

Lebiere, C., 77

Lee, C. B., xv, 7, 247

Lee, D., 482

Lee, L., 477

Lee, M. J., 300

Lee, P. J., 386

Lee, S.-Y., 256, 258

LeFevre, J. A., 230

Lehman, J. D., 474 , 476, 481 , 574 , 576

Lehmann, A. C., 105

Lehrer, R., 559

Leibowitz, L., 273

Leidig, L., 318

Leinhardt, G., 378, 385

Lemke, J. L., 369

Lemon, M., 582

Lent, B., 508

Lentz, R., 60, 62 , 328

Lenzini, J. J., 473

Leonard, A., 536, 538

Leonard, J. M., 318

Leone, T. J., 218

Leong, S. C., 581

Lepper, M. R., 21 1 , 364 , 368, 500

Lerche, T., 231

Leroux-Demers, T., 219

Lesgold, A. M., 500, 607, 609

Lester, J. C., 106, 108, 1 55 , 204 , 208, 500, 508,509, 510, 51 1 , 51 2 , 513 , 514 , 515 , 516, 518,598






62 6 author index

Leu, D. J. J., 250, 262 , 355 , 356, 369

Leutner, D., 45 , 66, 81 , 1 26, 1 42 , 1 55 , 1 79, 197, 21 1 ,468, 472 , 473 , 474 , 475 , 476, 478, 479, 480, 483 ,519, 570, 578, 580

Levie, H. W., 60, 62

Levie, W., 328

Levin, H. M., 100

Levin, J., 1 52

Levin, J. A., 219

Levin, J. R., 56, 60, 333

Levonen, J. J., 300, 308, 362

Levstik, L. S., 382 , 385

Lewalter, D., 433 , 493

Lewis, E. L., 219

Lewis, M. W., 1 4 , 1 10, 232 , 233 , 273 , 278,280

Li, L., 1 1 4

Li, Y., 251 , 252 , 253 , 256

Liao, Y. C., 571

Light, L. L., 341

Liker, J. K., 105

Limon, M., 223

Lin, D. M., 572

Lin, H., 574 , 579

Linden, P., 475 , 481

Linn, M. C., 109, 21 5 , 216, 218, 219, 490

Lipman, P. D., 341

Lipponen, L., 253 , 254 , 258, 267

Litvak, S., 530

Liu, M., 472

Lockhart, R., 474

Lockhart, R. S., 1 20, 1 25

Lockhorst, D., 257

Loconte, A., 535

Loftin, R. B., 529, 530, 538, 539, 540

Logie, R. H., 598

Loh, B., 383

Lohman, D. F., 328

Lohner, S., 224

Lohr, L., 251

Loizou, A., 279

Loman, N. L., 197, 299

Lomask, S. M., 222

Lomicka, L. L., 478

Long, D., 468

Long, M., 470

Long, M. H., 469

Lonn, S., 45 , 82 , 1 24 , 1 55 , 164 , 191 , 193 , 271 , 283 ,293 , 343 , 407, 515 , 518, 601

Loo, R., 104

Lorch, E. P., 299, 305

Lorch, R. F., 305

Lorch, R. F., Jr., 197, 299

Lort, M., 380, 381

Lou, Y., 100, 101 , 102

Lovett, M., 360

Low, H. L., 538

Low, R., xv, 6, 102 , 1 47, 1 53 , 1 78, 192 , 197, 235 , 343 ,398, 399, 400, 404 , 405 , 518, 610

Lowe, C. A., 255 , 264

Lowe, K. K., 493

Lowe, R. K., xv, 7, 53 , 288, 292 , 293 , 294 , 333 , 429,434 , 435 , 436, 437, 438, 440, 457, 458, 459

Luca, J., 251

Lucassen, B., 559

Luke, N., 555 , 560

Lund, K., 223

Lundberg, I., 360

Lundeberg, M., 51 1

Lundgren-Cayrol, K., 255 , 258, 262

Luursema, J. J., 80

Lyman-Hager, M. A., 472

Lynch, T., 468

Lynn, S., 382

Lyons, C., 596, 602

Lyster, R., 476, 481

Ma, R., 360

MacArthur, C. A., 386

MacArthur, C. D., 386

Macaulay, D., 456

Macedo-Rouet, M., 302

MacEneaney, J. E., 272

MacLatchy-Gaudet, H., 276

Macpherson, K. A., 239

Maddux, C. D., 590

Maehr, M. L., 1 27

Maes, P., 508, 509

Mageau, T., 590

Maheshwari, P., 454 , 457

Maier, U. H., 238, 239, 335

Maj, L., 535

Mallett, A., 539

Mamelak, A. N., 532

Mandl, H., 109, 234 , 238, 242 , 275

Manlove, S., 217, 218, 219, 224

Mannes, B., 316

Mannes, S., 300

Maouri, C., 576

Maran, N. J., 80

Marchigiani, E., 571

Marcus, N., 30

Margrain, S., 1 49

Markman, A. B., 450

Marks, C., 37, 516

Mars, R., 45 , 1 40, 1 47, 162 , 167, 190, 328, 492 ,498

Marshall, S., 383 , 440, 560

Martens, R. L., 80, 85 , 345 , 346

Martin, A., 380, 381

Martin, H., 362

Martin, M., 418

Martin, N., 422

Martin, R. J., 578

Martinez-Jimenez, P., 531

Marttunen, M., 251 , 253 , 254–256

Marx, N., 410, 41 1 , 41 2 , 414 , 421 , 425

Marx, R., 41 1

Mason, M. E. J., 482

Mason, R. A., 379

Massa, L. J., 104 , 1 1 1

Massara, A., 535






author index 62 7

Massaro, D., 106, 51 2 , 516

Masterman, E., 382

Mastropieri, M. A., 62

Masunaga, H., 105

Mathias, A., 79, 1 73 , 1 76, 346, 594 , 602 , 604 , 610

Matzko, M., 560

Mautone, P. D., 85 , 1 77, 192 , 204 , 207, 223 , 608

Mayer, R. E., xiii, xv, 1 , 2 , 3 , 6, 7, 1 1 , 1 5 , 23 , 31 , 32 ,33 , 34 , 36, 37, 44 , 45 , 46, 50, 56, 60, 61 , 62 , 63 ,64 , 65 , 66, 71 , 77, 79, 80, 82 , 83 , 84 , 85 , 99, 104 ,106, 108, 1 1 1 , 1 1 7, 1 1 8, 1 19–1 20, 1 21–1 22 , 1 23 , 1 24 ,1 25 , 1 26, 1 27, 1 28, 1 32 , 1 36, 1 39–1 41 , 1 43–1 44 , 1 46,1 47, 1 55 , 160, 162 , 164 , 167, 169, 1 70, 1 73 , 1 75 ,1 76, 1 77, 1 78, 1 85 , 190, 191 , 192 , 193 , 194 , 195 ,197, 201 , 202 , 204 , 205 , 206, 207, 208, 209, 210,216, 220, 221 , 223 , 235 , 236, 271 , 275 , 278, 283 ,291 , 292 , 293 , 294 , 299, 304 , 306, 308, 316, 323 ,328, 333 , 335 , 339, 342 , 343 , 345 , 346, 357, 367,393 , 396, 398, 400, 401 , 402–403 , 404 , 405 , 406,407, 409, 422 , 423 , 433 , 452 , 453 , 457, 459, 460,468, 471 , 472 , 473 , 474 , 475 , 476, 479, 480, 483 ,489, 490, 491 , 492 , 493 , 498, 499, 500, 507, 508,509, 510, 51 2 , 513 , 514 , 515 , 516, 517, 518, 538,540, 561 , 562 , 570, 575 , 578, 580, 581 , 584 , 593 ,594 , 596, 598, 600, 601 , 602 , 604 , 608, 610

Mayer, S., 83 , 106, 1 76, 1 78, 205 , 209, 275 , 278, 283 ,345 , 346, 514 , 515 , 516

Mayr, U., 105 , 341 , 343 , 345

Mazur-Rimetz, S., 162

McArthur, D., 1 10

McCabe, R., 360

McCalla, G., 500

McCallum, G. A., 1 25

McClean, C., 539

McClean, P., 530

McCloskey, M., 455

McCombs, B. L., 32 , 33

McConkie, G. W., 359

McDaniel, M. A., 482

McDermott, J., 21

McDonald, S., 304 , 572 , 573 , 577

McEwan, L. A., 250, 261

McEwan, P. J., 100

McFarlane, A., 559

McGee, J., 528

McGee, P., 369

McGinn, M., 41 1

McGlynn, D., 530

McGovern, L., 299

McKenna, M., 356, 366, 369

McKenna, M. C., 360, 363 , 367

McKeown, M. G., 363

McKillop, A. M., 364

McKnight, C., 318, 584

McLarty, K., 362

McLaughlin, C., 251

McNamara, D. S., 56, 275 , 280, 461

McNish, M. M., 362 , 364 , 368, 380

Meakin, L., 539

Meister, G. R., 100

Melara, G., 572

Mendozzi, L., 532 , 535

Merrill, D. C., 224

Merrill, M. D., 72 , 87

Merrill, M. M., 83 , 208, 234 , 238, 239, 402–403 , 404 ,406

Merrill, S. K., 224

Mestre, J. P., 81

Meyer, B. J. F., 298

Meyer, H. A., 1 27

Meyer, K. A., 250, 261

Meyers, S. D.Michas, I. C., 602

Middleton, T., 531

Mielke, K. W., 98, 99

Millar, R., 216

Miller, A. C., 340

Miller, D. P., 302 , 303

Miller, G. A., 21 , 24 , 35 , 361 , 368, 596

Miller, L., 357

Miller, M. S., 56

Miller, R., 219

Miller, W., 161

Millis, K. K., 53 , 64

Millogo, V., 300, 304

Mills, R., 366

Mintz, F. E., 440

Mintz, R., 530

Mishra, P., 576

Mitchell, D. R. D., 341

Mitchell, P., 528, 536, 537, 538

Mitchell, W. L., 539

Mitrovic, A., 106, 508, 509, 51 1 , 51 2 , 516

Miyake, A., 55

Mohageg, M. F., 306

Mohl, R., 544

Mohler, T., 531

Molinari, E., 532

Monk, A., 318

Monk, J. M., 545

Monk-Turner, E., 250, 252 , 261

Montello, D. R., 454

Montemayor, J., 539

Montgomery, C., 422

Moon, Y., 509

Moore, C. A., 579

Moore, J., 302

Moore, M. G., 341

Moore, P. J., 66, 279, 580

Moreledge, D., 539

Moreno, R., xv, 7, 32 , 45 , 46, 61 , 77, 80, 82 , 83 , 84 ,85 , 99, 106, 108, 1 22 , 1 40, 1 44 , 1 55 , 164 , 1 70, 1 78,1 85 , 191 , 193 , 194 , 195 , 197, 204 , 206, 207, 208,210, 217, 218, 220, 223 , 235 , 271 , 290, 291 , 329,343 , 400, 401 , 403 , 404 , 405 , 406, 407, 433 , 452 ,456, 460, 491 , 492 , 498, 500, 507, 508, 509, 510,51 2 , 513 , 514 , 515 , 516, 517, 518, 538, 540, 570,575 , 581 , 598, 600, 601 , 604 , 608, 610

Moriarty, S., 494

Morling, A., 532

Moro, W., 535

Morrell, R. W., 347






62 8 author index

Morris, A., 508, 516

Morris, A. W., 249

Morris, B. A., 219, 559

Morrison, G. R., 99

Morrison, J. B., 290, 294 , 346, 456, 457, 458

Moshell, J. M., 530, 531 , 539

Moskal, P. J., 1 25

Motoda, H., 458

Motta, A., 532

Moundridou, M., 106, 107, 51 2

Mousavi, S. Y., 102 , 1 53 , 1 78, 192 , 197, 235 , 343 , 398,399, 400, 404 , 405 , 518, 610

Mulhern, J., 319

Muller, J., 106, 107, 509, 51 2 , 514 , 517

Mulligan, C. F., 1 25

Mulligan, C. P., 1 25

Mumme, D., 21 1

Munsie, S., 496, 497

Murdock, B. B., Jr., 1 49

Murphy, K. L., 254–256, 258, 268

Muyskens, J. A., 479

Mwangi, W., 235 , 238, 276

Myers, J., 364 , 369

Myers, J. L., 478

Nachmias, R., 21 5 , 216

Nadolski, R. J., 81 , 616

Naeve, A., 530

Nagao, K., 508

Najimi, A., 477

Najjar, L. J., 271

Nakamura, C., 7, 489

Nakheh, M., 410

Narayanan, N. H., 289, 290, 291 , 329, 433 , 448,453 , 456, 457, 458, 459, 461 , 602 , 603 , 604 ,610

Nardi, B. A., 249

Nass, C., 108, 202 , 509

Nathan, M. J., 400–401 , 403 , 404 , 405

National Assessment of Educational Progress, 389

National Center for History in the Schools, 377

National Reading Panel, 356

National Research Council, 41 1 , 551 , 560

Neale, H., 528, 529, 536, 538, 539

Neale, H. R., 535 , 536, 539

Neisser, U., 1 19, 1 5 1

Nelson, T., 477, 569

Nelson, W. A., 559

Neuman, B., 472

Neuman, Y., 273 , 278

Neumann, U., 528

Newman, D., 559

Newton, D., 261

Nguyen, 590

Nicholson, A. E., 431

Niederhauser, D. S., 315 , 362 , 575 , 577

Nielsen, J., 303 , 571

Niemi, C., 1 78

Niemivirta, M., 253 , 258

Nigam, M., 220

Nijhoff, W. J., 84

Nikolova, O. R., 477

Nilsson, R. M., 304 , 306, 308, 578

Nisbett, R. E., 76

Njoo, M., 1 10, 216, 217, 218, 223

Noah, D., 551 , 553 , 555 , 561

Nobuyoshi, J., 476

Noh, T., 419, 422 , 423 , 425

Nolan, M., 551

Noon, S. L., 105

Norman, D. A., 9–10, 499, 509, 555 , 562

Norman, G. R., 454 , 457

Norman, K., 302

Norman, K. L., 303

Nosek, J., 318

Noss, R., 558

Nouri, H., 1 74 , 190, 206

Oberauer, K., 1 26

Ocker, R. J., 250, 252

Oestermeier, U., 460

Office of Technology Assessment, 101

Ohlsson, S., 531

Okada, T., 223

Okolo, C. M., 386

Okonkwo, C., 51 1

Olin, K., 1 78

Olive, J., 558

Oliver, M., 258

Oliver, W., 477

Ollerenshaw, A., 328

Olson, J., 357

Olson, K., 372

Olson, R. K., 360, 367

Oltman, P. T., 579

Omaggio, C., 472

Omaggio Hadley, A. C., 479

O’Malley, C., 254

O’Malley, J. M., 468

O’Neil, H. F., 1 1 4 , 1 78

O’Neill, D. K., 262 , 380, 381 , 385

Oostdam, R., 356

O’Reilly, M., 261

O’Reilly, T., 276

Orion, N., 454

Orly, Y., 252 , 259

Osberg, K., 531

O’Shea, T., 251 , 252 , 253 , 256

Oshima, J., 253

Oshima, R., 253

O’Sullivan, P., 600

Otter, M. E., 356

Otto, R. G., 497

Otto, S., 468

Oughton, J. M., 582

Overmaat, M., 356

Ozden, Y., 571 , 578

Paas, F. G. W. C., xv, 7, 26, 27, 63 , 64 , 71 , 72 , 80, 81 ,82 , 108, 1 20, 1 26, 1 54 , 1 79, 197, 21 1 , 231 , 335 , 339,341 , 342 , 343 , 344 , 347, 348, 598

Padovani, S., 578






author index 62 9

Painchaud, G., 472

Paivio, A., 2 , 34 , 45 , 54 , 56, 63 , 71 , 92 , 1 19, 1 21 , 1 24 ,222 , 342 , 367, 459, 472 , 490, 493 , 510, 561 , 570

Palinscar, A. S., 279

Palmer, S. E., 56, 450

Palmeri, T. J., 77

Palmiter, S. L., 456

Palmquist, R. A., 580

Palonen, T., 253 , 258

Pane, J. F., 456

Paolucci, R., 573

Papert, S., 551 , 558, 559, 563

Paris, S., 361

Parise, S., 51 1

Park, O. C., 457

Parkinson, S., 302 , 303

Parlangeli, O., 571

Parmley, M. W., 220, 555 , 558

Parnell, R., 532

Parrish, P., 430

Parsons, S., 528, 536, 537, 538

Pasqualotti, A., 530

Payne, D. G., 315 , 318, 321 , 322

Payne, S. J., 534 , 540

Pea, R. D., 491 , 559

Peck, C., 550

Peeck, J., 64

Peirce, C. S., 494 , 496

Pellegrini, A. D., 561

Penner, D. E., 218, 554

Penney, C. G., 23 , 75 , 1 49, 1 50

Perfetti, C. A., 56, 66, 300, 303 , 379

Perkins, D. N., 76, 105 , 363 , 491 , 561

Peruch, P., 538, 545

Peters, K. M., 262

Peterson, L., 22

Peterson, M., 22

Petz. W., 103

Phelps, A., 421

Phillips, C. B., 508

Philpott, L., 532

Piaget, J., 248

Pica, T., 469, 475 , 476, 481

Picard, E., 333

Picciano, A. G., 254–256, 260, 262

Pickett, A., 103

Pickle, M., 363

Pieter, W., 250, 262

Pilkington, R. M., 253 , 256, 261

Pintrich, P. R., 101 , 102 , 104 , 519

Pirolli, P. L., 230, 273 , 275

Plass, J. L., xv, 7, 45 , 66, 1 26, 1 42 , 1 55 , 1 79, 197, 21 1 ,467, 468, 469, 472 , 473 , 474 , 475 , 476, 478, 479,480, 481 , 483 , 519, 570, 578, 580

Platner, M., 539

Ploger, D., 551 , 558

Pollock, E., 79, 1 76, 329, 335 , 346

Polo, J., 531

Polson, P., 20

Pontes-Pedraja, A., 531

Poole, D. M., 259, 260

Poole, M. J., 249, 251 , 256

Poole, S., 550

Porteous, J., 539

Postovsky, V. A., 468

Potelle, H., xv, 7, 297, 305 , 316, 317, 319, 321 ,577

Potter, J., 532

Pouw, M., 572 , 573

Powell, W., 605

Powers, D., 531

Pressley, M., 361

Prevost, S., 210

Prins, F., 221 , 222 , 223

Proffitt, D. R., 289, 290, 455 , 465

Prothero, W., 1 77, 223 , 608

Pugh, K., 369

Pugnetti, L., 532 , 535

Pusack, J., 468

Quibble, Z., 307

Quilici, J. L., 80, 236, 290, 291 , 329, 456

Quinlan, K. M., 376

Quintana, C., 224

Rada, R., 300, 315 , 318, 571

Radinsky, J., 383

Radtke, P. H., 1 1 8

Rainer, K., 299

Rakestraw, J. A., Jr., 298, 299

Ramamurthy, K., 292 , 579

Randel, J. M., 219, 559

Ranney, M., 263

Ranta, L., 476, 481

Raskin, E., 579

Rasmussen, K., 559, 579

Ratcliffe, A., 418

Ravid, G., 266

Rebetez, C., 289, 291

Recker, M. M., 230, 273

Reder, L., 161 , 162

Reed, W. M., 472 , 577, 582

Rees, E., 21

Reeves, B., 202 , 509

Reeves, T. C., 262 , 359, 474 , 491 , 562

Regian, J. W., 545

Reid, D. J., 218, 220, 222

Reigeluth, C. M., 240

Reimann, P., 1 4 , 232 , 233 , 273 , 278, 280, 333 , 490,493 , 499, 500, 582

Reinert, H., 480, 580

Reinking, D., xv, 7, 272 , 355 , 356, 357, 358, 360, 361 ,362 , 363 , 365 , 366, 367, 368, 369, 370

Reiser, B. J., 218, 224 , 238, 383

Reitsma, P., 360

Remidez, H., 255 , 258

Renkl, A., xv, 7, 26, 81 , 82 , 83 , 109, 1 20, 1 27, 229,230, 231 , 232 , 233 , 234 , 235 , 237, 238, 239, 240,241 , 274 , 275 , 278, 335 , 342 , 343

Renninger, K. A., 1 27

Rensink, R., 457

Resnick, M., 558






630 author index

Reuter-Lorenz, P. A., 340

Reynard, G., 528, 536

Reynolds, H., 535

Reynolds, L., 366

Reynolds, N. R., 535

Reynolds, P., 1 50

Reynolds, R. E., 315 , 362 , 575 , 577

Ricci, C. M., 364

Ricci, K. E., 1 25

Rice, M., 260, 261

Richardson, J., 584

Richardson, J. A., 104

Richardson, J. T., 104

Richey, R. C., 559

Rickel, J. W., 500, 508, 509, 516

Rickman, S. S., 361 , 368

Riding, R. J., 104 , 580

Rieber, L. P., xvi, 7, 1 20, 1 24 , 219, 220, 221 , 222 , 223 ,290, 456, 457, 493 , 549, 550, 551 , 553 , 555 , 556,558, 560, 561 , 563

Riempp, R., 292 , 458

Rikers, R., 80, 344 , 347

Ring, J., 360

Risko, V. J., 362 , 368, 472

Rist, T., 106, 107, 509

Ritchey, K., 299

Riva, G., 532

Rivlin, E., 451

Rizzo, A. A., 528, 532

Roberts, G., 590

Robinson, N., 219

Rogers, W. A., 348

Rogers, Y., 251 , 382 , 465 , 539

Roh, S.-Z., 303

Rohrer-Murphy, L., 561

Rollins, H. A., 1 50, 1 5 1

Roncarrelli, ?noalpha, 400

Rosch, E., 56

Roschelle, J., 558, 559

Roscoe, R. D., 276

Rose, A., 1 22

Rose, F. D., 532 , 535 , 536, 538, 540

Rose, H., 531

Rosenberg, J., 606

Rosenblit, L. G., 462

Ross, E., 369

Rost, M., 468

Roth, I., 318

Roth, W., 218

Roth, W.-M., 41 1

Rouet, J.-F., xvi, 7, 297, 300, 302 , 303 , 304 , 305 , 306,308, 316, 317, 319, 321 , 362 , 379, 577

Rourke, L., 259, 261

Rovai, A., 250, 252

Roy, M., xvi, 7, 271

Roychoudhury, A., 218

Rubin, A., 367, 369

Ruddle, R. A., 534 , 540, 545

Rummel, N., 241 , 250

Russell, J., xvi, 7, 250, 410, 41 1 , 41 2 , 413 , 414 , 421 ,425

Russell, T. L., 1 32

Rutten, A., 538

Ryan, R. L., 519

Ryokai, R., 106, 107

Rypma, B., 345

Ryu, J., 514

Sabol, M. A., 1 22 , 1 25

Sadoski, M., 367, 561

Sahl, K., 369

Saint-Eidukat, B., 530

Salas, E., 316

Salden, R. J. C. M., 80

Salmen, D. J., 315 , 362 , 575 , 577

Salmon, G., 257, 264

Salomon, G., 76, 83 , 98, 99, 101 , 102 , 104 , 248, 254 ,358, 363 , 367, 490, 491 , 561

Salthouse, T. A., 341 , 343 , 345

Salzman, M. C., 529, 530, 538, 539, 540

Samarapungavan, A., 320, 321

Sampson, D., 106

Samuels, S. J., 473

Sandoval, W. A., 218

Sanger, M., 421 , 422 , 425

Sangin, M., 289, 291

Santos, J. G. E. D., 252 , 263

Saussure, D., 494

Savelsbergh, E. R., 217, 218, 219, 224

Savery, J. R., 253

Saye, J. W., 389, 390

Scaife, M., 465 , 539

Scanlon, E., 251 , 252 , 253 , 256

Scardamalia, M., 380, 418

Scevak, J. J., 279

Schadelbach, H., 528

Schank, P., 416, 418, 423

Schank, R., 239

Scharmann, L., 419, 422 , 423 , 425

Schauble, L., 559

Scheiter, K., 80, 230, 234 , 236, 238

Schmid, R. F., 250, 261

Schmidt, H. G., 343 , 344 , 347, 348

Schmidt, R., 471

Schmidt, R. A., 1 22

Schmitz, J., 320, 321

Schneider, V. I., 1 22 , 360

Schneider, W., 21 , 86, 1 48

Schnotz, W., xiii, xvi, 2 , 6, 45 , 46, 49, 54 , 56, 63 , 272 ,288, 291 , 292 , 293 , 294 , 333 , 409, 433 , 446, 492 ,493 , 498

Schoenfeld, A. H., 240, 612

Schofield, N. J., 66, 580

Schoon, P., 573 , 582

Schrader, P. G., 250, 262

Schramm, W., 98, 99

Schuh, J., 236

Schultze, R., 1 26

Schunk, D. H., 101 , 102 , 104 , 519

Schuurman, J. G., 80

Schwan, S., 292 , 294 , 458

Schwartz, B. J., 20






author index 631

Schwartz, D. L., 453 , 455

Schwartz, M. N. K., 299

Schwarz, B., 273 , 278

Schwarz, C. V., 559

Schweitzer, K., 231

Schwen, T. M., 575

Schwenz, R., 413

Schwert, D. P., 530

Schworm, S., 234 , 241

Scifers, E. L., 255

Scott, J., 539

Scruggs, T. E., 62

Segers, E., 360

Seibert, D., 224 , 319, 490

Seignon, N., 1 27

Seitamaa-Hakkarainen, P., 251

Seixas, P., 376, 381

Severance, C., 275

Sha, L., 380, 381

Shaffer, L. H., 1 50

Shallice, T., 54

Shank, P., 263

Shapiro, A. M., xvi, 7, 304 , 305 , 313 , 316, 317, 318,320, 321 , 362 , 572 , 574

Sharit, J., 347

Sharp, D. L. M., 362 , 472

Shavelson, R. J., 551

Shaw, E., 508, 51 1 , 519

Shaw, G. P., 250, 258, 262

Shaw, R., 508, 516

Shea, P., 103

Shebilske, W. L., 545

Shehadeh, A., 476

Sheldon, S., 369

Shemilt, D., 381

Sherman, L., 539

Shiffrin, R. M., 21 , 24 , 45 , 54 , 56

Shneiderman, B., 301 , 303 , 509

Short, J., 266

Shotsberger, P. G., 250

Shute, V. J., 109, 218

Siegler, R., 276, 284

Silberstein, S., 473

Simon, D., 21

Simon, H. A., 20, 21 , 35 , 63 , 1 37, 163 , 223 , 457, 461 ,595

Simpson, A., 318

Sims, S., 76

Sims, V. K., 45 , 55 , 84 , 1 24 , 1 44 , 195 , 292 , 455 , 457,458, 460

Simsarian, K., 539

Singer, M. J., 219

Singh, N., 161

Sinkoff, E., 508

Sisson, N., 302 , 303

Skinner, B. F., 468

Skolmoski, P., 315 , 362 , 575 , 577

Skovronek, E., 341

Slamecka, N. J., 457, 461

Slator, B. M., 530

Slotta, J., 218

Sluijsmans, D. M. A., 81

Smith, B., 218

Smith, B. K., 382

Smith, E. E., 299

Smith, G. G., 250, 261

Smith, J., 333 , 555 , 560

Smith-Kerker, P., 162

Smith, M., 555 , 556

Smith, R. B., 251 , 252 , 253 , 256

Snapp, J., 316

Snow, R., 328

Snow, R. E., 99, 1 27, 328, 500

Snowberry, C., 302 , 303

Sobko, K., 204 , 207

Soederberg Miller, L. M., 56

Sohbat, E., 380, 381 , 385

Solman, R., 161

Soloway, E., 41 1 , 492 , 493

Songer, B. B., 256, 258

Songer, N. B., 56, 109, 461

Soraci, S., Jr., 362

Sorensen, F. K, 269

Sotillo, S. M., 250, 254–256, 259

Spada, H., 241 , 250

Spahi, F., 555 , 556

Spelke, E., 1 5 1

Spero, L., 454 , 457

Sperotable, L., 454

Spieler, D. H., 341

Spires, H. A., 106, 108, 1 55 , 204 , 208, 500, 508, 510,51 2 , 513 , 514 , 515 , 516, 598

Spiro, R. J., 320, 321 , 362 , 367, 570, 571

Spoehr, K. T., 376, 378–379, 383 , 384 , 385

Spoehr, L. W., 376, 378

Sproull, L., 509, 51 1

Spruijt, S., 573

Spyridakis, J. H., 298, 299

Squire, K., 539

Stacey, E., 260, 261

Stahl, S. A., 104 , 362 , 364 , 368, 380

Staley, R., 238, 239, 335

Standal, T. C., 298, 299

Standen, P. J., 535 , 538, 540

Stanezak, L., 340

Stanovich, K. E., 365

Stanton, D., 532 , 533 , 534 , 538, 539, 540

Stanton, N. A., 304 , 305

Stark, R., 109, 234 , 238, 242 , 275

Stasko, J. T., 290

Steinbacher, S., 1 55

Steinhoff, K., 45 , 1 40, 328, 455

Steinmuller, F., 218

Stelling, G., 509

Stenning, K., 457

Stern, H. W., 1 1 8

Stern, J. L., 219

Sternberg, R. J., 36, 333

Steuer, J., 108

Stevens, A., 562

Stevenson, R. J., 304 , 572 , 573 , 577

Stieff, M., 414






632 author index

Stiehl, C., 328

Stigler, J. W., 240

Stine, E. A., 341 , 343

Stine-Morrow, E. A. L., 56

Stock, W. A., 61

Stoltzfus, E. R., 341 , 345

Stone, B., 509

Straetmans, G., 81

Streumer, J. N., 84

Strickland, W., 555 , 556

Stroup, W., 558, 559

Subramani, R., 509

Sugrue, B., 1 1 8, 1 28

Sullivan, H., 253 , 256

Sullivan, J., 210

Sullivan, M. A., 86

Sun, Y., 220

Sundblad, Y., 539

Sung, Y.-C., 299

Suraweera, P., 106, 508, 509, 51 1 , 51 2 , 516

Suß, H.-M., 1 26

Susskind, T., 41 2

Sutcliffe, A., 460

Sutherland, R. J., 532

Suthers, D. D., 252 , 261 , 262 , 263

Sutton-Smith, B., 561

Suwa, M., 458

Svejda, M., 542

Svetcov, D., 589

Swaak, J., 21 5 , 220, 222

Swaffar, J., 473

Swain, M., 468, 469, 476, 481

Swan, K., 103 , 381

Swanson, H. L., 62

Sweller, J., xiii, xvi, 2 , 6, 1 5 , 19, 20, 24 , 25 , 26, 27, 28,30, 34 , 35 , 41 , 45 , 46, 63 , 64 , 65 , 71 , 79, 80, 81 , 82 ,84 , 85 , 92 , 102 , 105 , 108, 109, 1 10, 1 19, 1 20, 1 21 ,1 23 , 1 24 , 1 26, 1 27, 1 28, 1 35 , 1 37, 1 38, 1 39, 1 41–1 42 ,1 43 , 1 47, 1 53 , 1 54 , 1 55 , 1 59, 161 , 162–163 , 164 ,1 70, 1 76, 1 78, 1 84 , 192 , 193 , 194 , 195 , 197, 200,210, 220, 222 , 223 , 230, 231 , 232 , 235 , 236, 238,272 , 276, 283 , 327, 329, 330, 331 , 332 , 334 , 335 ,339, 342 , 343 , 346, 397–398, 399, 400, 403 , 404 ,405 , 409, 510, 517, 518, 575 , 576, 596, 597, 598,599, 601 , 604 , 610

Swinney, D. A., 299

Symons, C. S., 516, 518

Symons, S., 276

Syri, J., 253 , 258

Tabak, L., 218

Tabbers, H. K., xvi, 7, 83 , 85 , 1 26, 1 79, 197, 21 1 , 345 ,346, 347

Takeuchi, A., 508

Takle, E. S., 269

Tao, L., 363

Tapangco, L., 45 , 1 47, 162 , 167, 190, 492 , 498

Tapola, A., 253 , 258

Tarmizi, R. A., 1 37, 1 38, 232 , 235 , 397–398, 403 ,404 , 405

Taxen, G., 530, 539

Taylor, L. B., 532

Taylor, R. G., 304 , 305

Teale, W. H., 250, 262

Teasley, S. D., 275

Tedder, M. L., 300

Teeken, J. C., 341

Teichert, H. U., 475

Tennyson, A., 500

Tergan, S., 321

Terjak, M., 360

Terrell, T., 479

Thagard, P. R., 76

Thibadeau, R., 1 50

Thibodeau-Hardman, P., 81

Thiebaux, M., 528

Thinus-Blanc, C., 532 , 533 , 538

Thomas, M. J. W., 251

Thomas, P., 413

Thorisson, 516

Thorndike, E. L., 1 1

Thurman, R. A., 1 78

Tierney, P., 26, 109, 1 38, 194 , 197, 398, 404 , 405

Tindall-Ford, S., 27, 28, 85 , 1 54 , 1 78, 195 , 330, 343 ,598, 610

Tinker, R., 415

Tlauka, M., 532 , 534

Tobias, S., xvi, 3 , 6, 1 1 7, 1 1 8, 1 20, 1 23 , 1 27, 1 28, 362

Torres-Quinones, S. S., 479

Toulmin, S., 255

Towne, L., 551

Towns, S. G., 508, 509, 51 1 , 516, 518

Townsend, M., 316

Trafton, J. G., 238, 440

Treisman, A. M., 1 5 1

Treng, S., 220, 221 , 222 , 223 , 555 , 556, 563

Tribble, K., 220, 221 , 222 , 223 , 555 , 556, 563

Trickett, S., 440

Trinidade, J., 530, 531

Tron, M., 319

Trumpower, D. L., 304

Tseng, H., 51 1

Tufte, E. R., 451

Tung L. L., 302

Tuovinen, J. E., 81 , 105 , 109, 1 26, 1 79, 197, 21 1 , 220,222 , 223 , 231 , 331 , 332 , 347, 518, 596

Turner, A., 20

Turner, T. E., 104

Tversky, B., 288, 290, 291 , 293 , 294 , 346, 453 , 455 ,456, 457, 458

Tweedie, L. A., 304 , 305

Ulivi, M. S., 341

Underwood, J., 474

Undheim, J., 1 3 1

University of Texas, 479

Uribe, D., 253 , 256

Ushakov, A., 418

Vagge, S., 45 , 84 , 195 , 343

Vahey, P., 223

Valanides, N., 255 , 261






author index 633

Valdez, F., 83

Vallar, G., 54

van Berkum, J. J., 1 10

Van Boxtel, M. P. J., 341

Van den Branden, K., 476, 481

van den Broek, P., 299

van der Maij, J., 216, 221 , 223

van der Meij, H., 162 , 256

van der Zaag, C., 528, 532

van Dijk, T. A., 53 , 55 , 56, 65 , 298, 299

Van Dyke, J., 379

Van Gerven, P. W. M., xvi, 7, 1 26, 1 79, 197, 21 1 , 343 ,344 , 347, 348

van Gog, T., 81

van Joolingen, W. R., 109, 1 10, 216, 217, 218, 219, 220,222 , 223 , 224 , 552 , 557, 558, 605

Van Labeke, N., 221 , 457

Van Loon, E. M., 341

van Merrienboer, J. J. G., xiii, xvi, 2 , 6, 26, 27, 63 , 64 ,71 , 72 , 79, 80, 81 , 82 , 84 , 85 , 105 , 108, 1 10, 1 27,1 54 , 231 , 240, 334 , 335 , 343 , 344 , 345 , 346, 347,348, 598, 616

Van Meter, P., 283

van Mulken, S., 106, 509, 51 1 , 51 2 , 514 , 516, 517

van Nimwegen, C., 572 , 573

van Oostendorp, H., 304 , 305 , 572 , 573 , 575

van Rijn, H., 221 , 222 , 223

Van Rooyen, A., 528

van Someren, M., 221 , 222 , 223

Van Willis, W., 422

Vanderbilt University (Cognition & TechnologyGroup), 357, 367

Vanderbilt University (Learning Technology Center),362

VanLehn, K., 234 , 240, 275 , 284

Vassileva, J., 500, 51 1

Vaucelle, C., 106, 107

Veen, W., 257

Veenman, M. V. J., 109

Veerman, A., 250, 256, 257

Veermans, K. H., 218, 222 , 224

Veldhuis-Diermanse, D., 250, 256, 257

Verdi, M. P., 333

Verhoeven, L., 360

Vicente, K. J., 318

Vidal-Abarca, E., 300, 304 , 306

Vila, J., 582

Villa, J. L., 385

Vinther, T., 472

Virvou, M., 106, 107, 51 2

Vispoel, W., 320, 321

Voss, J. F., 378, 379, 380, 383 , 384 , 385

Vye, N. J., 362

Vygotsky, L., 248, 471

Wade, A., 100, 101 , 102

Wade, S. E., 478

Wagner, D., 355

Walker, C., 468

Walker, J. H., 509

Walker, S., 366

Walker, S. A., 253 , 256, 261

Wallet, P. A., 100, 101 , 102

Walsh, P., 318

Wang, F.-M., 302

Wang, H.-Y., 319

Wang, J., 576

Wang, M., 249, 251 , 256

Wang, S., 254

Ward, M., 1 38, 235

Warr, P., 341

Warschauer, M., 467

Watanabe, Y., 473

Waters, K., 51 1

Waterworth, E. L., 526

Waterworth, J. A., 526

Watkins, J., 365 , 368, 370

Watson, J., 468

Waugh, M., 219

Webber, C. L., 508

Weber, S., 231

Wenger, E., 259, 41 1

Wenger, M. J., 315 , 318, 321 , 322

Wertsch, J., 254

Wessling, R., 360

Wetzel, C. D., 1 1 8, 219, 559

Wetzell, K., 79, 1 73 , 1 76, 346, 594 , 602 , 604 ,610

Wey, P. S., 318

Whelan, S. M., 289, 290, 455 , 465

White, A., 530

White, B. Y., 217, 551 , 554 , 558, 559

Whitehill, B. V., 219, 559

Whitley, L. K., 582

Whitten, W. B., 318

Wickens, C. D., 1 20, 538, 540, 575

Wiederhold, B. K., 532 , 537

Wiederhold, M. D., 537

Wiemer-Hastings, K., 509

Wigfield, A., 102 , 105

Wilensky, U., 414

Wiley, J., xvi, 7, 299, 375 , 378, 379, 380, 383 , 384 ,385

Wilhelm, O., 1 26

Wilkins, L., 539

Williams, F., 266

Williams, H. P., 538, 540

Williams, M. D., 345

Williamson, V., 420, 425

Williges, R. C., 318

Willoughby, T., 76

Wilson, J. R., 526, 528, 530, 531 , 536, 539, 540

Wilson, M., 509

Wilson, P. N., 532 , 533 , 534 , 538, 540

Windschitl, M., 369

Wineburg, S. S., 362 , 377, 378, 381 , 384 , 385

Wingfield, A., 341 , 343

Winn, W., 279, 529, 531 , 538

Winne, P. H., 499, 500

Wise, B. W., 360, 367

Wiser, D. C., 422

Wisher, R. A., 1 22 , 1 25






634 author index

Witkin, H. A., 574 , 579

Witmer, B. G., 534

Wittig, H., 508

Wittman, W. W., 1 26

Wittrock, M. C., 34 , 37, 490,516

Wohldmann, E., 1 22

Wollensak, A., 531

Wong, R. M. F., 274 , 278, 281

Wood, B., 508

Wood, C., 363

Wood, D., 272

Wood, E., 76

Wood, R., 582

Woods, D., 369

Woodward, A., 1 24

Woolverton, M., 21 1

Wortham, D. W., 81 , 230

Wozney, L., 100, 101 , 102

Wray, D., 259

Wright, P., 300

Wright, R., 490, 496

Wu, H.-K., 492 , 493

Wubbels, T., 257

Wyatt, C., 307

Wykoff, J., 41 2

Xie, Q., 415

Yair, Y., 530

Yang, C.-C., xvi, 7, 247

Yang, E.-M., 421 , 425

Yarborough, J. C., 298

Yaverbaum, G. J., 250, 252

Yeh, S., 474 , 476, 481 , 574 , 576

Yelsma, P., 371

Yildirim, Z., 571 , 578

York, H., 475 , 481

Yoshii, M., 473

Young, A. W., 66

Young, E. Y., 400–401 , 403 , 404 , 405

Young, K. M., 378

Young, M. F., 576

Young, R., 475

Youngblut, C., 1 1 8, 529

Younger, M., 600

Yu, B.-M., 303

Zacks, J. M., 291 , 293 , 458

Zacks, R. T., 341 , 343 , 345

Zammit, K., 369

Zaphiris, P., 303

Zarnekow, R., 508

Zelinski, E. M., 341

Zettlemoyer, L. S., 509

Zhang, H., 31 2

Zhang, J., 218, 220, 222

Zhao, Y., 369, 550

Zhu, X., 1 37

Zola, D., 359

Zumbach, J., 582

Zwaan, R. A., 53 , 64






Subject Index

Illustrative materials are fully indexed under the entry “tables, charts, and figures.”

4C/ID-model, see four-component instructionaldesign model

4M:Chem (now SMV:Chem), 41 2–414 , 423

ACCESS, 378–379

achievement or performanceassessing, see assessmentintelligence, connection between, 105 , 1 10

active learning, 1 4–1 5

APAs (animated pedagogical agents), 510, 515 , 516,518

cognitive processes involved in, 37

cognitive theory, active processing assumptionbehind, 35–36

historical background to concept, 44–45 , 1 19

knowledge structures involved in, 36–37

mathematics, 404

pictures, processing of, 42

spoken words, processing of, 44

working memory and active processing assumptionof cognitive theory, 47

activity theoryCSCL (computer-supported collaborative learning),

254 , 264

games, simulations, and microworlds, 561

adaptive site maps, 322

ADDIE (analysis, design, development,implementation, and evaluation) model,87

additive coding, 1 24 , 1 29

additivity of visual and auditory capacities, lack ofevidence for, 1 52

advance organizersdefined, 483 , 584

hypermedia learning, 573–575 , 584

site map principle, 316, 322

SLA (second language acquisition), see secondlanguage acquisition (SLA) with multimedia

agecognitive changes related to, see cognitive aging

principlehypermedia learning research, age of learners

studied in, 581 , 583

agent-based instruction, see animated pedagogicalagents; image principle

Air Force Armstrong Laboratory Test DevelopmentCenter, 1 26

analysis, design, development, implementation, andevaluation (ADDIE) model, 87

ANIMATE, 400–401 , 405

animated pedagogical agents (APAs), 507–508

active learning, 510, 515 , 516, 518

animation and image effects, distinguishingbetween, 514

anthropomorphismarguments in favor of and against, 509

cognitive theory and, 510, 517

cognitive load theory, 517

cognitive skills and multimedia learning, futureresearch in, 500

635






636 subject index

animated pedagogical agents (APAs) (cont.)cognitive theory

implications of research for, 516–518

model for multimedia learning with APAs, 51 1

predictions about APA design drawn from,509–510

content areas for future research, 520

cost-efficient principle, 518

defined, 21 1 , 507

definitions pertinent to, 520

examples of, 508–509

false assumptions regarding effect of, 106–108

future directions in research, 519–520

guided-discovery principle, 515 , 516, 518

image principle, see image principleinstructional design implications, 518–519

interactivity principle, 515 , 516, 518

interest hypothesis (motivation), 510

animation and image effects, distinguishingbetween, 514

cognitive theory, implications of research for, 516

distinguishing between image and modalityeffects, 514

image effect, 51 2 , 513 , 514

persona effect, 51 1–51 2

internal vs. external properties, 508, 516, 519

limitations of research on, 516

modality principle, 515 , 516, 518

persona effect, 51 1–51 2

personalization principle, 515 , 516, 518

redundancy principle, 510, 515 , 516, 518

reflection principle, 518

role in multimedia learning, 509

self-explanation principle, 516

split-attention principle, 510, 51 2 , 513 , 514 ,517

summary of research results, 517

survey of research on, 51 1–516

transfer vs. retention testing, 51 2

animation principle, 7, 287–288, see also imageprinciple

active exploration of phenomenon, encouraging,289

apprehension principle, 294

attention-guiding principle, 294

cognitive conflicts, presenting, 289

cognitive theory, implications for, 293

congruence principle, 294

contiguity principle, 292

definition of concepts, 287–288, 295

e-learning, use of animation in, see e-learningexamples of scenarios using, 288–289

flexibility principle, 295

hypermedia learning, 576

image and animation effects, distinguishingbetween, 514

instructional design implications, 293–295

interactivity and, see interactivity principlelimitations of research on, 292–293

mathematics, use of dynamic graphics to teach, seemathematics and multimedia learning

meteorological dynamics, research on providingstudents with explicit information about,437–440

modality principle, 292

physical systems, use of animated graphics in, seephysical systems and multimedia learning

prior knowledge, effect of, 292 , 293 , 329

signaling principle, 292 , 295

spatial abilities of learners, 292

survey of research on, 1 22–1 23 , 289–292

visualization and mental representation processes,supporting, 288

annotations, SLA (second language acquisition) withmultimedia, 472 , 473–474 , 483

anthropomorphism of APAs (animated pedagogicalagents)

arguments in favor of and against, 509

cognitive theory and, 510, 517

anticipative reasoningself-explanation principle, 274

worked-out examples principle, 234 , 237, 238

APAs, see animated pedagogical agentsapperception and SLA (second language acquisition)

with multimedia, 470, 471–472 , 483

apprehension principleanimation principle, 294

cognitive aging principle, 346, 348

defined, 348

physical systems and multimedia learning, 458

aptitude-treatment interaction (ATI) researchchemistry and multimedia learning, 425

defined, 1 29

multimedia principle, 1 27–1 28, 1 29


prior knowledge principle, 332

Armstrong Laboratory Test Development Center (AirForce), 1 26

assessmentCSCL, see computer-supported collaborative

learning (CSCL)examinations as form

CSCL (computer-supported collaborativelearning), 262

examinations as form oftransfer and retention, see transfer vs. retention

testingguided-discovery principle and problems with

learning outcomes, 222

learning process, 222

history and multimedia learning, 385

mathematics and multimedia learning, 404 , 407


SLA (second language acquisition) withmultimedia, 478, 481 , 483

transfer and retention, see transfer and retentiontesting

VR and VE (virtual reality and virtualenvironments), 540

assimilation theory and site map principle, 319

assumptions about multimedia learningcognitive theory, assumptions underlying, 32–33






subject index 637

dual coding theory, see dual coding theoryfalse assumptions not supported by research, 97–98,

1 10–1 1 1

animated pedagogical agents, effect of, 106–108

different learning styles supported by multimedialearning, 103–106

discovery learning environments, 108–1 10

greater learning benefits from multimedia, 98–101

motivation and interest, 101–103 , 104 , 106–108

asynchronous e-learning, 591–592 , 612

asynchronous vs. synchronous tools in CSCL(computer-supported collaborative learning),250, 264 , 266

ATI, see aptitude-treatment interaction (ATI)research

attention-guiding principle and use of animation, 294

auditory processinganimation, audio narration used to explain, 604

cognitive aging and sensory deficits, 341

cognitive theory and processing of spoken words,43–44

complex visual content explained with audionarration, 598–599

e-learning, 598–601

environmental sounds, use of, 600


integrated model of text and picturecomprehension

auditory picture comprehension (soundcomprehension), 58, 67

listening comprehension, 58, 67

mathematics, spoken text used to teach, 393 , seealso mathematics and multimedia learning

music, use of, 600

physical systems, use of spoken materials to teach,452

redundant or extraneous audio, omission of,599–601

SLA (second language acquisition) withmultimedia, 472 , 478, 483

spoken vs. written word processing, see modalityprinciple

visual processing vs., see dual coding theoryautomated cognitive defaults due to sensory overload,

102

automated processingcognitive load theory, see cognitive load theory4C/ID-model, automation of schemata in, 76

behavioral activity, 1 4–1 5

behavioral psychologyhypermedia, 570

SLA (second language acquisition) withmultimedia, 468

Belvedere, 262 , 263

Berkeley, Bishop George, 1 1 8, 1 23 , 1 30

BGuILE, 218, 220

BioWorld, 496–498

CAI (computer-assisted instruction), 8

Center for Applied Special Technology, 368

characteristics of learners, see learner characteristicscharts, see tables, charts, and figuresChemDiscovery (formerly ChemQuest), 418–419

Chemical Change, 420

chemistry and multimedia learning, 409

ATI (aptitude-treatment interaction) research, 425

cognitive theoryapplicability of, 409–410

implications for, 423–424

concepts and principles, learningexamples of multimedia learning of chemistry,

41 2–416

theoretical underpinnings, 409–410



examples of multimedia learning tools, 41 2–419

ChemDiscovery (formerly ChemQuest), 418–419

Chemical Change, 420

ChemSense, 416–418, 423

concepts and principles, learning, 41 2–416

Connected Chemistry, 414–415

Molecular Workbench, 415–416

need for further research into, 425

practice, learning chemistry as, 416–419

SMV:Chem (formerly 4M:Chem), 41 2–414 ,423


gender-based differences, 420, 422 , 425

instructional design implications, 424

interactive molecular modeling graphics, 421–422 ,425

interactivity principle, 410

learner characteristics, 425

limitations of research, 422–423


multimedia principle, 410

practice, learning chemistry asexamples of multimedia learning of chemistry,

416–419

need for additional research on, 425

theoretical underpinnings, 410–41 2

representations and representational competence,410–41 2 , 418, 425

signaling principle, 410

situative theory, 410–41 2 , 426

spatial abilities of learners, 421 , 425

survey of research on, 419–422

ChemQuest (now ChemDiscovery), 418–419

ChemSense, 416–418, 423

chess and evidence for extensive long-term memory,20

chunkingcognitive load theory, 24

limited capacity assumption, cognitive theory, 35

cinema, see filmCLP, 218

CLT, see cognitive load theoryCMDA (Computer-Mediated Discourse Analysis),

262 , 264

Co-Lab, 219, 220

cognitive activity, 1 4–1 5






638 subject index

cognitive aging principle, 7, 339–340

apprehension principle, 346, 348

cognitive architecture and, 342

cognitive load theory, 343 , 347

cognitive theory, 343

coherence principle, 343 , 344


dual coding theory, 342


instructional designfuture directions in, 347–348

learner control and parts-whole sequencing,345–347, 348

research on instructional mechanisms for dealingwith cognitive aging, 343–345

theoretical framework, implications of, 342–343

just-in-time information presentations, 347, 348

learner control issues, 345–347

modality principle, 344 , 345

multimedia techniques’ significance for olderlearners, 348

parts-whole sequencing (segmenting principle),345–347, 348

phenomenon of cognitive aging, survey of researchon, 340–341

prior knowledge principle, 342 , 347

reduced inhibition, 341 , 344 , 345 , 348

reduced integration or coordination, 341 , 344 , 345 ,348

reduced processing speed, 341 , 344 , 345 , 348

reduced working memory capacity, 340, 344 ,349

redundancy principle, 343 , 344

sensory deficits in older learners, 341

sensory memory, 342

signaling principle, 343 , 344

spatial contiguity principle, 343 , 344

table of declines and possible compensatorystrategies, 344

temporal contiguity principle, 343 , 344

theoretical framework, 342–343

training variability, 348, 349

worked-out examples principle, 348

cognitive aid, multimedia learning viewed as, 10

cognitive approach to SLA (second languageacquisition) with multimedia, 468

cognitive architecturecognitive aging principle, 342


defined, 28

4C/ID-model, 75–77

importance of understanding, 19

instructional methods research and, 100

integrated model, 49, 54 , 59

cognitive capacitycognitive aging principle and reduced working

memory capacity, 340, 344 , 349

defined, 1 70, 1 80, 198, 349

cognitive defaults, automated, 102

cognitive economy, integrated model of text andpicture comprehension, 64 , 67

cognitive flexibility theoryhypermedia, 570, 571

reading comprehension, 362 , 367


cognitive load theory, 19, 1 20

APAs (animated pedagogical agents), 517

automated processingconscious or automatic processing of material

held in long-term memory, 21

defined, 28

relations between long-term and workingmemory, 24 , 25

chunking, 24

cognitive aging principle, 343 , 347

cognitive theory (Mayer) compared, 45 , 46

definitions pertinent to, 28–29, 1 30

discovery learning environments, false assumptionsregarding, 108

e-learning and cognitive load managementanimation, use of, 603–604

instructional design, 596

element interactivity, see element interactivityevolutionary theory and, 19

relations between long-term and workingmemory, 25

working memory limitations, reasons for, 23

expertise reversal effect, 27

extraneous cognitive load, 26–27, 1 80

germane cognitive load, 27

guided-discovery principle, 222–223

historical background, 1 20


instructional design consequences, 19, 596

central executive of working memory,instructional guidance acting as, 26–28

e-learning and cognitive load management, 596

working memory limitations, implications of, 22 ,23

intrinsic cognitive load, see intrinsic cognitive loadlong-term memory, 19

conscious or automatic processing of materialheld in, 21

defined, 29

relations between working memory and, 24–25

role in human cognition, 20

schema construction and, 21

structure of knowledge in, 20–21

modality effect, 27

modality principle, 1 48, 1 52

motivation and metacognition, 1 27


random generation and effectiveness testing(inquiry-based learning)

defined, 29

limits of working memory for processing of newinformation, 22–23


schemas as central executive for workingmemory, 25

redundancy principle, 27, 160–161 , 165






subject index 639

schemas, see schemassplit-attention principle, 26, 29, 1 35 , 1 40, 1 41 , 1 42 ,

1 45

understandingrelations between long-term and working

memory, 25

structure of knowledge in long-term memory, 20

worked example effect, 26

worked-out examples principle, 230, 240

working memory, 19

defined, 29

implications of multimedia principle research for,1 26–1 27

instructional design consequences of limitationson, 22 , 23

instructional guidance acting as central executivefor, 26–28

lack of central executive, 19, 1 26

limitations when working with new information,21–23

multiple streams, channels, or processors, 23

reasons for limitations on, 22–23

relations between long-term memory and, 24–25

schemas functioning as central executive, 25

cognitive mastery, 100

cognitive processescognitive aging and reduced processing speed, 341 ,

344 , 345 , 348

cognitive theory, see cognitive theoryconstructive nature of, 1 19

essential processing, see essential processing,techniques for managing

extraneous processing, see extraneous processing,techniques for reducing


cognitive psychology, basis for, 1 19

cognitive skills and multimedia learning, 489–490

cognitive theory, implications of research for,493–498

cognitive toolsconcept of, 491–492

defined, 501


coherence principle, 491


diagrams, 496

dual coding theory, 490–491 , 493 , 497, 501

example of, 491–492


hypermedia, 490

icons, indexes, and symbols, 494 , 496, 501 , 502

images, 496

information-rich environments, 496–498


interactive aspect of multimedia, 490


logotypes, 495

metaphors, 495 , 496, 497

multiple representations, 489


limitations of research, 492

model of relationship between internal andexternal representations, 493–498

pedagogical agents, use of, 500

personalization principle, 491

physical systems, 492

prior knowledge, 499, 500

scaffolding, 500

self-regulation, 500

semiotics, 494–496, 502

signs, 494 , 502

simulation environments, 501

spatial contiguity principle, 491

systematization assumption, 492

theoretical frameworkcognitive theory, implications of research for,

493–498

dual coding theory, 490–491 , 493 , 497, 501

interactive aspect of multimedia, 490

semiotics, 494–496

shift in, 490

triadic vs. dyadic chains, 494

VR and VE (virtual reality and virtualenvironments), 500, 501

cognitive styles and learning preferencesassumptions regarding, 103–104

hypermedia learning, 579–580

cognitive theory, 31–32 , 1 19–1 20

active processing assumption, 36–37

animation and interactivity principles, implicationsof, 293

APAs, see animated pedagogical agents (APAs)assumptions underlying, 32–33 , 34

ATI (aptitude-treatment interaction) research,1 27–1 28, 1 29

chemistry and multimedia learningapplicability of, 409–410


cognitive aging principle, 343

cognitive architecture of, 19

cognitive load theory (Sweller) compared, 45 , 46

cognitive processes required by, 38–41

comparison of related theories, 45

different types of materials, processing of, 33 ,42–44

five forms of representation reflecting, 41–42

integration of verbal and pictorial models, 40–41

organization of selected images, 40

organization of selected words, 39–40

selection of relevant images, 39

selection of relevant words, 38–39

cognitive skills and multimedia learning, researchon, 493–498

compared to related theories, 45–46

criteria used for building (theoretical plausibility,testability, empirical plausibility, andapplicability), 32


different types of materials, processing of, 33 ,42–44

dual coding theory, 33–35 , see also dual codingtheory






640 subject index

cognitive theory (cont.)essential processing techniques, implications of

research on, 1 78

expertise reversal effect, implications of, 334

extraneous processing, techniques for reducingbasis for, 1 84

implications of, 195–196

future directions in, 46

games, simulations, and microworlds, 561–562

historical background, 44–45 , 1 19–1 20

hypermedia, 570

implications of empirical research for, 1 25–1 28

integrated model of text and picture comprehensioncompared, 45 , 46, 56, 59, 64–65

integration issuescognitive processes required by, 40–41

implications of multimedia research for, 1 26

limited capacity assumption, 35–36, see also limitedcapacity assumption

long-term memory, 37–38, 41–42

mathematics and multimedia learning, 404

memory stores, types of, 37–38, 45

meteorological multimedia learning, implications of,441–442

modality principle, implications of, 1 78

motivation and metacognition, 1 27

pictorial models, 38

five forms of representation, 41–42

integration with verbal models, 40

organization of selected images into, 40


pre-training principle, implications of, 1 78

printed words, processing of, 44

prior knowledge principle, 333–334

representation, five forms of, 41–42

research-based approach, importance of, ix–xiresearch basis for multimedia learning, 6–7

role of, 32

segmenting principle, implications of, 1 78

sensory memory, 37–38, see also sensory memorysite map principle research, implications of, 319–320

SLA (second language acquisition) withmultimedia, 471 , 479–480

social cues, 209

sociocultural and social cognitive theory, 248–249

spoken words, processing of, 43–44

underlying assumptions, 32–33 , 34

verbal models, 38

five forms of representation, 41–42

integration with pictorial models, 40

organization of selected words into, 40


verbal processingintegration of verbal and pictorial models, 40–41

organization of selected words, 39–40


selection of relevant words, 38–39

spoken words, processing of, 43–44

visual processing, see visual processingworking memory, 37–38, 1 26–1 27, see also working

memory

cognitive toolscognitive science, see cognitive skills and multimedia

learningguided-discovery principle, 217–219, 224

coherence principle, 6, 1 83–1 86, 1 87

cognitive aging, 343 , 344

cognitive skills and multimedia learning, 491

cognitive theory, implications for, 195–196

defined, 1 84 , 198

example of, 1 87

expertise reversal effect, 197

future directions in research, 197


instructional effectiveness of multimedia principle,1 21–1 22

integrated model, 60–61 , 65 , 67


redundancy principle (presentation of additionalinformation), variation of, 160


summary of results of research on, 191


theoretical rationale for, 1 85–1 86

type 1 extraneous overload, 1 85–1 86

collaboration principle, 7, 247–248

constructivism, influence of, 247, 248

CSCL, see computer-supported collaborativelearning

discovery learning environments, 223

theory behind CSCL, 248–249

collaborative e-learning, synchronous or asynchronous,591–592 , 612 , 614

collaborative user virtual environments (CVEs), seevirtual reality (VR) and virtual environments(VE)

Collaboratory Notebook, 262

COMET Program, 429

Committee on Development in the Science ofLearning, 404

commodity view of multimedia learning, 1 2

community building and CSCL, seecomputer-supported collaborative learning

completion strategy principle, 4C/ID-model, 78,81–82 , 88

complex learning4C/ID-model for, see four-component instructional

design modelmodality principle, 598–599

navigational principles, complex text defined forpurposes of, 298

visual content explained with audio narration,598–599

component-fluency principle, 4C/ID-model, 78, 86,88

comprehension, reading, see reading comprehensioncomputer-assisted instruction (CAI), 8

Computer-Mediated Discourse Analysis (CMDA),262 , 264

computer simulations, see games, simulations, andmicroworlds






subject index 641

computer-supported collaborative learning (CSCL),247–248

activity theory, 254 , 264

APAs, see animated pedagogical agents (APAs)assessment, research on, 261–262

CMDA (Computer-Mediated DiscourseAnalysis), 262 , 264

concept mapping, 261

essays, 261

examinations, 262

findings, 261–262

implications and recommendations, 262


case studies, research in course of, 254–255

CMDA (Computer-Mediated Discourse Analysis),262 , 264

community building, research on, 258–261

findings, 259–260


learning and community, relationship between,260


social interaction in online learning, 259–260

concept mapping as form of assessment, 261

constructivism, influence of, 248–249, 265

debates, 255–256


distributed cognitions theory, 254 , 265

ESL (English-as-a-second-language), 259

essays as form of assessment, 261

examinations as form of assessment, 262

Explanatory Coherence, Theory of, 263

F2F (face-to-face) learning, compared to, 249


gender-based differencesgroup composition, 252 , 253

technological issues, 250

group composition, research on, 252–254

findings, 252–254



group size, 253

ill-structured or wicked problems, 256, 265

instructor, research on role of, 257–258

findings, 257–258



Interaction Analysis for Examining SocialConstruction of Knowledge, 264

knowledge construction, 262–263

learner characteristics, 253–254

motivation, 253 , 258, 260

Multi User Dimension Object Orientedenvironments (MOOs), 252 , 259, 265

principles, research-based, 249

prior knowledge, 258


problem-solving, 256

scaffolding collaboration, 262–263 , 265

sociocultural and social cognitive theory, derivedfrom, 248–249, 265–266

synchronous vs. asynchronous tools, 250, 264 , 266

tasks, research on nature of, 254–257

findings, 254–256



technological issues, research on, 249–252

appropriation of or resistance technology, 251

findings, 249–251



limitations on support for collaborative activity,251

theoretical bases, 248–249, 254 , 263

computer technologyanimation, computerized, see animation principleAPAs, see animated pedagogical agentscognitive skills, see cognitive skills and multimedia

learningCSCL, see computer-supported collaborative

learning (CSCL)e-learning, see e-learningguided-discovery principle, 216–217, 224

hypermedia, see hypermedia learninglearner-centered approaches to multimedia

learning, 10

navigational principles and hypertext systems, seenavigational principles

part-task practice, 4C/ID-model, and drill &practice computer-based training (CBI), 85–86

technology-centered approach to learning, problemswith, 8

VR and VE, see virtual reality (VR) and virtualenvironments (VE)

concept maps, see also site map principleassessment of computer-supported collaborative

learning (CSCL) using concept mapping, 261

defined, 309, 386

history and multimedia learning, 385 , 386

navigational principles, 303–307, 308

prior knowledge principle, 304 , 305

search tasks comparing concept maps to othercontent representations, 305–307

conceptual simulations, 605 , 606, 612

conceptually-oriented equations, worked-outexamples principle, 238

congruence principleanimation, use of, 294

reading and multimedia learning, 363 , 364

Connected Chemistry, 414–415

Construction-Integration Modelnavigational principles, 298, 299, 304 , 309

site map principle, 319–320, 321

constructionist learning, VR and VE (virtual realityand virtual environments), 530, 531 , 539

constructivismcognitive processes, constructive nature of, 1 19

collaboration principle and CSCL, 247, 248, 265

defined, 265 , 387

discovery learning environment, false assumptionsregarding, 108–1 10

genetic epistemology, 248






642 subject index

constructivism (cont.)history and multimedia learning, 376–377, 384 , 387

hypermedia, 570


social or sociocultural, 248–249

VR and VE (virtual reality and virtualenvironments), 529, 530, 531

worked-out examples principle, 239, 240

content areas, see also entries at domainAPAs (animated pedagogical agents), future

research in, 520

chemistry, see chemistry and multimedia learningcognitive skills, see cognitive skills and multimedia

learninghistory, see history and multimedia learningmathematics, see mathematics and multimedia

learningmeteorology, see meteorology and multimedia

learningphysical systems, see physical systems and

multimedia learningreading, see reading and multimedia learningself-explanation principle research, 275

split-attention principle researched over differentcontent areas, 1 37–1 41

VR and VEs used to communicate domain-specificknowledge, 529–531

worked-out examples principle, relevance ofcontent area to, 241

content, instructional, 597

content representations, navigational principles, seenavigational principles

context issues in hypermedia learning, 580–583

contextualization heuristic, history and multimedialearning, 378, 387

contiguity principleanimation principle, 292



e-learning, 610

instructional effectiveness of multimedia principle,1 21

integrated model, 58, 60–61 , 65 , 67


spatial contiguity, see spatial contiguity principlesplit-attention principle, 1 40, 1 43–1 44

temporal contiguity, see temporal contiguityprinciple

control-of-processing principleintegrated model, 65

interactivity and control distinguished, 288, 295

Convince Me, 263

cooperation principle and social cues, 202

coordination, see entries at integrationcorroboration heuristic, history and multimedia

learning, 378, 387

cost issuesAPAs (animated pedagogical agents), 518

ATI (aptitude-treatment interaction) research andefficient use of instructional materials, 1 27

cosmetic features in e-learning, importance of, 61 1

graphic detail, 1 25

simulations, level of immersion and fidelitynecessary for, 608–609

CSCL, see computer-supported collaborative learning(CSCL)

CTML (cognitive theory of multimedia learning), seecognitive theory

cueing devicese-learning, 604


CVEs (collaborative user virtual environments), seevirtual reality (VR) and virtual environments(VE)

Darrow, Benjamin, 8

DCT, see dual coding theorydebates used in CSCL (computer-supported

collaborative learning), 255–256

decoding and reading, 356, 359–361 , 367

deductive learning, 593 , 612

deep vs. superficial processing. integrated model oftext and picture comprehension, 63

delivery media view of multimedia presentation, 2

dependent measure limitations and research on socialcues, 210

design of instruction, see instructional designdesign of research studies

agent-based instruction, 106–108


history, see history and multimedia learninghypermedia learning, 581

instructional methods, 99, 100


diagramscognitive skills and multimedia learning, 496


physical systems, see physical systems andmultimedia learning

directive e-learning, 591 , 592–593 , 594 , 612

directive support, guided-discovery principle, 217

discovery learning environmentsfalse assumptions regarding, 108–1 10

guided discovery, see guided-discovery principlehistory, inquiry learning in context of, see history

and multimedia learningineffectiveness of, 108–1 10, 21 5–216, 220, 608,

609

random generation and effectiveness testing(inquiry-based learning), see cognitive loadtheory

scientific discovery learning, 21 5

simulations, 556, 557, 608, 609

training in discovery skills, 218

transformative and regulatory processes, 216,218

worked-out examples compared, 332

distributed cognitions theory, CSCL(computer-supported collaborative learning),254 , 265






subject index 643

domain knowledge, see also content areasguided-discovery principle, 220

hypermedia learning, 577–578, 580

VR and VE (virtual reality and virtualenvironments) used to teach domain-specificknowledge, 529–531

domain models, 4C/ID-model, 74 , 79, 82 , 83

drop-out rates for multimedia courses, 103

dual coding theory (dual-channel assumption),33–35


cognitive skills and multimedia learning, 490–491 ,493 , 497, 501

defined, 1 30, 501

different types of materials, processing of, 42–44

division of sensory and working memory into twochannels, 33–35

e-learning, 406, 598, 612



historical background, 1 19

historical background to cognitive theory,44–45

history and multimedia learning, 376, 388

hypermedia, 570

integrated model of text and picturecomprehension, 54 , 55


modality principle and evidence for independentvisual and auditory processing systems,1 49–1 50, 1 5 1

Paivio’s dual-coding theory, 45 , 54 , 1 19

physical systems and multimedia learning,459

presentation mode approach, 34

relations between channels, 34

sensory-modalities approach, 34


spatial ability of learners, effect of, 1 24


working memory’s multiple streams, channels, orprocessors, 23

dyadic vs. triadic chains, cognitive skills andmultimedia learning, 494

dynamic graphics, see also animated pedagogicalagents; animation principle


mathematics, see mathematics and multimedialearning

physical systems, use of animated graphics in, seephysical systems and multimedia learning

dynamic principle, mathematics and multimedialearning, 403


advantages of, 609–610

animation, use of, 601–605

audio narration used to explain, 604

cognitive load management, 603–604

cueing devices, use of, 604

evidence of effectiveness, 604 , 609, 61 1

learner control, 604

sequencing, 604

visual alternatives to, 602–603

asynchronous, 591–592 , 612

auditory processing, 598–601

cognitive load managementanimation, use of, 603–604


collaborative, 591–592 , 612 , 614



cosmetic features, importance of, 61 1

cueing devices, use of, 604

deductive learning, 593 , 612

definitions pertinent to, 591 , 612

directive, 591 , 592–593 , 594 , 612

dual coding theory (dual-channel assumption), 406,598, 612

element interactivity, 597, 598, 613

expertise reversal effect, 596, 613

far transfer, 594 , 597, 605 , 613


generalizability of multimedia principles regarding,610

guided-discovery principle, 592–593 , 594 , 595 , 608,613

inductive learning, 594 , 613

instructional design, 594–597, 612

learner control, 604 , 613

long-term memory, 595–596, 613

mixed media, 598–601 , 604

modalities, 598–601


defined, 613

extraneous audio, omission of, 599–601

generalizability of modality principle, 610

modality principle, 598, 613

visual and auditory processing, 598

near transfer, 593 , 597, 613

need for research on, 590–591

operational simulations, 591 , 605 , 613

practice opportunities, incorporation of, 610

receptive, 592–593 , 594 , 613

redundancy principle, 599–601 , 614

schemas, 595 , 596, 597, 614

sequencing principle, 604

simulations, 605–609

advantages of, 406, 605–608

conceptual, 605 , 606, 612

defined and described, 605 , 614

future directions in research, 61 1

high consequence tasks, 606

ineffectiveness in pure discovery environment,608, 609

level of immersion and fidelity necessary, 608–609

low incidence tasks, 606–607

operational, 591 , 605 , 613

scaffolding, need for, 608, 609, 61 1 , 614

troubleshooting tasks, 607






644 subject index

e-learning (cont.)solo, 591–592

split-attention principle, applicability of,1 41–1 43

print materials alone vs. computer media alone,1 42–1 43

print materials alone vs. print and computermedia, 1 41–1 42

synchronous, 591–592 , 61 1 , 614

time variations, generalizability of multimediaprinciples over, 610

translating research into practice, 612

unique qualities of, 597

visual processing, 598–599

working memory, 595–596, 614

easy-mapping guideline, worked-out examplesprinciple, 235–236

Edison, Thomas, 8

effectiveness testing and random generation(inquiry-based learning), see cognitive loadtheory

elaboration, 4C/ID-model, 76, 83 , 88

electronic performance support systems (EPSSs),4C/ID-model, 83–85

element interactivity, 28

defined, 28, 1 56, 613

e-learning, 597, 598, 613

intrinsic cognitive load and, 27, 28

modality principle, 1 54


redundancy principle, 166

split-attention principle, 1 41 , 1 42 , 1 45

empirical research, see researchempty vessel view of multimedia learning, 1 2

English-as-a-second-language (ESL), see secondlanguage acquisition (SLA) with multimedia

environmental sounds, use of, 600

EPSSs (electronic performance support systems),4C/ID-model, 83–85

error-triggered learninganimation principles presenting cognitive conflicts,

289


ESL (English-as-a-second-language), see secondlanguage acquisition (SLA) withmultimedia

essays as form of assessment in CSCL(computer-supported collaborative learning),261

essential processing, techniques for managing,169–1 71 , see also pre-training principle;segmenting principle

cognitive capacity, 1 70, 1 80

cognitive theory, implications for, 1 78

concise narrated animation, 169, 1 80

definitions pertinent to, 169, 1 80

essential material, 169, 1 70, 1 80

essential overload, 169, 1 80

examples of, 1 71–1 74

future directions in research, 1 79–1 80

instructional design implications,1 79

intrinsic cognitive loadsimilarity of essential processing to, 1 70, 1 80

types of essential overload, 1 80

limitations of research on, 1 79–1 80

modality principle, see modality principleprior knowledge principle, 1 74 , 1 76, 1 78

summary of results of research on, 1 75 , 1 76, 1 77

survey of research on, 1 74–1 78

theoretical basis for, 1 70–1 71

transfer vs. retention testing, 1 74 , 1 78

type 1 essential overload, 1 70, 1 71 , 1 80

type 2 essential overload, 1 70, 1 71 , 1 80

EUMETCAL Program, 429

everyday life skills training, VR and VE (virtual realityand virtual environments), 535–536

evidence-based research, see researchevolutionary theory and cognitive load theory, 19

relations between long-term and working memory,25

working memory limitations, reasons for, 23

examinations as form of assessmentCSCL (computer-supported collaborative learning),

262


experienced vs. novice learners, see expertise reversaleffect; prior knowledge principle

experimental evidence, see researchexperimental support, guided-discovery principle,

218

expert learners, see prior knowledge principleexpertise reversal effect




defined, 335 , 613

e-learning, 596, 613


redundancy principle’s centrality to, 165

research findings, 328, 330–332

worked-out examples vs. problem-solving, 165 , 231 ,331–332


explicit vs. intuitive or implicit knowledge,guided-discovery principle, 222

exploratory instructional approach, see discoverylearning environments; guided-discoveryprinciple

Exploring the Nardoo, 496

external representations, see representationsextraneous cognitive load, 26–27, 1 80

extraneous processing, techniques for reducing,1 83–1 86, see also coherence principle;redundancy principle; signaling principle;spatial contiguity principle; temporal contiguityprinciple

cognitive theorybased in, 1 84


definitions pertinent to, 1 84 , 198

essential material, 1 84 , 198

examples of, 1 87–190






subject index 645

extraneous material, 1 84 , 198

extraneous overload, 1 84 , 198

extrinsic cognitive load, similar to, 1 84


instructional design implications, 1 84 , 196–197

learner characteristics, effects of, 197

limitations of research on, 197–198


redundancy principle, see also redundancy principlerepresentational holding, 1 86, 198

spatial abilities of learners, 190, 197

summaries of results of research on, 191 , 192 , 193 ,194 , 196


theoretical rationale, 1 84–1 86

transfer testing, success of techniques in, 1 87, 190


type 2 extraneous overload, 1 85 , 1 86


extrinsic cognitive load, similarity to extraneousprocessing, 1 84

false assumptions about multimedia learning notsupported by research, 97–98, see alsoassumptions about multimedia learning

far transferdefined, 407, 613

e-learning, 594 , 597, 605 , 613

mathematics and multimedia learning, 402 , 403 ,407

feedback delivery system, multimedia learning viewedas, 10

fidelity of computer simulation systems andguided-discovery principle, 219

fidelity principle, 4C/ID-model, 78, 79–80, 87, 88

field dependency/independence, 579, 580

figures, see tables, charts, and figuresfilm

historical information, as source of, 381

revolutionizing effect on learning, 8

flexibility, cognitive, see cognitive flexibility theoryflexibility principle and use of animation, 295

floundering (thrashing), 1 10

fluid ability and performance, 105

four-component instructional design model(4C/ID-model), 71–72 , 86–88

ADDIE (analysis, design, development,implementation, and evaluation) model,87

advantages and limitations, 86–88

automation of schemata, 76

cognitive architecture, 75–77

cognitive processes, 76–77

completion strategy principle, 78, 81–82 , 88

component-fluency principle, 78, 86, 88

definitions pertinent to, 88–89

domain models, 74 , 79, 82 , 83

elaboration, 76, 83 , 88

electronic performance support systems (EPSSs),83–85

fidelity principle, 78, 79–80, 87, 88

future directions of research, 88

individualization principle, 78, 80–81 , 87, 88

induction, 76, 88

knowledge compilation, 76, 83 , 88

learning tasks, 72–75 , 78

completion strategy principle, 78, 81–82 , 88

defined, 88

fidelity principle, 78, 79–80, 87, 88

individualization principle, 78, 80–81 , 87, 88

sequencing principle, 77–79, 89

simulated task environments, 77–82

training-wheels principle, 78, 81 , 87, 89

variability principle, 78, 80, 89

limitations of, 87

long-term memory, 75–76

meaningful learningcognitive architecture and, 75–77

implications of model for, 77

memory systems, 75–76

modality principle, 78, 85 , 87, 88

part-task practice, 72–75 , 78

component-fluency principle, 78, 86, 88

defined, 88

drill & practice computer-based training (CBI),85–86

procedural information, 72–75 , 78

defined, 89

electronic performance support systems (EPSSs),83–85

modality principle, 78, 85 , 87, 88

signaling principle, 78, 85 , 87, 89

spatial split-attention principle, 78, 84–85 , 89

temporal split-attention principle, 78, 84 , 89

redundancy principle, 78, 82 , 89

SAPs (systematic approaches to problem-solving),74 , 79, 82 , 83

schemas, 75–77

schemata, 75–77

segmentation, 83

self-explanation principle, 78, 83 , 89

self-pacing principle, 78, 83 , 87, 89

sequencing principle, 77–79, 89

signaling principle, 78, 85 , 87, 89

split-attention principleapplicability to different components, 87

definitions, 89

spatial split-attention principle, 78, 84–85 ,89

temporal split-attention principle, 73 , 84 , 89

“streaming” or transient information, 83

strengthening, 76, 77, 86, 89

supportive information, 72–75 , 78

defined, 89

elaboration, 76, 83 , 88

hypermedia, 82–83

redundancy principle, 78, 82 , 89

self-explanation principle, 78, 83 , 89

self-pacing principle, 78, 83 , 87, 89

temporal split-attention principle, 78, 84

theory, different levels of, 71 , 86

training-wheels principle, 78, 81 , 87, 89

variability principle, 78, 80, 89

working memory, 75–76






646 subject index

4M:Chem (now SMV:Chem), 41 2–414 , 423

Francais Interactif, 479

future directions in research, see under specific topics


activity theory, 561




definitions, 563 , 614

design of research studies, 563

discovery learning environments, simulations usedas, 556, 557, 608, 609

dual coding theory, 561–562

e-learning, use of simulations in, see e-learningexamples of, 551–554 , 555

explanation and experience, distinguishing, 550,563


frustration levels, measuring, 557


goal orientation, 552

guided-discovery principle, 216–217, 224 , 552 , 608,609

high consequence tasks, benefits of simulations forlearning, 606


knowledge structures (mental models), 562

learner design of their own games, 559

level of immersion and fidelity necessary forsimulations, 608–609


low incidence tasks, benefits of simulations forlearning, 606–607

modeling and model progression, 558, 563

motivation and interest, 560

operational simulations, 591 , 605 , 613

play theory, 561

quantitative vs. qualitative research, 560–561

scaffolding, need for, 608, 609, 61 1 , 614

scripted vs. interactive multimedia, 550

similarities and differences between, 549–551


games, 559–560

microworlds, 558–559

simulations, 554–558

theoretical frameworks, 561–562


GEFT (Group Embedded Figures Test), 574 , 579,584

gender-based differenceschemistry and multimedia learning, 420, 422 , 425

CSCL (computer-supported collaborative learning)group composition, 252 , 253

technological issues, 250


generative activities and hypermedia learning, 576,584

generative theory of multimedia learning, 570, 578,584

genetic epistemology, 248

GenScope, 605

germane cognitive load, 27

goal orientation, 104 , 1 27




site map principle, 317, 318, 321

goals of multimedia learning, 1 3–1 4 , see also outcomesof multimedia learning


group composition and CSCL, seecomputer-supported collaborative learning

Group Embedded Figures Test (GEFT), 574 , 579,584

guided-discovery principle, 7, 21 5–216

adaptivity of guidance to learner characteristics, 221

APAs (animated pedagogical agents), 515 , 516,518

assessment problemslearning outcomes, 222

learning process, 222

assignments, 217, 220

cognitive load theory, 222–223

cognitive tools, 217–219, 224

collaborative discovery, 223

computer simulations as example of multimediaenvironment for, 216–217, 224


directive and non-directive support, 217

domain knowledge, provision of, 220

dual coding theory, 222–223

e-learning, 592–593 , 594 , 595 , 608, 613

effectiveness, mixed results regarding, 219–221

explicit vs. intuitive or implicit knowledge, 222

fidelity of simulation systems, 219


games, simulations, and microworlds, 216–217, 224 ,552 , 608, 609

hints, 217, 220


instructive vs. inductive learning modes, 21 5

interpretive, experimental, and reflective support,218

just in time explanations, 220


modeling and model progression, 220, 224


regulatory processes, 216, 218

representational mode used, significance of, 221

scientific discovery learning, 21 5 , 225

SDDS (Scientific Discovery as Dual Search) model,223

theory of, 222–223

training in discovery skills, 218

transformative processes, 216, 218

types of guidance, 217–219


head-mounted display/devices (HMDs) used in virtualreality (VR), 526, 527






subject index 647

help guidelines (instructional explanations),worked-out examples principle, 234–235

hierarchical concept maps in hypermedianavigational principles, 303–307, 308

site map principle, 316

high-knowledge learners, see prior knowledgeprinciple

history and multimedia learning, 375–376

assessment, 385

audience, student vs. expert sense of, 381

concept maps, 385 , 386

constructivism, 376–377, 384 , 387

contextualization heuristic, 378, 387

corroboration heuristic, 378, 387

definitions pertinent to, 376–377, 384–385

design studies vs. controlled experimentsdefinitions, 387


limitations of research regarding, 384

“disciplinary approach,” 376–377, 384–385

dual coding theory (multiple channel learning),376, 388

enhancing collective memory, history learningviewed as, 376

films as source of historical information, 381


guided-discovery principle, 385

initial cognitively-based projects contrastingthought processes of experts with students,377–378, 381

inquiry learningdefined, 387


research projects intended to stimulate, 377–379,380–381


knowledge structures (mental models), 385 , 388

learner characteristics, 385–386

learning outcomesdefined, 387

limitations of research regarding, 383–384

learning tasks, role of, 379–380


mentors, use of, 380

motivation, multimedia used for purposes of,381–383

National Standards for History, 377

primary sourcesdefined, 388

research projects on student use of, 383


scaffolding, 378, 383 , 388

sense of historical time, developing, 382

sequencing tasks, 382 , 388

silence, absence, or incomplete information,judgments drawn from, 378

sourcing heuristic, 377, 388


theoretical approaches, 376–377, 384

HMDs (head-mounted display/devices) used in virtualreality (VR), 526, 527


advance organizers, 573–575 , 584

age of learners studied, 581 , 583

auditory processing, 575

behavioral psychology, 570

cognitive flexibility theory, 570, 571




concept maps, see concept maps; site map principleconstructivism, 570

content area knowledge, effect of, 577–578

context issues, 580–583

defined, 300, 309, 322



diagrams, 576

domain knowledge, 577–578, 580


dynamic graphics and animation, 576


gender-based differences, 581–582

generative activities, 576, 584

generative theory of multimedia learning, 570, 578,584

goal orientation, 582–583

guidelines for, 583

individual differences principle and learnercharacteristics, 577–580

domain knowledge and prior knowledge,577–578, 580

spatial abilities of learners, 578–579, 580

styles of learning and cognition, 579–580

instructional design issues, 572–577, 584

advance organizers, 573–575

mixed media, 575–576

structure of information, 572–573

learner control issues, 576, 584

limitations of research, 571 , 583

metaphors, 575 , 578

mixed media, 575–576


navigation, see navigational principlesprior knowledge, effect of, 577–578

site maps, see concept maps; site map principleSLA (second language acquisition) with

multimedia, 576

spatial abilities of learners, 578–579, 580

structure of information, 572–573 , 585

styles of learning and cognition, 579–580

supportive information component of4C/ID-model, 82–83

survey of research reviews, 571–572

theoretical framework, 570–571 , 584

visual processing, 576

hypertext systems, navigational principles for, seenavigational principles

icons, semiotics concept of, 494 , 496, 501

iExpeditions system, 249







648 subject index

illustrations, see tables, charts, and figuresimage principle, 6, 201 , 204 , see also animated

pedagogical agentsanimation and image effects, distinguishing from,

514

cognitive load, social cues adding to, 210


defined, 201 , 21 1

example of, 204

independent variable limitations, 210


modality principle, distinguishing from, 513–514

research regarding, 208–209, 210–21 1 , 51 2–513

tabular summary of research results, 208

image processing, see visual processingimages as semiotics concept, 496

imagination effect in instruction, 330, 336

implicit or intuitive vs. explicit knowledge,guided-discovery principle, 222

incidental learning and site map principle, 321

independent variable limitations and research on socialcues, 210

indexes as semiotics concept, 494 , 501

individual differences principle, see also learnercharacteristics

hypermedia, see hypermedia learningmathematics and multimedia learning, 406


SLA (second language acquisition) withmultimedia, 479, 480


individual learner characteristics, see learnercharacteristics

individualization principle, 4C/ID-model, 78, 80–81 ,87, 88

individualized instructor contact, multimedia coursesbelieved to provide more of, 103

inductive learninge-learning, 594 , 613

4C/ID-model, 76, 88

guided-discovery principle, instructive vs. inductivelearning modes, 21 5

information acquisition, multimedia learning viewedas, 10, 1 1 , 1 2

“information” as term, use of, 349

information delivery system, multimedia learningviewed as, 10

inhibitiondefined, 348

reduced inhibition due to cognitive aging, 341 , 344 ,345 , 348

inquiry learning, see also discovery learningenvironments

history, in context of, see history and multimedialearning

random generation and effectiveness testing, seecognitive load theory

instructional designanimation and interactivity principles, implications

of, 293–295

APAs (animated pedagogical agents), 518–519

approaches to, 10


cognitive aging principle, see cognitive agingprinciple

cognitive load theory and, see cognitive load theorycognitive skills and multimedia learning, 498–499

content and goal, 597

e-learning, 594–597, 612

essential processing techniques, implications ofresearch on, 1 79

extraneous processing, techniques for reducing, 1 84 ,196–197


goal orientation, 597



hypermedia learning, see hypermedia learningimplications of multimedia research for, 1 24–1 25

integrated model, implications of, 64–65

learner-centered approaches, 9–10

learner involvement ingames, simulations, and microworlds, 559


mathematics and multimedia learning, 405–406

media vs. methods, 594

meteorology and multimedia learning, 442–444

methods, significance of, 594 , 597

modality principle, 1 53–1 55 , 1 79

most significant factors in, 597


pre-training principle, 1 79

prior knowledge principle, 595 , 596, 597

prior knowledge principle, implications of, 334–335

reading and multimedia learning, 365–366

redundancy principle, implications of, 165–166

relevancy of multimedia materials, importance of,1 24–1 25

research-based approach, importance of, ix, xseductive detail, distractive qualities of, 596

segmenting principle, 1 79

self-explanation principle, implications of, 282–284

site map principle, 320–321

SLA (second language acquisition) withmultimedia, 480–482

social cues, implications of, 209

split-attention principle, implications of, 1 45

technology-centered approaches, 8–9, 10

theories of multimedia learning, different levels of,71

worked-out examples principleimplications, 239–240

requirements, 232–238

instructional effectivenessempirical foundations, 1 21–1 22

false assumptions about greater learning benefitsfrom multimedia, 98–101

methods, of different types of, 99, 100, 1 1 8

need to combine multimedia principle with otherpractices, 1 22






subject index 649

instructional explanations (help guidelines),worked-out examples principle, 234–235

instructional methodsATI (aptitude-treatment interaction) research,

1 27–1 28, 1 29

effectiveness of different types of, 99, 100, 1 1 8

split-attention principle and e-learning, 1 42–1 43

instructional support, learner need for, 109–1 10, 1 23

instructive vs. inductive learning modes andguided-discovery principle, 21 5

instructors’ role in CSCL, see computer-supportedcollaborative learning (CSCL)

integrated model of text and picture comprehension,49–52 , 56–60

auditory processingauditory picture comprehension (sound

comprehension), 58, 67


cognitive architecture, 49, 54 , 59

cognitive economy, 64 , 67

cognitive theory compared, 45 , 46, 56, 59, 64–65

coherence and contiguity principles, 60–61 , 65 , 67

compared to related theories, 45 , 46, 56, 59, 64–65

control-of-processing principle, 65

deep vs. superficial processing, 63


depictive and descriptive representations, 52–54 , 67

distinction of sensory channels on perceptual levelfrom representational channels on cognitivelevel, 59

dual-coding theory, relationship to, 54 , 55

empirical evidence for, 60–64

external representations, 52–54

future directions of research in, 65–67


internal or mental representations, 53

knowledge structures (mental models), 64 , 67

limitations, 65–67


long-term memory, 56

mental or internal representations, 53

modality principle and modality effect, 61 , 65 , 67

multimedia effect (multimedia principle), 65 , 67

multiple memory systems, 54–56, 64

negative effects of combining text and pictures,62–64

positive effects of combining text and pictures,60–62

prior knowledge, 62

reading comprehension, 57, 62 , 67

redundancygeneral, 62–63 , 65 , 67

specific, 62 , 65 , 67

representations, see representationssensory registers, 55–56, 67

sequencing, 61–62 , 65 , 67

sound comprehension (auditory picturecomprehension), 58, 67

source of information, memory for, 64

structure mapping, 63 , 65 , 68

superficial vs. deep processing, 63

visual picture comprehension, 58, 68

working memory, 54–55 , 68

integrated model, SLA (second language acquisition)with multimedia, 471 , 478, 483

integration issues, 272 , see also split-attentionprinciple

cognitive aging, reduced integration or coordinationdue to, 341 , 344 , 345 , 348

cognitive theorycognitive processes required by, 40–41


definition of integration or coordination, 348


worked-out examples principle, 233 , 236, 238

working memory and long-term memory, 1 26

intelligence and achievement/performance,connection between, 105 , 1 10

Interaction Analysis for Examining SocialConstruction of Knowledge and CSCL, 264

interactionist perspective/theory, SLA (secondlanguage acquisition) with multimedia,469–471 , 473 , 483

interactive media or multimediacognitive science, 490, see also cognitive skills and

multimedia learningscripted multimedia vs., 550

interactive molecular modeling graphics technology,chemistry and multimedia learning, 421–422 ,425

interactive processing, SLA, see second languageacquisition (SLA) with multimedia

interactivity, element, see element interactivityinteractivity principle, 7

animation and, 287–288, 294



definition of interactivity concepts, 288, 295

examples of scenarios using, 288–289





control and interactivity distinguished, 288, 295

interest, elements providing, see motivation andinterest

internal representations, defined, 425 , 448, 462 , seealso knowledge structures; representations

Internet, see e-learning; hypermedia learninginterpretive support, guided-discovery principle, 218

intrinsic cognitive load, 27

defined, 29, 1 56

essential processing similar to, 1 70, 1 80, see alsoessential processing, techniques for managing

types of essential overload, 1 80

intuitive orimplicit vs. explicit knowledge,guided-discovery principle, 222

isolated-interacting elements instructional effect, 329,335 , 336

ITPC model, see integrated model of text and picturecomprehension






650 subject index

just-in-time information presentationscognitive aging principle, 347, 348

defined, 348


KIE, 218

knowledge constructionCSCL (computer-supported collaborative learning),

262–263

4C/ID-model, 76, 83 , 88

multimedia learning viewed as, 10, 1 1 , 1 2–1 3

Knowledge Forum, 380

knowledge levels of learners, see prior knowledgeprinciple

knowledge structures (mental models)active processing assumption behind cognitive

theory, 36–37

defined, 388, 463


history and multimedia learning, 385 , 388


internal representations, defined, 425

long-term memory and cognitive load theory, 20–21

meteorology and multimedia learning, 431

navigational principles and mental model theory,298

physical systems, 448–449, 463

pictorial models and cognitive theory, see cognitivetheory

reading comprehension, 362

two-stage theory, 346, 349

verbal models and cognitive theory, see cognitivetheory

learner-centered approaches to multimedia learning,9–10

learner characteristics, see also individual differencesprinciple

ATI, see aptitude-treatment interaction (ATI)research


CSCL (computer-supported collaborative learning),253–254

experience levels, see prior knowledge principleextraneous processing, techniques for reducing, 197

gender, see gender-based differencesgoals, see goal orientationguided discovery, adaptivity of, 221


hypermedia, individual differences principle, seehypermedia learning


metacognition and site map principle, 318

motivation, see motivationnovice vs. experienced learners, see expertise

reversal effect; prior knowledge principleolder learners, see cognitive aging principleresearch on effects of, 1 23–1 24




spatial abilities, see spatial abilities of learnerssplit-attention principle, 1 45

verbal ability of learners, SLA (second languageacquisition) with multimedia, 475 , 479, 480,484


learner control issuescognitive aging principle, 196–197

e-learning and animation, 604 , 613

hypermedia learning, 576, 584

segmenting principle, 1 71–1 73 , 1 79

SLA (second language acquisition) withmultimedia, 474 , 481

VR and VE, self-directed activity using, 538

learner involvement in instructional designgames, simulations, and microworlds, 559


learning outcomes, see outcomes of multimedialearning

Learning Style Inventory (LSI), 579, 584

learning styles supported by multimedia learningassumptions regarding, 103–106


learning tasks, see tasksLevenson, William, 8

life skills training, VR and VE (virtual reality andvirtual environments), 535–536

limitations of research, see under specific topicslimited capacity assumption

Baddeley’s model of working memory compared to,45

cognitive theory, 35–36


working memory, 47

working memory limitations when working withnew information, 21–23

links, explicit vs. embedded, 301–302 , 309

Lisp programming, 100, 273

listening comprehension, see auditory processinglogotypes as semiotics concept, 495

long-term memorycognitive aging principle, 342

cognitive load theory, see cognitive load theorycognitive theory, 37–38, 41–42

defined, 47, 1 30

e-learning, 595–596, 613


integrated model of text and picturecomprehension, 56

integration with working memory, 1 26


representation of words and pictures in, forms of,41–42

low-knowledge learners, see prior knowledgeprinciple

LSI (Learning Style Inventory), 579, 584






subject index 651

macrostructuresnavigational principles, 304 , 305 , 309


mastery goal orientation, 104

mastery methods, 100


active processing assumption, 404

assessment, 404 , 407



dual coding theory (dual channel assumption), 404

dynamic graphics, 393 , 407

dynamic graphics and spoken text, 393

example of, 394 , 395


research on, 401–403

dynamic graphics and written text, 393



dynamic principle, 403



individual differences principle, 406


instructional overviews, usefulness of, 398

learner characteristics, 401 , 403 , 406


limited capacity assumption, 404

modality principle, 398, 405

multimedia principle, 405

problem-solving, 397


spatial contiguity principle, 405

split-attention effect, 394

static graphics, 393 , 407

static graphics and spoken text, 393



static graphics and written text, 393

example of, 394



survey of research, 397–403

transfer testingfar transfer, 402 , 403 , 407

limitations on assessment in research, 407

near transfer, 402 , 403 , 407

voice principle, 403 , 406

worked-out examples, 393–397

written text, worked examples consisting solely of,394

“Matthew Effects,” 365

meaningful building-blocks guideline, worked-outexamples principle, 237–238

meaningful learningbehavioral and cognitive activity, 1 4–1 5

4C/ID-modelcognitive architecture and, 75–77

implications of model for, 77

goal or outcome of multimedia learning, 1 3–1 4

long-term memory, structure of knowledge in, 20

memory, see also long-term memory; sensory memory;working memory

cognitive theory and types of memory stores, 37–38,45


integrated model of text and picturecomprehension, multiple memory systems usedin, 54–56, 64

mental animation (inference of movement in staticdiagrams), 450, 454–456, 461–462 , 463

mental effort, impact of multimedia learning on, 102

mental models, see knowledge structuresmentors used in multimedia history learning, 380

menus in hypermedia, 302–303 , 305–307

meta-analytic studies, 100

metacognition, 1 27

defined, 322


strategies, metacognitive, 36

metaphorscognitive skills and multimedia learning, 495 , 496,

497

hypermedia learning, 575 , 578

meteorology and multimedia learning, 429–431

animation used to explicitly teach meteorologicaldynamics, 437–440


comprehension of weather mapsexamples of multimedia learning in meteorology,

431–434



dynamics in meteorology, research on providingstudents with explicit information about,437–440




knowledge structures (mental models), 431 ,434–436


predictive tasksimportance of visual processing for, 430

research on comprehension for purposes of, 436


visual processingexamples of weather maps requiring visual

interpretation, 431–434

importance of, 429–431

microworlds, see games, simulations, andmicroworlds

mindful abstraction, 76

mixed media, see also modality principle; redundancyprinciple

animation, audio narration used to explain, 604

e-learning, 598–601 , 604









652 subject index

modality principle, 6, 1 47–1 48

additivity, lack of evidence for, 1 52

animation principle, 292

APAs (animated pedagogical agents), 515 , 516, 518



cognitive load theory, 27, 1 48, 1 52


complex learning, 598–599

definitions pertinent to, 1 56, 1 70, 613

e-learning, see e-learningelement interactivity, 1 54

essential processing, techniques for managing,169–1 71 , 1 74

definition of modality principle for purposes of,1 70

example of modality technique, 1 74

limitations and future directions, 1 80

research using modality techniques, 1 77–1 78, 1 80

split-attention principle, relationship of modalityeffect to, 1 81

theoretical rationale, 1 70

evidence for, 1 50–1 52

example of technique, 1 74

expertise reversal effect, 1 54

extraneous cognitive overload, 1 80

4C/ID-model, 78, 85 , 87, 88


hypermedia, 570

image principle, distinguishing from, 513–514

independent visual and auditory processing systems,evidence for, 1 49–1 50, 1 5 1

instructional design implications, 1 53–1 55 , 1 79

integrated model, 61 , 65 , 67

limitations of research, 1 80

mathematics teaching, 398, 405

physical systems and multimedia learning,460–461

prior knowledge principle, 1 78, 331

redundancy principle, 1 54


split-attention principle, 1 47, 1 52–1 53 , 1 54 , 1 81

summary of results of research, 1 77

survey of research, 1 77–1 78

theoretical rationale for, 1 70

working memory capacity, expansion of, 1 47

model tracing, 100

modeling and model progressiongames, simulations, and microworlds, 558, 563

guided-discovery principle, 220, 224

modular solutions, worked-out examples principle,238

Molecular Workbench, 415–416

MOOs (Multi User Dimension Object Orientedenvironments), 252 , 259, 265

motion pictures, see filmmotivation and interest

APAs and interest hypothesis, see animatedpedagogical agents (APAs)

CSCL (computer-supported collaborative learning),253 , 258, 260

false assumptions about, 101–103

animated agents providing motivation,106–108

goal orientation and motivation, 104



implications of multimedia principle research forcognitive theory, 1 27


reading and multimedia learning, 363 , 364 ,365–366, 368


movies, see filmMulti User Dimension Object Oriented environments

(MOOs), 252 , 259, 265

multimediadefined, 1–2 , 49, 98

reading, defined in context of, 357–359

multimedia instruction, defined, 2 , 3

multimedia instructional messages, 32 , 47

multimedia learning, 1–1 5 , see also more specificentries

active learning, 1 4–1 5

advantagesover single media, 271–272

separated from instructional method used, 100

assumptions about, see assumptions aboutmultimedia learning

defined, ix, 2 , 1 5 , 50, 1 1 8

difficulties of, 271–272

information acquisition, viewed as, 10, 1 1 , 1 2

knowledge construction, viewed as, 10, 1 1 ,1 2–1 3

learner-centered approaches, 9–10

older learners, significance for, 348

outcomes or goals, 1 3–1 4 , see also outcomes ofmultimedia learning

rationale for, 3–6, 31

research-based approach, importance of, ix–xiresearch basis for, 6–7

response strengthening, viewed as, 10–1 1

role of theory in, 32

technology-centered approaches, 8–9

multimedia learning hypothesis, 1

multimedia presentation, 2

multimedia principle, 6, 1 1 7–1 1 8


cognitive theory, 31 , 47, 1 25–1 28

definitions pertinent to, 1 29

false assumptions about greater learning benefitsfrom multimedia, 98–101


instructional design implications, 1 24–1 25

instructional effectiveness, 1 21–1 22



research foundations, 1 20–1 24

SLA (second language acquisition) withmultimedia, 479, 480

theoretical foundations, 1 1 8–1 20






subject index 653

multiple representations and cognitive skills, seecognitive skills and multimedia learning

music, use of, 600

National Science Education Standards, 41 1

National Science Foundation, 425

National Standards for History, 377

navigational principles, 7, 297–298

complex text defined for purposes of, 298

concept maps, 303–307, 308

content representationsdefined, 298, 309

global content representations, 299–300, 308

hypertext systems, see subhead “hypertextsystems,” this entry

print media, role in, 298–300

search tasks, role in, 305–307

tabular presentation of types of, 305


hypertext systems, 300–309

comparison of concept maps and menus, 303–305

concept maps, 303–307, 308

defined, 300, 309


menus, 302–303

search tasks, comparison of contentrepresentation performance in, 305–307


menus in hypermedia, 302–303 , 305–307

print media, 298–300, 308

search tasks in hypermedia, 305–307

semantic groupings for menus, 302

site maps, see site map principlestructural properties of texts, 298–299, 304

surface representation, 298

theoretical basis, 298

near transferdefined, 407, 613

e-learning, 593 , 597, 613


network concept maps in hypermedianavigational principles, 303–307


No Child Left Behind Act, scientifically-basedresearch requirement of, 590

non-directive support, guided-discovery principle,217

novice vs. experienced learners, see expertise reversaleffect; prior knowledge principle

older learners, see cognitive aging principleoperational simulations, 591 , 605 , 613

outcomes of multimedia learning, 1 3–1 4

guided-discovery principle and assessmentproblems, 222

history and multimedia learningdefinition of learning outcomes, 387


remembering and understanding as learningoutcomes, 1 3–1 4

over-learning, 1 22

part-task practice as component of 4C/ID-model, seefour-component instructional design model

participatory design approach, virtual reality (VR) andvirtual environments (VE), 539

parts-whole sequencing, see segmenting principlepedagogical agents, see animated pedagogical agents;

image principleperformance or achievement

assessing, see assessmentintelligence, connection between, 105 , 1 10

performance-oriented learners, 104

persona effect, APAs (animated pedagogical agents),51 1–51 2

personalization principle, 6, 201 , 203





defined, 201 , 21 1

example of, 203



research regarding, 206–207, 210–21 1

scripts, personalized and nonpersonalized, 204 ,205


philosophy, multimedia principle’s basis in, 1 1 8

physical systems and multimedia learning, 447–448,462

animated diagrams, 451–452

dynamic events understood from, 456–458

reasons for lack of effectiveness of, 457–458

static structure understood from, 454

three-dimensional objects, ability to display, 451 ,454

ways to make animation more effective,458

apprehension principle, 458

ATI (aptitude-treatment interaction) research,457

cognitive skills, 492


definitions pertinent to, 448, 462

diagramsanimated diagrams, see subhead “animated

diagrams,” this entryrelationship between verbal materials and,

452–453 , see subhead “relationship betweendiagrams and verbal materials,” this entry

schematic, 453

static diagrams, see subhead “static diagrams,” thisentry

understanding and learning from diagrams only,453–458


dynamic eventsanimated diagrams portraying, 456–458

static diagrams used to display, 454–456

knowledge structures (mental models), 448–449,463

media and modalities used, 460–461






654 subject index

physical systems and multimedia learning (cont.)mental animation (inference of movement in static

diagrams), 450, 454–456, 461–462 , 463

meteorology, see meteorology and multimedialearning

prior knowledge, effect of, 458

relationship between diagrams and verbal materials,452–453

content relations, 459–460

format relations, 460–461

representationsdefined, 449, 462

theoretical framework, 448, 449

types of, 449–453

resemblance principle, 458

schematic diagrams, 453

single medium or display, 448, 449

spatial abilities of learners, 455 , 457

static diagrams, 450–451

dynamic events understood from, 454–456

graphic devices used to communicate dynamicevents in, 456

illustrations of, 450, 451

schematic, 453

static structure understood from, 453–454

three-dimensional objects, 454

survey of research ondiagrams only, 453–458

multimedia presentations, 459–462

theoretical framework, 448–449

three-dimensional objectsability of animated graphics to display, 451 , 454

static diagrams of, 454

verbal materials, 452

relationship between diagrams and, see subhead“relationship between diagrams and verbalmaterials,” this entry

understanding and learning from multimediapresentations, 459–462

weather, see meteorology and multimedia learningpictures, processing of, see visual processingPLATO, 9

play theory, 561

PPPersona agent, 107

practice opportunities, incorporation of, 610

pre-training principle, 6, 169–1 71 , 1 73–1 74


defined, 1 70, 1 80

example of, 1 73–1 74


instructional design implications, 1 79

limitations of research, 1 80

prior knowledgeeffect of prior knowledge on results of

pre-training techniques, 1 76

pre-training as means of providing, 1 70

summary of research results, 1 76



predictive tasks in meteorologyimportance of visual processing for, 430


presentation modes view of multimedia presentation,2

presentation of multimedia, 2

print medianavigational principles, 298–300, 308

reading theory, 357–359

printed/digital words, visual processing of, see readingcomprehension

prior knowledge principle, 7, 325–328

animation principle, 292 , 293 , 329

assessment issues, 335

ATI (aptitude-treatment interaction) research,1 27–1 28, 1 29, 332

central executive function keyed to structure ofprior knowledge, 1 26

cognitive aging principle, 342 , 347


cognitive skills and multimedia learning, 499, 500


concept maps in hypermedia, 304 , 305

CSCL (computer-supported collaborative learning),253 , 258



essential processing and essential overload, 1 74 , 1 76,1 78

example of, 326–328

expertise reversal effect, see expertise reversal effectextraneous processing and extraneous overload, 190,

197

false assumptions about multimedia learning, 105


guided-discovery principle, 218, 221



imagination effect in instruction, 330, 336

instructional design, 595 , 596, 597



isolated-interacting elements instructional effect,329, 335 , 336

learner characteristics, research on effects of,1 23–1 24

learner control and segmenting principle, 1 79



modality principle research, 1 78

multimedia principle and, 1 1 8


pre-training principleeffect of prior knowledge on results of

pre-training techniques, 1 76

pre-training as means of providing, 1 70

reading and multimedia learning, 357

schemas, 333


site maps, see site map principleSLA (second language acquisition) with

multimedia, 473 , 475

split attention and, 1 40, 328







subject index 655


theory behind, 333

transfer vs. retention testing, 316

worked-out examples principle, 331–332 , 334

working memory and long-term memory, 595

probe recall tasks, modality principle research using,1 49

problem-solvingCSCL (computer-supported collaborative learning),

256

expertise reversal effect, worked-out examples vs.problem-solving, 165 , 231 , 331–332



worked examples vs., see worked-out examplesprinciple

procedural information as component of4C/ID-model, see four-componentinstructional design model

psychological theory, navigational principles based in,298

qualitative vs. quantitative rationale for multimedialearning, 4 , 5

qualitative vs. quantitative research in games,simulations, and microworlds, 560–561

radio as revolutionizing learning, 8

random generation and effectiveness testing(inquiry-based learning), see cognitive loadtheory

rationale for multimedia learning, 3–6

reading and multimedia learning, 355–356

comprehension issues, see reading comprehensioncongruity of media presentations, 363 , 364

decoding, 356, 359–361 , 367



limitations on research, 356–357, 366

motivation and interest, 363 , 364 , 365–366, 368

multimedia defined in context of reading,357–359

pictures and content, relationship between, 363

printed vs. digital text, 357–359


semiotics, 365 , 367

theoretical views regardingbottom-up vs. top-down process, 356

cognitive flexibility theory and readingcomprehension, 362

critical stance, helping readers develop, 368

multimedia, definition of, 357–359

richness of, 367

reading comprehension (processing of written, printedor digital words)

cognitive flexibility theory, 362 , 367


critical approach to texts, developing, 361 , 362 ,364 , 368

integrated model of text and picturecomprehension, 57, 62 , 67

knowledge structures (mental models), 362

mathematics, use of written words to teach, 393 , seealso mathematics and multimedia learning

physical systems, use of written materials to teach,452

relationship between verbal and nonverbal signs(text and pictures), 493–498

research on, 361–365 , 368

spoken vs. written word processing, see modalityprinciple

receptive e-learning, 592–593 , 594 , 613

redundancy principle, 6, 1 59–160

additional information, presentation of (coherenceprinciple), 160

APAs (animated pedagogical agents), 510, 515 , 516,518


cognitive load theory, 27, 160–161 , 165

counterintuitiveness of, 1 59, 166

defined, 1 59, 167

e-learning, 599–601 , 614


evidence from research for, 161

expertise reversal effect, centrality to, 165

extraneous audio, omission of, 599–601

extraneous processing, techniques for reducing,1 83–1 86, 1 88


definition of redundancy principle for purposesof, 1 84 , 198

example of redundancy techniques, 1 88


limitations and future directions of research, 197

subset of Sweller’s redundancy principle, 193





first use of term, 161

4C/ID-model, 78, 82 , 89

historical background and periodic rediscovery, 1 59,165

identical information presented in different media(Mayer’s redundancy effect), 160



general redundancy, 62–63 , 65 , 67

specific redundancy, 62 , 65 , 67



revision, need for, 166

schemas, 166


split-attention principle, 1 39, 1 43 , 1 45 , 162–163

variations on, 160

working memory, 160–161

reflection principle, APAs (animated pedagogicalagents), 518

reflective support, guided-discovery principle, 218

regulatory processes and guided-discovery principle,216, 218






656 subject index

relevancy of multimedia materials, importance of,1 24–1 25

remembering vs. understanding, 1 3–1 4 , see alsomemory; transfer and retention testing;understanding

representationsanimation principle supporting visualization and

mental representation processes, 288

chemistry and multimedia learning, 410–41 2 , 418,425

cognitive science and multiple representations, seecognitive skills and multimedia learning

cognitive theory, five forms of representation in,41–42

external representations, defined, 425 , 462


channels of representation, 55

depictive and descriptive representations, 52–54 ,67

distinction of sensory channels on perceptuallevel from representational channels oncognitive level, 59

forms of representation, 52–54 , 55 , 67, 68

internal representations, defined, 425 , 448, 462 , seealso knowledge structures

navigational principlescontent representations, see navigational

principlessurface representation, 298


type 3 extraneous overload and representationalholding, 1 86, 198

research, see also under specific topicsassumptions about multimedia learning not

supported by, 97–98, see also assumptionsabout multimedia learning

basis for, 6–7

design issues, see design of research studiesimportance of approach based on, ix–xiNo Child Left Behind Act, scientifically-based

research requirement of, 590

resemblance principle, physical systems andmultimedia learning, 458

response strengthening, multimedia learning viewedas, 10–1 1

retention testing, see transfer and retention testingrevision not counting as redundancy, 166

rote learning, 1 3–1 4 , 20

SAPs (systematic approaches to problem-solving),4C/ID-model, 74 , 79, 82 , 83

scaffolding, 100, 105


CSCL (computer-supported collaborative learning),262–263 , 265

defined, 388, 614

e-learning via simulations, 608, 609, 61 1 , 614

guidance tools, 217–219, 224 , see alsoguided-discovery principle

history and multimedia learning, 378, 383 , 388

prior knowledge principle, instructional designimplications of, 334


schemascentral executive for working memory, functioning

as, 25

cognitive theory (Mayer) compared, 41 , 45

defined, 29, 1 56

e-learning, 595 , 596, 597, 614





relations between long-term and working memory,24 , 25

structure of knowledge in long-term memory, 21

Scientific Discovery as Dual Search (SDDS) model,guided-discovery principle, 223

scientific discovery learning, 21 5 , 225 , see alsoguided-discovery principle

scripted vs. interactive multimedia, 550

SDDS (Scientific Discovery as Dual Search) model,guided-discovery principle, 223

search tasks in hypermedia and navigational principles,305–307

second language acquisition (SLA) with multimedia,467–469

acquisition vs. learning of language, 468, 484

advance organizers, 469

defined, 483



annotations, 472 , 473–474 , 483

apperception, 470, 471–472 , 483

assessment, 478, 481 , 483

auditory processing, 472 , 478, 483

cognitive approach, 468

cognitive theory, 471 , 479–480


comprehensible inputdefined, 483


interactionist perspective, 469–471

limited nature of research on, 478


comprehensible outputdefined, 483





constructivism, 468

CSCL (computer-supported collaborative learning),259




example of, 469







subject index 657


individual differences principle, 479, 480

input and output competencies, 467, see alsosubheads “comprehensible input” and“comprehensible output,” this entry

definitions of input and output, 483 , 484



intake/integration of information, 475–476

integrated model, 471 , 478, 483

interactionist perspective/theory, 469–471 , 473 , 483

interactive processingcomprehensible output research on, 472–475





learner characteristicsindividual differences principle, 479, 480

prior knowledge, 473 , 475

spatial ability of learners, 472 , 475 , 479, 480, 484

learner control, 474 , 481


materialsauthentic materials, need to use, 477, 479, 483


limitations on research, 479


multimedia principle, 479, 480

organizational issues, 472–475

prior knowledge, 473 , 475


sociocognitive approach, 468

spatial ability of learners, 472 , 475 , 479, 480, 484

structural approach of behavioral psychology, 468


theoretical frameworks, 467–468

cognitive theory, 471 , 479–480

constructivism, 468


interactionist perspective/theory, 469–471 , 473 ,483

limitations of research without, 478

sociocognitive approach, 468

structural approach of behavioral psychology, 468

verbal ability of learners, 475 , 479, 480, 484

seductive detaildefined, 614

distractive qualities of, 596

social cues creating, 209

segmenting principle, 6, 169–1 73

cognitive aging, parts-whole sequencing tocounteract, 345–347, 348


defined, 1 70, 1 80

example of, 1 71–1 73

4C/ID-model, part-task practice as component of,see four-component instructional design model



learner control issues, 1 71–1 73 , 1 79

limitations of research, 1 79–1 80

self-pacing principle and 4C/ID-model, 83

summary of research results, 1 75



self-directed activity in VR and VE (virtual reality andvirtual environments), 538

self-explanation principle, 7, 1 4 , 271–272

analysis of research results, 279–282

APAs (animated pedagogical agents), 516

content areas, 275

defined, 272

example of self-explanation in multimedia, 277–278

explaining to others vs. self-explaining, 276–277

4C/ID-model, 78, 83 , 89

high-quality vs. low-quality explanations, 273 , 275 ,278–279


learner characteristics, 275

prior knowledge, effect of, 275

spontaneous self-explaining, effectiveness of,273–274

summary of research results, 280, 281 , 282

survey of research, 277–279, 282

trainable learning strategy, effectiveness as, 274–275

worked-out examples principle, 232–234 , 238, 239,242

self-pacing principle, 4C/ID-model, 78, 83 , 87, 89

self-regulation and cognitive skills, 500

semantic groupings for menus, effectiveness of, 302

semioticscognitive skills and multimedia learning, 494–496,

502

defined, 502

reading theory, 365 , 367

sensory deficits and cognitive aging principle, 341

sensory memorycognitive aging principle, 342

cognitive theory, role in, 37–38

defined, 47, 1 30


integrated model of text and picturecomprehension, 55–56, 67


representation, forms of, 41–42


sensory modalities view of multimedia presentation, 2

sensory overload, 99, 102

sequencing principlee-learning and animation, 604

4C/ID-model, 77–79, 89

integrated model of text and picturecomprehension, 61–62 , 65 , 67

sequencing tasks in multimedia history learning, 382 ,388

Sherlock, 607, 609

SICUN, 491–492

signaling principle, 6, 1 83–1 86, 1 87

animation principle, 292 , 295








658 subject index

signaling principle (cont.)cognitive theory, implications for, 195–196

defined, 1 84 , 198

example of, 1 87

4C/ID-model, 78, 85 , 87, 89





survey of research, 192

theoretical rationale for, 1 85–1 86



signs as semiotics concept, 494 , 502

simplifying conditions method, worked-out examplesprinciple, 240

SimQuest, 216–217

simulations, see games, simulations, and microworldssingle user virtual environments (SVEs), 527, 528,

536

site map principle, 7, 313–315 , see also concept mapsadaptive site maps, 322

advance organizers, 316, 322

assimilation theory, 319

cognitive flexibility theory, 320, 321

cognitive theory, implications of research for,319–320

Construction-Integration Model, 319–320, 321

defined, 313


examples from National Zoo web site, 314–315


goal orientation, 317, 318, 321

graphic vs. linguistic maps, 318–319

incidental learning, 321


learner characteristics, 318, 321


macrostructures, 319

metacognition, 318, 322

prior knowledge principlecognitive theory, implications of research for, 319,

320




survey of research, 316, 317

purpose of site map, 313

size of hypertext, effect of, 321


situated learning using CVEs (collaborative virtualenvironments), 530

situation modelsdefined, 322

navigational principles, 298, 304 , 309


situative theory of multimedia learning in chemistry,410–41 2 , 426

SLA, see second language acquisition (SLA) withmultimedia

SMV:Chem (formerly 4M:Chem), 41 2–414 , 423

social agency theory, 202 , 209

social cues, 201 , see also image principle;personalization principle; voice principle

cognitive load added by, 210


cooperation principle, 202

defined, 21 1

dependent measure limitations, 210


flow chart, 203

future directions in research, 210–21 1

importance of, 202



limitations of research, 210–21 1

summaries of research results, 206, 207, 208


task environment limitations, 210

theory behind, 202

transfer vs. retention testing, 206, 210

social skills training using VR and VE, 536–538

sociocognitive approach to SLA (second languageacquisition) with multimedia, 468

sociocultural and social cognitive theory, 248–249,265–266

sound comprehension, see auditory processingSourcer’s Apprentice, 378, 379

sourcing heuristic, history and multimedia learning,377, 388

spatial abilities of learnersanimation principle, 292

chemistry and multimedia learning, 421 , 425

extraneous processing and extraneous overload, 190,197

hypermedia learning, 578–579, 580


multimedia principle and effect of, 1 24

physical systems and multimedia learning, 455 , 457

shortcut tasks, 532 , 533

SLA (second language acquisition) withmultimedia, 472 , 475 , 479, 480, 484

VR and VEs used to investigate and train, 532–535 ,538, 540

spatial contiguity principle, 6, 1 83–1 86, 1 89




defined, 1 84 , 198

example of, 1 89






split-attention principle, 1 40, 195





Spearman’s “g” and working memory, 1 26






subject index 659

split-attention principle, 6, 1 35

APAs (animated pedagogical agents), 510, 51 2 , 513 ,514 , 517

cognitive load theory, 26, 29, 1 35 , 1 40, 1 41 , 1 42 , 1 45

contiguity principle, 1 40, 1 43–1 44

defined, 1 35

definitions pertinent to, 1 46

different content areas, validity over, 1 37–1 41

direct comparison of integrated with non-integratedinformation, 1 40

e-learning, applicability to, 1 41–1 43

print materials alone vs. computer media alone,1 42–1 43

print materials alone vs. print and computermedia, 1 41–1 42

element interactivity, 1 41 , 1 42 , 1 45

4C/ID-model, see four-component instructionaldesign model

importance of integrated information, identificationof, 99, 1 40


integrated model of text and picturecomprehension, 60, 61 , 62 , 63 , 65 , 68

learner characteristics, 1 45


mental integration required by learners, 1 37

modality principle, 1 47, 1 52–1 53 , 1 54 , 1 81

physical integration of materials, importance of,1 37, 1 45

prior knowledge, effect of, 1 40, 328

redundancy principle, 1 39, 1 43 , 1 45 , 162–163

research survey, 1 37–1 41

spatial contiguity principle, 1 40, 195

temporal contiguity principle, 1 43–1 44 , 195

temporal split-attention principle, 4C/ID-model,78, 84

temporal vs. physical splitting/integration of sourcematerials, 1 43–1 44

types of materials causing split attention, 1 36

worked-out examples principle, 232 , 233

spoken word processing, see auditory processingStanford Project, 356

static graphicsdiagrams, see diagramshypermedia learning, 576



step-by-step presentation of worked-out examples,237

“streaming” or transient information, 4C/ID-model, 83

“strengthening” concept, 4C/ID-model, 76, 77, 86,89

structural approach to SLA (second languageacquisition) with multimedia, 468

structural properties of texts and navigationalprinciples, 298–299, 304

structure-emphasizing guideline, worked-outexamples principle, 236–237, 242

structure mapping, integrated model of text andpicture comprehension, 63 , 65 , 68

structure of information in hypermedia learning,572–573 , 585

students, see entries at learnerstyles of learning supported by multimedia learning

assumptions regarding, 103–106


superficial vs. deep processing, integrated model oftext and picture comprehension, 63

support, learner need for, 109–1 10, 1 23

supportive information as component of4C/ID-model, see four-componentinstructional design model

surface representation and navigational principles,298

SVEs (single user virtual environments), 527, 528,536

symbols as semiotics concept, 494 , 502

synchronous e-learning, 591–592 , 61 1 , 614

synchronous vs. asynchronous tools in CSCL(computer-supported collaborative learning),250, 264 , 266

systematic approaches to problem-solving (SAPs),4C/ID-model, 74 , 79, 82 , 83

systematization assumption, cognitive skills andmultimedia learning, 492

tables, charts, and figuresactive learning, pumps animation frames illustrating

cognitive vs. behavioral, 4 , 5

animation and interactivity, 291

APAs (animated pedagogical agents)cognitive model for multimedia learning with, 51 1


chemistry and multimedia learningChemDiscovery (formerly ChemQuest), 419

ChemSense, 417

Connected Chemistry, 415

Molecular Workbench, 416

SMV:Chem and 4M:Chem, 413

cognitive aging declines and possible compensatorystrategies, 344

cognitive skills and multimedia learningmodel of relationship between internal and

external representations, 493 , 497

semiotics perspective, 495

triadic and dyadic models of signs, 494


cognitive processes required by, 41

different types of materials, processing of, 33

memory stores, 37, 45

narrated animation on lightning formationrepresentation used in experiments in, 33

representation, five forms of, 42

underlying assumptions, 34

coherence principleadded text samples, 1 86

separated presentation, 1 87


type 1 overload scenario, 1 85






660 subject index

tables, charts, and figures (cont.)definition of multimedia, multimedia learning, and

multimedia instruction, 2

e-learninganimation, use of, 603

collaborative, synchronous or asynchronous, 592

complex visual content explained with audionarration, 599

conceptual simulations, 606

directive, 591

extraneous audio, omission of, 600, 601


operational simulations, 591

receptive, 593

solo, 591

three factors shaping learning landscape, 597


essential processing management techniquesbreakdown of lightning script into segments, 1 72

learner control and segmentation, 1 72

selected frames illustrating pre-trainingtechniques, 1 73 , 1 75

summary of research results, 1 75 , 1 76, 1 77

type 1 and type 2 essential overload scenarios,load-reducing strategies for, 1 71

extraneous processing, techniques for reducingadded text samples illustrating coherence

principle, 1 86

emphasized text samples illustrating signalingprinciple, 1 88

overload scenarios, 1 85

summaries of research results, 191 , 192 , 193 , 194 ,196

4C/ID-model, 73 , 78

games, simulations, and microworldssimple simulation, 553

simulation/game, 557

ThinkerTool microworld, 555

guided-discovery principle and computer simulationlearning environment, 217

image principle, summary of research results, 208

information acquisition, multimedia learningviewed as, 1 1

instructional designtechnology-centered vs. learner-centered

approaches to, 10

three factors shaping learning landscape,597


bird migration pictures, 50

representational channels, 55

knowledge construction, multimedia learningviewed as, 1 1

mathematics and multimedia learningdynamic graphics and spoken text, 395

static graphics, 394

written text, worked examples consisting solelyof, 394

meteorology and multimedia learning, weather mapused in, 431

modality principleresearch results, summary of, 1 77


navigational principlestypes of content representations, 305

types of link presentation, 301

outcomes or goals of multimedia learning,remembering and understanding as, 1 3

personalization principlescripts, personalized and nonpersonalized, 204 ,

205


physical systems and multimedia learningsingle medium or display, 449

static diagrams, 450, 451

pre-training principleresearch results, summary of, 1 76

selected frames illustrating, 1 73 , 1 75


prior knowledge principlemultimedia vs. diagram-only instructional

formats, 326, 327


redundancy principle, extraneous processingtechniques

integrated presentation, 191

selected frames, redundant and non-redundantpresentations, 1 89



response strengthening, multimedia learning viewedas, 1 1

segmenting principlebreakdown of lightning script, 1 72

learner control, 1 72

research results, summary of, 1 75


self-explanation principle, results of research on,280, 281 , 282

shortcut tasks and spatial cognition, 532 , 533

signaling principleemphasized text samples, 1 88



SLA (second language acquisition) with multimediaintegrated model, 471

interactionist model, 470

picture annotation, 470

social cuesflow chart, 203

image principle, summary of research results, 208

personalization principle, scripts and summary ofresults, 204 , 205 , 206

voice principle, summary of research results, 207

spatial contiguity principleintegrated presentation, 191

separated presentation, 1 87



split-attention principle, worked examplesillustrating, 1 36, 1 37, 1 39






subject index 661

temporal contiguity principlesummary of research results, 196


voice principle, summary of research results, 207

VR and VE (virtual reality and virtualenvironments)

attributes of VR as subset of VE attributes, 530

collaborative user environments (CVEs), 529

constructivist mainstream learning environmentsand domain-specific knowledge, 531

desktop systems, 527

everyday life skills training, 535 , 536

head-mounted display/devices (HMDs), 527

single user environments (SVEs), 528

social skills training, 537

spatial cognition training, 533 , 534

worked-out examples principle, 231 , 233

tasksCSCL tasks, see computer-supported collaborative

learning4C/ID-model

learning tasks, see four-component instructionaldesign model

part-task practice as component of, seefour-component instructional design model(4C/ID-model)

predictive tasks in meteorologyimportance of visual processing for, 430


probe recall tasks, modality principle research using,1 49

social cues and task environment limitations, 210

teachers and teaching, see entries at “instruct . . . ”technology-centered approaches to multimedia

learning, 8–9, 10, see also computertechnology

television as revolutionizing learning, 8

temporal contiguity principle, 6, 1 83–1 86, 190



defined, 1 84 , 198

example of, 190





split-attention principle, 1 43–1 44 , 195


survey of research, 195



tests as form of assessmentCSCL (computer-supported collaborative learning),

262


textbasesdefined, 309, 322

navigational principles, 298, 299, 304 , 309


theorybasis in theory and research for multimedia

learning, 6–7

cognitive aging principle, 342–343

cognitive flexibility theory, see cognitive flexibilitytheory

cognitive load theory, see cognitive load theorycognitive science, see cognitive skills and multimedia

learningcognitive theory, see cognitive theorycoherence principle, 1 85–1 86

constructionist learning, VR and VE (virtual realityand virtual environments), 530, 531 , 539

constructivism, see constructivismCSCL (computer-supported collaborative learning),

248–249, 254 , 263

different levels of, 71 , 86

essential processing, techniques for managing,1 70–1 71


extraneous processing, techniques for reducing,1 84–1 86



history and multimedia learning, 376–377, 384

hypermedia learning, 570–571 , 584

importance of theory-grounded and research-basedapproach, ix–xi

integrative model, see integrative model of text andpicture comprehension

mental model construction, two-stage theory of,346, 349

multimedia principle, theoretical foundations of,1 1 8–1 20

navigational principles based in psychologicaltheory, 298

physical systems and multimedia learning, 448–449



reading and multimedia learning, see reading andmultimedia learning

redundancy principle, 1 86

role in multimedia learning design, 32

segmenting principle, 1 70

signaling principle, 1 85–1 86

site map principle research, implications of,319–320


social agency theory, 202 , 209

social cues, 202

spatial contiguity principle, 1 86

temporal contiguity principle, 1 86


ThinkerTools, 551 , 554 , 555 , 563

thrashing (floundering), 1 10

three-dimensional objectsability of animated graphics to display, 451 , 454

static diagrams of, 454

TICCIT, 9

time required to learn, methods reducing, 100, 1 1 1






662 subject index

time variations, generalizability of multimediaprinciples over, 610

training variability and cognitive aging principle, 348,349

training-wheels principle, 4C/ID-model, 78, 81 , 87,89

transfer and retention testing, see also far transfer; neartransfer

animation and video, effects of use of, 1 22

APAs (animated pedagogical agents), 51 2

cognitive theory, 32 , 1 25

essential processing, techniques for managing, 1 74 ,1 78

extraneous processing, techniques for reducing, 1 87,190

instructional effectiveness of multimedia principle,empirical foundations for, 1 21 , 1 22



rationale for multimedia learning, 3

remembering and understanding as learningoutcomes, 1 3–1 4

self-explanation principle, 4C/ID-model, 83

social cues, research on, 206, 210

VR and VE, transfer of training to real world from,534 , 535 , 542

transformative processes and guided-discoveryprinciple, 216, 218

transmission view of multimedia learning, 1 2

triadic vs. dyadic chains, cognitive skills andmultimedia learning, 494

tutors, see entries at “instruct . . . ”two-stage theory of mental model construction, 346,

349

UCD (user-centered design) in VR and VE (virtualreality and virtual environments), 539

understandingcognitive load theory


structure of knowledge in long-term memory,20

learning with, see meaningful learningremembering vs., 1 3–1 4

user-centered design (UCD) in VR and VE (virtualreality and virtual environments), 539

variability in sequencing of training problems,cognitive aging principle, 348, 349

variability principle, 4C/ID-model, 78, 80, 89

VE, see virtual reality (VR) and virtual environments(VE)

verbal ability of learners, SLA (second languageacquisition) with multimedia, 475 , 479, 480,484

verbal models and cognitive theory, see cognitivetheory

verbal processing, see also reading comprehensioncognitive theory, see cognitive theory

mathematics, use of written or spoken words toteach, 393 , see also mathematics andmultimedia learning

physical systems, use of verbal materials to teach,see physical systems and multimedia learning


visualizer vs. verbalizer learning preferences, 580

video, research on effectiveness of, 1 22–1 23

virtual reality (VR) and virtual environments (VE),525–526

assessment, 540

attributes of VR as subset of VE attributes, 529, 530

augmented reality systems, 526

cognitive skills and multimedia learning, 500, 501

constructionist learning, 530, 531 , 539

constructivism, 529, 530, 531

CVEs (collaborative user environments), 527, 529

defined, 541

mainstream learning environments anddomain-specific knowledge, 530, 531

social skills training, 536, 538


desktop systems, 526, 527, 540

domain-specific knowledge, 529–531

educational applications, 528–529

everyday life skills training, 535–536


growing feasibility of use of, 75


hardware, 526

HMDs (head-mounted display/devices), 526, 527


learner characteristics and individual differencesprinciple, 540

learner involvement in instructional design, 539

life skills training, 535–536


mainstream learning environments, 529–531

modality principle research, 1 78


participatory design, 539

projected systems, 526

rehabilitation, used for, 531

scaffolding, 538

self-directed activity, 538

situated learning using CVEs, 530

social skills training, 536–538

software, 526

spatial cognition assessment and training, 532–535 ,538, 540

special needs education, 531

SVEs (single user environments), 527, 528, 536

time delays, 540

total or partial immersion, 526, 529, 540

transfer of training, 534 , 535 , 542

UCD (user-centered design), 539

user participation, 527

visual processinganimation principle supporting, 288

auditory processing vs., see dual coding theory






subject index 663

cognitive aging and sensory deficits, 341

cognitive theoryintegration of verbal and pictorial models, 40–41

organization of selected images, 40

pictorial models, see cognitive theorypictures, processing of, 42–43

selection of relevant images, 39




integrated model, visual picture comprehension, 58,68

mathematics, graphics and written words used toteach, 393 , see also mathematics andmultimedia learning

meteorology and multimedia learningexamples of weather maps requiring visual

interpretation, 431–434

importance of visual processing to, 429–431


spoken vs. written word processing, see auditoryprocessing; modality principle; readingcomprehension

verbalizer vs. visualizer learning preferences, 580

VLE (virtual learning environments), see virtual reality(VR) and virtual environments (VE)

voice principle, 6, 201 , 204



defined, 201 , 21 1

example of, 204



mathematics and multimedia learning, 403 , 406

research regarding, 207–208, 210–21 1


VR, see virtual reality (VR) and virtual environments(VE)

The Way Things Work, 456

weather, see meteorology and multimedia learningwicked (ill-structured) problems, 256, 265

WISE, 218, 220

worked-out examples principle, 7, 229–230

anticipative reasoning, 234 , 237, 238


cognitive load theory, 26, 230, 240

conceptually-oriented equations, 238

constructivism, 239, 240

content area relevance, 241

defined, 230


discovery-based approach compared, 332


easy-mapping guideline, 235–236

error-triggered learning, 240

expertise reversal effect, 165 , 231 , 331–332

faded examples, 238–239, 335


help guidelines (instructional explanations),234–235

initial skill acquisition, 238–239

instructional designimplications, 239–240

requirements, 232–238

integration issues, 233 , 236, 238

limitations of, 240–242



meaningful building-blocks guideline, 237–238

modular solutions, 238

multiple solution procedures, showing, 240

preference of learners for worked-out examples, 230

prior knowledge principle, 331–332 , 334

prompts, 234 , 239, 241 , 242

self-explanation elicitation, 232–234 , 238, 239, 242

signaling principle, 235

simplifying conditions method, 240

split-attention effect, 232 , 233

step-by-step presentation, 237

structure of problem, emphasizing, 236–237, 242


working memoryactive processing assumption of cognitive theory, 47

aging, effect of, 342 , see also cognitive agingprinciple

capacity, see cognitive capacitycognitive load theory, see cognitive load theorycognitive theory, 37–38, 1 26–1 27

defined, 47, 1 30


e-learning, 595–596, 614


implications of multimedia principle research for,1 26–1 27

independent visual and auditory processing systems,evidence for, 1 49–1 50, 1 5 1

integrated model of text and picturecomprehension, 54–55 , 68, 1 26

integration with long-term memory, 1 26

limited capacity assumption, 47

modality principle and expansion of capacity, 1 47




redundancy principle, 160–161

representation of words and pictures in, forms of,41–42

Spearman’s “g” and, 1 26


World-Wide Web (WWW), see e-learning;hypermedia learning

written words, processing of, see readingcomprehension

Zone of Proximal Development (ZPD), 471






Documents

Author Indexassets.cambridge.org/97805215/47512/index/9780521547512_index… · Author Index Abelson, H., 551, 558 Aberdeen, J. S., 341, 343 Abma, H. J., 84 Abraham, M., 420, 425