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In Order to LearnHow the sequence of topics influences learning$
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Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy O'Shea

Print publication date: 2007

Print ISBN-13: 9780195178845

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195178845.001.0001

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All Is in Order

All Is in Order

Chapter:
(p.215) Chapter 15 All Is in Order
Source:
In Order to Learn
Author(s):

John Sweller

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195178845.003.0015

The chapters in this book provide an extensive survey of the viewpoints and methodologies that have been and can be used to study order effects in learning. Either implicitly or explicitly, each chapter includes assumptions about the structures and function of human cognition. This chapter similarly takes as its departure point a particular view of human cognition and the consequent instructional recommendations. That view derives from cognitive load theory, which is primarily an instructional theory. However, the instructional principles generated by its assumptions have provided further insights into human cognitive processes, which in turn have led to further instructional recommendations. The chapters of this book are discussed in light of cognitive load theory.

Keywords:   order effects, learning, human cognition, cognitive load theory

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