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Psychology

D-Index
103
Citations
99657
World Ranking
530
National Ranking
27

Overview

John Sweller is affiliated with the University of New South Wales in Australia. Their research predominantly focuses on psychology, with extensive work in experimental and cognitive psychology as well as developmental and educational psychology. They also explore topics related to artificial intelligence, education, and cognitive neuroscience.

Their main fields of study include:

  • Psychology

Within these fields, Sweller's subfields of study cover:

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Artificial Intelligence
  • Education
  • Cognitive Neuroscience

Themes central to their work extend across several research topics, such as:

  • Visual and Cognitive Learning Processes
  • Innovative Teaching and Learning Methods
  • Intelligent Tutoring Systems and Adaptive Learning
  • Advanced Text Analysis Techniques
  • Science Education and Pedagogy
  • Online and Blended Learning
  • Learning Styles and Cognitive Differences

Sweller has contributed to a variety of publication venues. Most frequently, they publish in:

  • Educational Psychology Review
  • British Journal of Educational Psychology
  • Academic Medicine
  • Journal of Educational Psychology
  • Learning and Individual Differences

Recent papers by Sweller include:

  • The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion, 2023, Educational Psychology Review
  • The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures, 2021, Educational Psychology Review

Additional notable papers coauthored with others but relevant to Sweller's research interests are:

  • From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine, 2020, Academic Medicine
  • A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity, 2023, Educational Psychology Review
  • A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load., 2020, Journal of Educational Psychology

Frequent coauthors in Sweller's body of work include:

  • Fred Paas
  • Ouhao Chen
  • Zhang Lin
  • Paul A. Kirschner
  • Slava Kalyuga

Best Publications

  • Cognitive load during problem solving: Effects on learning

    John Sweller

  • Cognitive Architecture and Instructional Design

    John Sweller;Jeroen J. G. van Merrienboer;Jeroen J. G. van Merrienboer;Fred G. W. C. Paas

  • Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

    Paul A. Kirschner;John Sweller;Richard E. Clark

  • COGNITIVE LOAD THEORY, LEARNING DIFFICULTY, AND INSTRUCTIONAL DESIGN

    John Sweller

  • Cognitive Load Theory and Instructional Design: Recent Developments

    Fred Paas;Alexander Renkl;John Sweller

  • Cognitive Load Theory and the Format of Instruction

    Paul Chandler;John Sweller

  • Cognitive Load Theory

    John Sweller

  • Cognitive Load Theory

    John Sweller;Paul Ayres;Slava Kalyuga

  • Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

    Jeroen J. G. van Merriënboer;John Sweller

  • The Expertise Reversal Effect

    Slava Kalyuga;Paul Ayres;Paul Chandler;John Sweller

  • Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load

    John Sweller

  • Why Some Material Is Difficult to Learn

    John Sweller;Paul A Chandler

  • The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra

    John Sweller;Graham A. Cooper

  • Cognitive Architecture and Instructional Design: 20 Years Later

    John Sweller;Jeroen J. G. van Merriënboer;Fred Paas;Fred Paas

  • Cognitive load theory in health professional education: design principles and strategies

    Jeroen J G van Merriënboer;Jeroen J G van Merriënboer;John Sweller

  • Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

    Fred Paas;Alexander Renkl;John Sweller

  • Managing split-attention and redundancy in multimedia instruction

    Slava Kalyuga;Paul Chandler;John Sweller

  • Reducing cognitive load by mixing auditory and visual presentation modes

    Seyed Yaghoub Mousavi;Renae Low;John Sweller

  • Effects of schema acquisition and rule automation on mathematical problem-solving transfer.

    Graham Cooper;John Sweller

  • Instructional Design in Technical Areas

    John Sweller

Frequent Co-Authors

Slava Kalyuga
Slava Kalyuga University of New South Wales
Paul Ayres
Paul Ayres University of New South Wales
Paul Chandler
Paul Chandler University of Wollongong
Fred Paas
Fred Paas Erasmus University Rotterdam
Paul A. Kirschner
Paul A. Kirschner Open University in the Netherlands
Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University
Tamara van Gog
Tamara van Gog Utrecht University
Alexander Renkl
Alexander Renkl University of Freiburg
Anthony H. Winefield
Anthony H. Winefield University of South Australia
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University

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