Updating cognitive load theory with new conceptualizations, specifications and integrated research perspectives. Special issue Educational Psychology Review 22(2)

Fred Paas; Tamara van Gog; J Sweller

Updating cognitive load theory with new conceptualizations, specifications and integrated research perspectives. Special issue Educational Psychology Review 22(2)

Fred Paas
, Tamara van Gog
, J Sweller

Department of Psychology, Education and Child Studies

Research output: Book/Report/Inaugural speech/Farewell speech › Book editing › Academic

Original language	English
Place of Publication	Dordrecht
Volume	22
Edition	Educational Psychology Review 22(2)
Publication status	Published - 2010

Publication series

Series	Educational Psychology Review
Volume	22(2)

Research programs

ESSB PSY

Cite this

@book{acdae5d8be0e4ae9a11d4528878fbe45,

title = "Updating cognitive load theory with new conceptualizations, specifications and integrated research perspectives. Special issue Educational Psychology Review 22(2)",

author = "Fred Paas and \{van Gog\}, Tamara and J Sweller",

year = "2010",

language = "English",

volume = "22",

series = "Educational Psychology Review",

publisher = "Springer New York",

edition = "Educational Psychology Review 22(2)",

}

Updating cognitive load theory with new conceptualizations, specifications and integrated research perspectives. Special issue Educational Psychology Review 22(2). / Paas, Fred; van Gog, Tamara; Sweller, J.
Educational Psychology Review 22(2) ed. Dordrecht, 2010. (Educational Psychology Review, Vol. 22(2)).

Research output: Book/Report/Inaugural speech/Farewell speech › Book editing › Academic

TY - BOOK

T1 - Updating cognitive load theory with new conceptualizations, specifications and integrated research perspectives. Special issue Educational Psychology Review 22(2)

AU - Paas, Fred

AU - van Gog, Tamara

AU - Sweller, J

PY - 2010

Y1 - 2010

M3 - Book editing

VL - 22

T3 - Educational Psychology Review

BT - Updating cognitive load theory with new conceptualizations, specifications and integrated research perspectives. Special issue Educational Psychology Review 22(2)

CY - Dordrecht

ER -