Emeritus Professor John Sweller

Emeritus Professor
BA PhD Adel, FASSA
School of Education

Contact

+61 2 9385 1984
Room 101, Goodsell Building
Kensington Campus
Fields: Education, Learning Sciences, Educational Psychology

Professor John Sweller is an Australian educational psychologist who is best known for formulating an influential theory of cognitive load.

He has a Ph.D. from the University of Adelaide's Department of Psychology — his thesis was titled "Effects of initial discrimination training on subsequent shift learning in animals and humans" — and also has a B.A. (Hons.) from the same institution.

He has authored over 80 academic publications, mainly reporting research on cognitive factors in instructional design, with specific emphasis on the instructional implications of working memory limitations (e.g., Sweller, Merrienboer & Paas, 1998) and their consequences for instructional procedures.

Sweller is a Fellow of the ASSA (Academy of the Social Sciences in Australia), and is currently Professor Emeritus at the University of New South Wales.

Research

Designing instruction to facilitate learning and problem solving

Publications

    Books

    • Sweller J; Ayres PL; Kalyuga S, 2011, Cognitive load theory, 1st, Springer, New York, http://www.springer.com/psychology/book/978-1-4419-8125-7
    • Sweller J; Tricot A; Chanquoy L, 2007, La Charge Cognitive, Armand Colin, Paris
    • Sweller J; Clark R; Nguyen F, 2006, Efficiency in Learning: Evidence-based Guidelines to Manage Cognitve Load, Pfeiffer, San Francisco, CA
    • Sweller J, 1999, Instructional Design, ACER Press, Melbourne Vic

    Book Chapters

    • Leppink J; van Gog T; Paas F; Sweller J, 2015, 'Cognitive load theory: Researching and planning teaching to maximise learning', in Cleland J; Durning S (ed.), Researching Medical Education, Wiley Blackwell, Oxford, pp. 207 - 218, http://onlinelibrary.wiley.com/book/10.1002/9781118838983
    • Kyun S; Kalyuga S; Sweller J, 2015, 'The use of worked examples and other forms of explicit guidance in ill-structured problem domains', in Frascara J (ed.), Information Design As Principled Action: Making information accessible, relevant, understandable, and usable, Common Ground Publishing, Champaign, Illinois, USA, pp. 57 - 66, http://commongroundpublishing.com/
    • Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 247 - 262, http://dx.doi.org/10.1017/CBO9781139547369.013
    • Ayres P; Sweller J, 2014, 'The split-attention principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 206 - 226, http://dx.doi.org/10.1017/CBO9781139547369.011
    • Paas F; Sweller J, 2014, 'Implications of cognitive load theory for multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 27 - 42, http://dx.doi.org/10.1017/CBO9781139547369.004
    • Low R; Sweller J, 2014, 'The modality principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 227 - 246, http://dx.doi.org/10.1017/CBO9781139547369.012
    • Low R; Jin P; Sweller J, 2013, 'Instructional design in digital environments and availability of mental resources for the aged subpopulation', in Assistive Technologies: Concepts, Methodologies, Tools, and Applications, pp. 1131 - 1154, http://dx.doi.org/10.4018/978-1-4666-4422-9.ch059
    • Low R; Jin P; Sweller J, 2013, 'SOME INSTRUCTIONAL CONSEQUENCES OF LOGICAL RELATIONS BETWEEN MULTIPLE SOURCES OF INFORMATION', in Schraw G; McCrudden MT; Robinson D (ed.), , INFORMATION AGE PUBLISHING-IAP, pp. 23 - 45, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000328865700002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
    • Sweller J, 2013, 'Why understanding instructional design requires an understanding of human cognitive evolution', in Web-Based Learning: Theory, Research, and Practice, pp. 279 - 294
    • Sweller J; van Merriënboer JJG, 2013, 'Instructional design for medical education', in Walsh K (ed.), Oxford Textbook of Medical Education, Oxford University Press, Oxford, pp. 74 - 85
    • Ayres P; Sweller J, 2013, 'Worked examples', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, edn. 1st, Routledge, Oxford, pp. 408 - 410
    • Low R; Jin P; Sweller J, 2012, 'DIGITAL ASSESSMENT OF THE ACQUISITION AND UTILITY OF BIOLOGICALLY SECONDARY KNOWLEDGE Perspectives Based on Human Cognitive Architecture', in Mayrath MC; ClarkeMidura J; Robinson DH; Schraw G (ed.), , INFORMATION AGE PUBLISHING-IAP, pp. 285 - 303, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000306295200013&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
    • Sweller J, 2012, 'De Groot's lesson', in Contemporary Debates in Childhood Education and Development, pp. 19 - 24, http://dx.doi.org/10.4324/9780203115558
    • Low R; Jin P; Sweller J, 2012, 'Instructional design in digital environments and availability of mental resources for the aged subpopulation', in Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs, pp. 81 - 104, http://dx.doi.org/10.4018/978-1-4666-1966-1.ch005
    • Sweller J, 2012, 'Human cognitive architecture: Why some instructional procedures work and others do not', in Harris KR; Graham S; Urdan T; McCormick CB; Sinatra GM; Sweller J (ed.), APA Educational Psychology Handbook. Volume 1 Theories, Constructs and Critical Issues, American Psychological Association, Washington, DC, pp. 295 - 325, http://dx.doi.org/10.1037/13273-000
    • Sweller J, 2012, 'Human cognitive architecture', in Harris KR; Graham S; Urdan T (ed.), APA Educational Psychology Handbook, edn. 1st, American Psychological Association, Washington, DC, pp. 295 - 326, http://www.apa.org/pubs/books/4311503.aspx
    • Sweller J; Mann L, 2011, 'The psychology of creativity and its educational consequences', in Creativity and Innovation in Business and Beyond: Social Science Perspectives and Policy Implications, pp. 223 - 238, http://dx.doi.org/10.4324/9780203833063
    • Sweller J, 2011, 'Cognitive Load Theory', in , pp. 37 - 76, http://dx.doi.org/10.1016/B978-0-12-387691-1.00002-8
    • Low R; Jin P; Sweller J, 2011, 'Chapter 4 Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment', in Roda C (ed.), Human Attention in Digital Environments, edn. 1st, Cambridge University Press, United Kingdom, pp. 93 - 113
    • Sweller J; Rubie-Davies CM, 2011, 'Some potential influences of educational psychology on educational research', in Rubies-Davies CM (ed.), Educational psychology concepts, research and challenges, edn. 1st, Routledge, London, pp. 268 - 270
    • Low R; Jin P; Sweller J, 2011, 'Chapter 6 How research in educational psychology has contributed to instructional procedures: the case of cognitive load theory', in Rubies-Davies CM (ed.), Educational psychology concepts, research and challenges, edn. 1st, Routledge, London, pp. 87 - 101
    • Sweller J, 2010, 'Cognitive load theory: Recent theoretical advances', in Cognitive Load Theory, pp. 29 - 47, http://dx.doi.org/10.1017/CBO9780511844744.004
    • Sweller J, 2010, 'All Is in Order', in In Order to Learn: How the sequence of topics influences learning, http://dx.doi.org/10.1093/acprof:oso/9780195178845.003.0015
    • Sweller J, 2010, 'All Is in Order', in In Order to Learn: How the sequence of topics influences learning, Oxford University Press, http://dx.doi.org/10.1093/acprof:oso/9780195178845.003.0015
    • Low R; Jin P; Sweller J, 2010, 'How research in educational psychology has contributed to instructional procedures: The case of cognitive load theory', in Educational Psychology: Concepts, Research and Challenges, pp. 87 - 101, http://dx.doi.org/10.4324/9780203838884
    • Sweller J; Rubie-Davies CM, 2010, 'Conclusion: Some potential influences of educational psychology on educational research', in Educational Psychology: Concepts, Research and Challenges, pp. 268 - 270, http://dx.doi.org/10.4324/9780203838884
    • Low R; Jin P; Sweller J, 2010, 'Learners' cognitive load when using educational technology', in Gaming and Cognition: Theories and Practice from the Learning Sciences, pp. 169 - 188, http://dx.doi.org/10.4018/978-1-61520-717-6.ch008
    • Sweller J, 2009, 'What human cognitive: Architecture tells us about constructivism', in Constructivist Instruction: Success or Failure?, pp. 127 - 143, http://dx.doi.org/10.4324/9780203878842
    • Low R; Jin P; Sweller J, 2008, 'Cognitive architecture and instructional design in a multimedia context', in Cognitive Effects of Multimedia Learning, pp. 1 - 16, http://dx.doi.org/10.4018/978-1-60566-158-2.ch001
    • Sweller J, 2008, 'Human Cognitive Architecture', in Spector J; Merrill M; Van Merrienboer J; Driscoll M (ed.), Handbook of Research on Educational Communications and Technology, edn. 3rd, Erlbaum, NY, pp. 369 - 381
    • Pass F; Gog TV; Kirschner F; Marcus N; Ayres PL; Sweller J, 2008, 'Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges', in Zumbach J (ed.), Beyond Knowledge: The Legacy of Competence, edn. 1, Springer, Speringr-Veriag New York, pp. 1 - 9, http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-1-4020-8826-1
    • Sweller J, 2007, 'Evolutionary biology and educational psychology', in Carlson JS; Levin JR (ed.), Educating the evolved mind: Conceptual foundations for an evolutionary educational pscyhology, Information Age Publishing, North Carolina, USA, pp. 165 - 175
    • Sweller J, 2006, 'How the human system deals with complexity', in Elen J; Clark RE (ed.), Handling Complexity in Learning Environments: Theory and Research, edn. First, Elsevier Science, Amsterdam, pp. 13 - 25
    • Sweller J, 2005, 'The redundancy principle in multimedia learning', in Mayer RE (ed.), Cambridge Handbook of Multimedia Learning, edn. 1, Cambridge University Press, New York, pp. 159 - 168, http://books.google.com.au/books?id=SSLdo1MLIywC&pg=PA159&lpg=PA159&dq=The+redundancy+principle+in+multimedia+learning&source=bl&ots=uRA6P9ZZDw&sig=_H-HPKk1XrWbacNhuZHjtZaFugg&hl=en&ei=_FO9S5ryEsyHkAX
    • Sweller J, 2005, 'Implications of Cognitive Load Theory for Multimedia Learning', in Mayer RE (ed.), Cambridge Handbook of Multimedia Learning, edn. 1, Cambridge University Press, New York, pp. 19 - 30
    • Sweller J, 2003, 'Evolution of human cognitive architecture', in , pp. 215 - 266, http://dx.doi.org/10.1016/S0079-7421(03)01015-6

    Journal articles

    • Sweller J, 2016, 'Chapter 12: Cognitive load theory, evolutionary educational psychology, and instructional design', Evolutionary Psychology, vol. none, pp. 291 - 306, http://dx.doi.org/10.1007/978-3-319-29986-0_12
    • Leahy W; Sweller J, 2016, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science, vol. 44, no. 1, pp. 107 - 123, http://dx.doi.org/10.1007/s11251-015-9362-9
    • Chen O; Kalyuga S; Sweller J, 2016, 'The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect', Educational Psychology Review, pp. 1 - 13, http://dx.doi.org/10.1007/s10648-016-9359-1
    • Sweller J, 2015, 'Working memory, long-term memory, and instructional design', Journal of Applied Research in Memory and Cognition, http://dx.doi.org/10.1016/j.jarmac.2015.12.002
    • Hsu Y; Gao Y; Liu TC; Sweller J, 2015, 'Interactions between levels of instructional detail and expertise when learning with computer simulations', Educational Technology and Society, vol. 18, no. 4, pp. 113 - 127
    • Blayney P; Kalyuga S; Sweller J, 2015, 'Using cognitive load theory to tailor instruction to levels of accounting students' expertise', Educational Technology and Society, vol. 18, no. 4, pp. 199 - 210
    • Leahy W; Sweller J, 2015, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science, http://dx.doi.org/10.1007/s11251-015-9362-9
    • Fraser KL; Ayres P; Sweller J, 2015, 'Cognitive load theory for the design of medical simulations', Simulation in Healthcare, vol. 10, no. 5, pp. 295 - 307, http://dx.doi.org/10.1097/SIH.0000000000000097
    • Lin YC; Liu TC; Sweller J, 2015, 'Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects', Computers and Education, vol. 88, pp. 280 - 291, http://dx.doi.org/10.1016/j.compedu.2015.06.001
    • Hsu C-Y; Kalyuga S; Sweller J, 2015, 'When should guidance be presented in physics instruction?', Archives of Scientific Psychology, vol. 3, no. 1, pp. 37 - 53, http://dx.doi.org/10.1037/arc0000012
    • Sweller J, 2015, 'In Academe, What Is Learned, and How Is It Learned?', Current Directions in Psychological Science, vol. 24, no. 3, pp. 190 - 194, http://dx.doi.org/10.1177/0963721415569570
    • Blayney P; Kalyuga S; Sweller J, 2015, 'The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students', Educational Psychology: an international journal of experimental educational psychology, http://dx.doi.org/10.1080/01443410.2015.1051949
    • van Gog T; Sweller J, 2015, 'Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases', Educational Psychology Review, http://dx.doi.org/10.1007/s10648-015-9310-x
    • Bokosmaty S; Sweller J; Kalyuga S, 2015, 'Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise', American Educational Research Journal, vol. 52, no. 2, pp. 307 - 333, http://dx.doi.org/10.3102/0002831214549450
    • Leahy W; Hanham J; Sweller J, 2015, 'High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect', Educational Psychology Review, http://dx.doi.org/10.1007/s10648-015-9296-4
    • Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity', Journal of Educational Psychology, http://dx.doi.org/10.1037/edu0000018
    • Pachman M; Sweller J; Kalyuga S, 2014, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', Applied Cognitive Psychology, vol. 28, no. 5, pp. 685 - 692, http://dx.doi.org/10.1002/acp.3054
    • Youssef-Shalala A; Ayres P; Schubert C; Sweller J, 2014, 'Using a general problem-solving strategy to promote transfer', Journal of Experimental Psychology: Applied, vol. 20, no. 3, pp. 215 - 231, http://dx.doi.org/10.1037/xap0000021
    • Tricot A; Sweller J, 2014, 'Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work', Educational Psychology Review, vol. 26, no. 2, pp. 265 - 283, http://dx.doi.org/10.1007/s10648-013-9243-1
    • Pachman M; Sweller J; Kalyuga S, 2013, 'Levels of knowledge and deliberate practice', Journal of Experimental Psychology: Applied, vol. 19, no. 2, pp. 108 - 119, http://dx.doi.org/10.1037/a0032149
    • Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology: an international journal of experimental educational psychology, http://dx.doi.org/10.1080/01443410.2013.785050
    • Kyun S; Kalyuga S; Sweller J, 2013, 'The effect of worked examples when learning to write essays in english literature', Journal of Experimental Education, vol. 81, no. 3, pp. 385 - 408, http://dx.doi.org/10.1080/00220973.2012.727884
    • Gao Y; Low R; Jin P; Sweller J, 2013, 'Effects of speaker variability on learning foreign-accented english for EFL learners', Journal of Educational Psychology, vol. 105, no. 3, pp. 649 - 665, http://dx.doi.org/10.1037/a0033024
    • Leslie KC; Low R; Jin P; Sweller J, 2012, 'Redundancy and expertise reversal effects when using educational technology to learn primary school science', Educational Technology Research and Development, vol. 60, no. 1, pp. 1 - 13, http://dx.doi.org/10.1007/s11423-011-9199-0
    • Paas F; Sweller J, 2012, 'An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks', Educational Psychology Review, vol. 24, no. 1, pp. 27 - 45, http://dx.doi.org/10.1007/s10648-011-9179-2
    • Moussa-Inaty J; Ayres P; Sweller J, 2012, 'Improving Listening Skills in English as a Foreign Language by Reading Rather than Listening: A Cognitive Load Perspective', Applied Cognitive Psychology, vol. 26, no. 3, pp. 391 - 402, http://dx.doi.org/10.1002/acp.1840
    • Youssef A; Ayres P; Sweller J, 2012, 'Using general problem-solving strategies to generate ideas in order to solve geography problems', Applied Cognitive Psychology, vol. 26, no. 6, pp. 872 - 877, http://dx.doi.org/10.1002/acp.2888
    • Wong A; Leahy W; Marcus N; Sweller J, 2012, 'Cognitive load theory, the transient information effect and e-learning', Learning and Instruction, vol. 22, no. 6, pp. 449 - 457, http://dx.doi.org/10.1016/j.learninstruc.2012.05.004
    • Kalyuga S; Chandler P; Sweller J, 2011, 'Managing split-attention and redundancy in multimedia instruction', Applied Cognitive Psychology, vol. 25, no. SUPPL. 1, http://dx.doi.org/10.1002/acp.1773
    • Baillie AJ; Proudfoot H; Knight R; Peters L; Sweller J; Schwartz S; Pachana NA, 2011, 'Teaching Methods to Complement Competencies in Reducing the "Junkyard" Curriculum in Clinical Psychology', Australian Psychologist, vol. 46, no. 2, pp. 90 - 100, http://dx.doi.org/10.1111/j.1742-9544.2011.00036.x
    • Leahy W; Sweller J, 2011, 'Cognitive load theory, modality of presentation and the transient information effect', Applied Cognitive Psychology, vol. 25, no. 6, pp. 943 - 951, http://dx.doi.org/10.1002/acp.1787
    • Sweller J; Clark R; Kirschner P, 2010, 'Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics', Notices of the American Mathematical Society, vol. 57, no. 10, pp. 1303 - 1304
    • Van Merriënboer JJG; Sweller J, 2010, 'Cognitive load theory in health professional education: Design principles and strategies', Medical Education, vol. 44, no. 1, pp. 85 - 93, http://dx.doi.org/10.1111/j.1365-2923.2009.03498.x
    • Blayney P; Kalyuga S; Sweller J, 2010, 'Interactions between the isolated-interactive elements effect and levels of learner expertise: Experimental evidence from an accountancy class', Instructional Science, vol. 38, no. 3, pp. 277 - 287, http://dx.doi.org/10.1007/s11251-009-9105-x
    • Sweller J, 2010, 'Element interactivity and intrinsic, extraneous, and germane cognitive load', Educational Psychology Review, vol. 22, no. 2, pp. 123 - 138, http://dx.doi.org/10.1007/s10648-010-9128-5
    • Retnowati E; Ayres P; Sweller J, 2010, 'Worked example effects in individual and group work settings', Educational Psychology: an international journal of experimental educational psychology, vol. 30, no. 3, pp. 349 - 367, http://dx.doi.org/10.1080/01443411003659960
    • Paas F; van Gog T; Sweller J, 2010, 'Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives', Educational Psychology Review, vol. 22, no. 2, pp. 115 - 121, http://dx.doi.org/10.1007/s10648-010-9133-8
    • Torcasio S; Sweller J, 2010, 'The use of illustrations when learning to read: A cognitive load theory approach', Applied Cognitive Psychology, vol. 24, no. 5, pp. 659 - 672, http://dx.doi.org/10.1002/acp.1577
    • van Gog T; Paas F; Sweller J, 2010, 'Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement', Educational Psychology Review, vol. 22, no. 4, pp. 375 - 378, http://dx.doi.org/10.1007/s10648-010-9145-4
    • Torcasio S; Sweller J, 2010, 'The use of illustrations when learning to read: A cognitive load theory approach', Applied Cognitive Psychology, no. 24, pp. 659 - 672, http://onlinelibrary.wiley.com/doi/10.1002/acp.1577/pdf
    • Wong A; Marcus N; Ayres P; Smith L; Cooper GA; Paas F; Sweller J, 2009, 'Instructional animations can be superior to statics when learning human motor skills', Computers in Human Behavior, vol. 25, no. 2, pp. 339 - 347, http://dx.doi.org/10.1016/j.chb.2008.12.012
    • Van Gog T; Paas F; Marcus N; Ayres P; Sweller J, 2009, 'The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations', Educational Psychology Review, vol. 21, no. 1, pp. 21 - 30, http://dx.doi.org/10.1007/s10648-008-9094-3
    • Sweller J, 2009, 'Cognitive bases of human creativity', Educational Psychology Review, vol. 21, no. 1, pp. 11 - 19, http://dx.doi.org/10.1007/s10648-008-9091-6
    • Rourke A; Sweller J, 2009, 'The worked-example effect using ill-defined problems: Learning to recognise designers' styles', Learning and Instruction, vol. 19, no. 2, pp. 185 - 199, http://dx.doi.org/10.1016/j.learninstruc.2008.03.006
    • Paas F; Van Gog T; Kirschner F; Marcus N; Ayres P; Sweller J, 2008, 'Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education', , pp. 7 - 9, http://dx.doi.org/10.1007/978-1-4020-8827-8_2
    • Owens P; Sweller J, 2008, 'Cognitive load theory and music instruction', Educational Psychology: an international journal of experimental educational psychology, vol. 28, no. 1, pp. 29 - 45, http://dx.doi.org/10.1080/01443410701369146
    • Leahy W; Sweller J, 2008, 'The imagination effect increases with an increased intrinsic cognitive load', Applied Cognitive Psychology, vol. 22, no. 2, pp. 273 - 283, http://dx.doi.org/10.1002/acp.1373
    • Sweller J, 2008, 'Instructional implications of David C. Geary's evolutionary educational psychology', Educational Psychologist, vol. 43, no. 4, pp. 214 - 216, http://dx.doi.org/10.1080/00461520802392208
    • Kissane M; Kalyuga S; Chandler P; Sweller J, 2008, 'The consequences of fading instructional guidance on delayed performance: The case of financial services training', Educational Psychology: an international journal of experimental educational psychology, vol. 28, no. 7, pp. 809 - 822, http://dx.doi.org/10.1080/01443410802322069
    • Diao Y; Sweller J, 2007, 'Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations', Learning and Instruction, vol. 17, no. 1, pp. 78 - 88, http://dx.doi.org/10.1016/j.learninstruc.2006.11.007
    • Sweller J; Kirschner PA; Clark RE, 2007, 'Why minimally guided teaching techniques do not work: A reply to commentaries', Educational Psychologist, vol. 42, no. 2, pp. 115 - 121
    • Diao Y; Chandler P; Sweller J, 2007, 'The effect of written text on comprehension of spoken English as a foreign language', American Journal of Psychology, vol. 120, no. 2, pp. 237 - 261
    • Hasler BS; Kersten B; Sweller J, 2007, 'Learner control, cognitive load and instructional animation', Applied Cognitive Psychology, vol. 21, no. 6, pp. 713 - 729, http://dx.doi.org/10.1002/acp.1345
    • Kirschner PA; Sweller J; Clark RE, 2006, 'Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching', Educational Psychologist, vol. 41, no. 2, pp. 75 - 86, http://dx.doi.org/10.1207/s15326985ep4102_1
    • Sweller J, 2006, 'The worked example effect and human cognition', Learning and Instruction, vol. 16, no. 2 SPEC. ISS., pp. 165 - 169, http://dx.doi.org/10.1016/j.learninstruc.2006.02.005
    • Sweller J, 2006, 'Discussion of 'emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments'', Applied Cognitive Psychology, vol. 20, no. 3, pp. 353 - 357, http://dx.doi.org/10.1002/acp.1251
    • Tindall-Ford S; Sweller J, 2006, 'Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects', Instructional Science, vol. 34, no. 4, pp. 343 - 365, http://dx.doi.org/10.1007/s11251-005-6075-5
    • Sweller J, 2006, 'The worked example effect and human cognition', Learning and Instruction, vol. 16, pp. 165 - 169
    • Kirschner P; Sweller J; Clark RK, 2006, 'Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching', Educational Psychologist, vol. 41, pp. 75 - 86
    • Sweller J, 2006, 'Discussion of `emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments`', Applied Cognitive Psychology, vol. 20, pp. 353 - 357
    • Sweller J; Sweller SM, 2006, 'Natural information processing systems', Evolutionary Psychology, vol. 4, pp. 434 - 458
    • Pawley D; Ayres P; Cooper M; Sweller J, 2005, 'Translating words into equations: A cognitive load theory approach', Educational Psychology: an international journal of experimental educational psychology, vol. 25, no. 1, pp. 75 - 97, http://dx.doi.org/10.1080/0144341042000294903
    • Van Merriënboer JJG; Sweller J, 2005, 'Cognitive load theory and complex learning: Recent developments and future directions', Educational Psychology Review, vol. 17, no. 2, pp. 147 - 177, http://dx.doi.org/10.1007/s10648-005-3951-0
    • Kalyuga S; Sweller J, 2005, 'Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning', Educational Technology Research and Development, vol. 53, no. 3, pp. 83 - 93
    • Clarke T; Ayres P; Sweller J, 2005, 'The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications', Educational Technology Research and Development, vol. 53, no. 3, pp. 15 - 24
    • Leahy W; Sweller J, 2005, 'Interactions among the imagination, expertise reversal, and element interactivity effects', Journal of Experimental Psychology: Applied, vol. 11, no. 4, pp. 266 - 276, http://dx.doi.org/10.1037/1076-898X.11.4.266
    • Sweller J, 2004, 'Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture', Instructional Science, vol. 32, no. 1-2, pp. 9 - 31
    • Paas F; Renkl A; Sweller J, 2004, 'Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture', Instructional Science, vol. 32, no. 1-2, pp. 1 - 8
    • Kalyuga S; Sweller J, 2004, 'Measuring knowledge to optimize cognitive load factors during instruction', Journal of Educational Psychology, vol. 96, no. 3, pp. 558 - 568, http://dx.doi.org/10.1037/0022-0663.96.3.558
    • Kalyuga S; Chandler P; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction can interfere with learning', Human Factors: the journal of the human factors and ergonomics society, vol. 46, no. 3, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.50405
    • Leahy W; Sweller J, 2004, 'Cognitive load and the imagination effect', Applied Cognitive Psychology, vol. 18, no. 7, pp. 857 - 875, http://dx.doi.org/10.1002/acp.1061
    • Ginns P; Chandler P; Sweller J, 2003, 'When imagining information is effective', Contemporary Educational Psychology, vol. 28, no. 2, pp. 229 - 251, http://dx.doi.org/10.1016/S0361-476X(02)00016-4
    • Leahy W; Chandler P; Sweller J, 2003, 'When auditory presentations should and should not to be a component of multimedia instruction', Applied Cognitive Psychology, vol. 17, no. 4, pp. 401 - 418, http://dx.doi.org/10.1002/acp.877
    • Carlson R; Chandler P; Sweller J, 2003, 'Learning and Understanding Science Instructional Material', Journal of Educational Psychology, vol. 95, no. 3, pp. 629 - 640, http://dx.doi.org/10.1037/0022-0663.95.3.629
    • Paas F; Renkl A; Sweller J, 2003, 'Cognitive load theory and instructional design: Recent developments', Educational Psychologist, vol. 38, no. 1, pp. 1 - 4
    • Kalyuga S; Ayres P; Chandler P; Sweller J, 2003, 'The expertise reversal effect', Educational Psychologist, vol. 38, no. 1, pp. 23 - 31
    • Pollock E; Chandler P; Sweller J, 2002, 'Assimilating complex information', Learning and Instruction, vol. 12, no. 1, pp. 61 - 86, http://dx.doi.org/10.1016/S0959-4752(01)00016-0
    • Ngu BH; Low R; Sweller J, 2002, 'Text editing in chemistry instruction', Instructional Science, vol. 30, no. 5, pp. 379 - 402, http://dx.doi.org/10.1023/A:1019833014623
    • Yu L; Jin P; Sweller J, 2002, 'Application of Cognitive load: theory to English teaching', Journal of Inner Mongoloa Agricultural University, vol. 4, pp. 34 - 37
    • Cooper G; Tindall-Ford S; Chandler P; Sweller J, 2001, 'Learning by imagining', Journal of Experimental Psychology: Applied, vol. 7, no. 1, pp. 68 - 82, http://dx.doi.org/10.1037//1076-898X.7.1.68
    • Kalyuga S; Chandler P; Tuovinen J; Sweller J, 2001, 'When problem solving is superior to studying worked examples', Journal of Educational Psychology, vol. 93, no. 3, pp. 579 - 588, http://dx.doi.org/10.1037//0022-0663.93.3.579
    • Kalyuga S; Chandler PA; Sweller J, 2001, 'Learner experience and efficiency of instructional guidance', Educational Psychology: an international journal of experimental educational psychology, pp. 5 - 23
    • Kalyuga S; Chandler P; Sweller J, 2000, 'Incorporating learner experience into the design of multimedia instruction', Journal of Educational Psychology, vol. 92, no. 1, pp. 126 - 136
    • Tuovinen JE; Sweller J, 1999, 'A comparison of cognitive load associated with discovery learning and worked examples', Journal of Educational Psychology, vol. 91, no. 2, pp. 334 - 341
    • Kalyuga S; Chandler P; Sweller J, 1999, 'Managing Split-attention and Redundancy in Multimedia Instruction', Applied Cognitive Psychology, vol. 13, no. 4, pp. 351 - 371
    • Yeung AS; Jin P; Sweller J, 1998, 'Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading with Explanatory Notes', Contemporary Educational Psychology, vol. 23, no. 1, pp. 1 - 21, http://dx.doi.org/10.1006/ceps.1997.0951
    • Kalyuga S; Chandler P; Sweller J, 1998, 'Levels of expertise and instructional design', Human Factors: the journal of the human factors and ergonomics society, vol. 40, no. 1, pp. 1 - 17, http://dx.doi.org/10.1518/001872098779480587
    • Mwangi W; Sweller J, 1998, 'Learning to solve compare word problems: The effect of example format and generating self-explanations', Cognition and Instruction, vol. 16, no. 2, pp. 173 - 199
    • Sweller J; Van Merrienboer JJG; Paas FGWC, 1998, 'Cognitive Architecture and Instructional Design', Educational Psychology Review, vol. 10, no. 3, pp. 251 - 296
    • Leung M; Low R; Sweller J, 1997, 'Learning from equations or words', Instructional Science, vol. 25, no. 1, pp. 37 - 70
    • Tindall-Ford S; Chandler P; Sweller J, 1997, 'When Two Sensory Modes Are Better Than One', Journal of Experimental Psychology: Applied, vol. 3, no. 4, pp. 257 - 287
    • Cerpa N; Chandler PA; Sweller J, 1997, 'Some conditions under which integrated computer-based training software can facilitate learning', Journal of Educational Computing Research, pp. 345 - 368
    • Jeung H; Chandler PA; Sweller J, 1997, 'The role of visual indicators in dual sensory mode instruction', Educational Psychology: an international journal of experimental educational psychology, vol. 17, pp. 329 - 343
    • Marcus N; Cooper M; Sweller J, 1996, 'Understanding Instructions', Journal of Educational Psychology, vol. 88, no. 1, pp. 49 - 63, http://dx.doi.org/10.1037//0022-0663.88.1.49
    • Cerpa N; Chandler P; Sweller J, 1996, 'Some conditions under which integrated computer-based training software can facilitate learning', Journal of Educational Computing Research, vol. 15, no. 4, pp. 345 - 367
    • Chandler P; Sweller J, 1996, 'Cognitive load while learning to use a computer program', Applied Cognitive Psychology, vol. 10, no. 2, pp. 151 - 170
    • Yaghoub Mousavi S; Low R; Sweller J, 1995, 'Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes', Journal of Educational Psychology, vol. 87, no. 2, pp. 319 - 334
    • Sweller J; Chandler P, 1994, 'Why Some Material is Difficult to Learn', Cognition and Instruction, vol. 12, no. 3, pp. 185 - 233, http://dx.doi.org/10.1207/s1532690xci1203_1
    • Bobis J; Sweller J; Cooper M, 1994, 'Demands Imposed on Primary-School Students by Geometric Models', Contemporary Educational Psychology, vol. 19, no. 1, pp. 108 - 117, http://dx.doi.org/10.1006/ceps.1994.1010
    • Sweller J, 1994, 'Cognitive load theory, learning difficulty, and instructional design', Learning and Instruction, vol. 4, no. 4, pp. 295 - 312, http://dx.doi.org/10.1016/0959-4752(94)90003-5
    • Sweller J; Low R, 1992, 'Some cognitive factors relevant to mathematics instruction', Mathematics Education Research Journal, vol. 4, no. 1, pp. 83 - 94, http://dx.doi.org/10.1007/BF03217233
    • Sweller J; Chandler P, 1991, 'Evidence for Cognitive Load Theory', Cognition and Instruction, vol. 8, no. 4, pp. 351 - 362, http://dx.doi.org/10.1207/s1532690xci0804_5
    • Chandler P; Sweller J, 1991, 'Cognitive Load Theory and the Format of Instruction', Cognition and Instruction, vol. 8, no. 4, pp. 293 - 332, http://dx.doi.org/10.1207/s1532690xci0804_2
    • Purnell KN; Solman RT; Sweller J, 1991, 'The effects of technical illustrations on cognitive load', Instructional Science, vol. 20, no. 5-6, pp. 443 - 462, http://dx.doi.org/10.1007/BF00116358
    • Ward M; Sweller J, 1990, 'Structuring Effective Worked Examples', Cognition and Instruction, vol. 7, no. 1, pp. 1 - 39, http://dx.doi.org/10.1207/s1532690xci0701_1
    • Sweller J; Chandler P; Tierney P; Cooper M, 1990, 'Cognitive Load as a Factor in the Structuring of Technical Material', Journal of Experimental Psychology: General, vol. 119, no. 2, pp. 176 - 192
    • Sweller J, 1989, 'Cognitive Technology: Some Procedures for Facilitating Learning and Problem Solving in Mathematics and Science', Journal of Educational Psychology, vol. 81, no. 4, pp. 457 - 466
    • Sweller J, 1988, 'Cognitive load during problem solving: Effects on learning', Cognitive Science, vol. 12, no. 2, pp. 257 - 285, http://dx.doi.org/10.1016/0364-0213(88)90023-7
    • Tarmizi RA; Sweller J, 1988, 'Guidance During Mathematical Problem Solving', Journal of Educational Psychology, vol. 80, no. 4, pp. 424 - 436
    • Cooper G; Sweller J, 1987, 'Effects of Schema Acquisition and Rule Automation on Mathematical Problem-Solving Transfer', Journal of Educational Psychology, vol. 79, no. 4, pp. 347 - 362
    • Sweller J; Cooper GA, 1985, 'The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra', Cognition and Instruction, vol. 2, no. 1, pp. 59 - 89, http://dx.doi.org/10.1207/s1532690xci0201_3
    • Owen E; Sweller J, 1985, 'What Do Students Learn While Solving Mathematics Problems?', Journal of Educational Psychology, vol. 77, no. 3, pp. 272 - 284, http://dx.doi.org/10.1037/0022-0663.77.3.272
    • Sweller J, 1983, 'Control mechanisms in problem solving', Memory and Cognition, vol. 11, no. 1, pp. 32 - 40, http://dx.doi.org/10.3758/BF03197659
    • Sweller J; Mawer RF; Ward MR, 1983, 'Development of expertise in mathematical problem solving', Journal of Experimental Psychology: General, vol. 112, no. 4, pp. 639 - 661, http://dx.doi.org/10.1037/0096-3445.112.4.639
    • Mawer RF; Sweller J, 1982, 'Effects of subgoal density and location on learning during problem solving', Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 8, no. 3, pp. 252 - 259, http://dx.doi.org/10.1037/0278-7393.8.3.252
    • Sweller J; Levine M, 1982, 'Effects of goal specificity on means-ends analysis and learning', Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 8, no. 5, pp. 463 - 474, http://dx.doi.org/10.1037/0278-7393.8.5.463
    • Sweller J, 1976, 'Asymmetrical transfer using a verbal learning paradigm', Australian Journal of Psychology, vol. 28, no. 2, pp. 91 - 96, http://dx.doi.org/10.1080/00049537608255267
    • Sweller J, 1973, 'The effect of task difficulty and criteria of learning on a subsequent reversal', QUART.J.EXP.PSYCHOL., vol. 25, no. 2, pp. 223 - 228
    • Sweller J, 1973, 'Effect of amount of initial training on concept shift problems', Journal of experimental psychology, vol. 99, no. 1, pp. 134 - 136, http://dx.doi.org/10.1037/h0034753
    • Sweller J, 1972, 'A test between the selective attention and stimulus generalization interpretations of the easy-to-hard effect.', The Quarterly journal of experimental psychology, vol. 24, no. 3, pp. 352 - 355

    Conference Papers

    • Wong A; Marcus N; Sweller J, 2011, 'Instructional animations: More complex to learn from than at first sight?', in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), pp. 552 - 555, http://dx.doi.org/10.1007/978-3-642-23768-3_80
    • Sweller J, 2011, 'Cognitve Load Theory and E-Learning', in Lecture Notes in Artifical Intellence, Springer, New York, pp. 5 - 6, presented at 15th International Conference, AIED 2011, Auckland, NZ, 28 June - 1 July 2011, http://www.springerlink.com/content/978-3-642-21868-2/#section=904990&page=1&locus=10
    • Hung HC; Jin P; Sweller J, 2011, 'The expertise reversal effect in reading', in INTED2010 Proceedings CD, IATED, Valencia, Spain, pp. 5740 - 5748, presented at ICERI2011 International Conference of Education, Research and Innovation, Madrid, Spain, 14 - 16 November 2011, http://www.iceri2011.org/
    • Gao Y; Low BR; Sweller J; Jin P, 2010, 'Effect of talker variability on comprehension of foreign-accented English: A cognitive load theory approach', in INTED2010 Proceedings CD, IATED, Valencia, Spain, pp. 46 - 58, presented at International Technology, Education and Development Conference, Valencia, Spain, 8 - 10 March 2010
    • Cerpa N; Sweller J, 2000, 'Applying computational models to measure relative cognitive load', in World Multiconference on Systemics, Cybernetics and Informatics (SCI 2000), presented at World Multiconference on Systemics, Cybernetics and Informatics (SCI 2000), Orlando, Florida, USA, 23 - 26 July 2000
    • Cerpa N; Sweller J; Chandler PA, 1995, 'Some consquences of training strategies when learning a computer application', in AARE Conference Papers - Electronic, AARE, Victoria, presented at AARE 1996: Education: Towards an Optimistic Future, Hobart, 29 November 1995

    Theses / Dissertations

    • Hung HC; Sweller J; Jin P, 2007, Split-atention in reading comprehension: A case of English as a foreign/second language, PhD Thesis

    Conference Presentations