Cognitive load theory helps in better learning. Below is the table of content listed in the main research paper for the cognitive load theory by John Sweller. Please provide your email to download the full PDF version of the research.
Cognitive load theory helps in better learning outcomes. Below is the table of content of a paper co-written by UNSW John Sweller and Christopher Stephen describing how Human Cognitive Architecture and Cognitive Load Theory have been applied by Fo√ne…tic √Ēng…lish, and how this improves learning outcomes. Please provide your email to download the full PDF version of the research.
- Human Cognitive Architecture
- Different Ways Humans Learn
- Biologically Primary Learning
- Language Acquisition
- Walking and Running
- Social Interaction
- Recognizing Faces
- Spatial Awareness
- Imitating Movements
- Fear Response
- Object Permanence
- Recognition of Objects and Shapes
- Ability to be explicitly taught
- Problem solving
- Ability to Remember Things that Make Sense
- Ability to focus on a small number of relevant issues
- Ability to Protect our Long Term Memory from Irrelevant or Random Information
- Improvement through Practicing
- Ability to Cooperate in Large Groups
- Trusting the familiar and fear of change
- Biologically Secondary Learning
- Acquiring novel information
- Processing and storing information
- Kinds of memory
- Working Memory
- Long Term Memory
- Understanding Cognitive Load Theory
- Introduction
- Types of Cognitive Load
- Intrinsic Load
- Extraneous Load
- Cognitive Load Theory Effects
- The Redundancy Effect
- The Split-Attention Effect
- The Worked-Example Effect
- The Modality Effect
- The Expertise Reversal Effect
- The Element Interactivity Effect
- The Imagination Effect
- The Goal-Free Effect
- The Completion Effect
- The Variability Effect
- The Transient Information Effect
- How Fo√ne…tic √Ēng…lish applies Human Cognitive Architecture and Cognitive Load Theory
- How Reading Repurposes Parts of the Brain
- Silent Reading
- The Key to Fluent Reading
- The Lack of Information in English Spelling
- Information needed to sound out English words
- The Information Strategy of Fonetic English
- Fo√ne…tic √Ēng…lish mark up has been specifically designed to simplify decoding the sound of English words.
- Fo√ne…tic √Ēng…lish Rules
- Fo√ne…tic √Ēng…lish Word Mark up
- Spelling of English words do not change
- Simple syllabification rules
- Marking up words for meaning
- Prefixes, Suffixes and Syllable Recognition
- Homographs are spelled differently
- Only one pronunciation of each word
- Simplest pronunciation is preferred
- Mark up to suit Text to Speech Engines
- The Fonetic English Font
- Quickly Learning a Lot of Sightwords
- Learn Sightwords using Fonetic English, and Automatically Read in Standard English
- Implications for Struggling Readers
