標題: Titlebook: Cognitive Load Theory and Foreign Language Listening Comprehension; Dayu Jiang Book 2024 The Editor(s) (if applicable) and The Author(s), [打印本頁] 作者: 不足木 時間: 2025-3-21 16:25
書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension影響因子(影響力)
書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension影響因子(影響力)學科排名
書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension網絡公開度
書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension網絡公開度學科排名
書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension被引頻次
書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension被引頻次學科排名
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書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension年度引用學科排名
書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension讀者反饋
書目名稱Cognitive Load Theory and Foreign Language Listening Comprehension讀者反饋學科排名
作者: 寒冷 時間: 2025-3-21 22:00 作者: CARE 時間: 2025-3-22 03:13
Cognitive Load Effectsg memory to facilitate knowledge construction in long-term memory. This chapter provides detailed reviews on four cognitive load effects: the transient information effect, the redundancy effect, the imagination effect, and with a special emphasis on the expertise reversal effect.作者: agenda 時間: 2025-3-22 07:48
General Discussion and Conclusionformation effect, the imagination effect, the redundancy effect, and the expertise reversal effect. Theoretical and pedagogical implications are discussed and future research directions are suggested. It ends with a brief conclusion of the empirical investigation.作者: CEDE 時間: 2025-3-22 12:05 作者: Herpetologist 時間: 2025-3-22 15:54 作者: Herpetologist 時間: 2025-3-22 19:03 作者: stroke 時間: 2025-3-22 23:31 作者: 消音器 時間: 2025-3-23 03:21 作者: 圣人 時間: 2025-3-23 07:44 作者: 玩忽職守 時間: 2025-3-23 12:35 作者: Indent 時間: 2025-3-23 15:37 作者: 消滅 時間: 2025-3-23 20:10
Frances Brazier,Pascal Van Eck,Jan Treurtions which concerned investigating the expertise reversal effect in teaching foreign language listening skills in three instructional conditions. Experiment 1 studied the expertise reversal effect by teaching listening skills to higher and lower expertise learners of English as a foreign language i作者: 疏忽 時間: 2025-3-24 00:01
Lluís Godo,Josep Puyol-Gruart,Carles Sierra to high expertise and low expertise learners respectively in three instructional conditions: the read-only, the listen-only, and the read-and-listen. It starts with the research methods, followed by the presentation of the results. The chapter ends with a general discussion of the research findings作者: 職業(yè)拳擊手 時間: 2025-3-24 04:16 作者: apropos 時間: 2025-3-24 06:38
https://doi.org/10.1007/978-3-030-78098-2 to young learners of English as a foreign language in three instructional conditions: the read-only, the listen-only, and the read-and-listen. It starts with the research methods, followed by the presentation of the results. The chapter ends with a general discussion of the research findings within作者: Additive 時間: 2025-3-24 11:32
Evolution of the Agile Scaling Frameworks to low expertise learners who had limited years of foreign language learning experience in three instructional conditions: the read-only, the listen-only, and the read-and-listen. It starts with the research methods, followed by the presentation of the results. The chapter ends with a general discu作者: 消耗 時間: 2025-3-24 17:10 作者: Synthesize 時間: 2025-3-24 22:08 作者: 獨特性 時間: 2025-3-24 23:52 作者: 減至最低 時間: 2025-3-25 05:27
https://doi.org/10.1007/978-3-662-64845-2g memory to facilitate knowledge construction in long-term memory. This chapter provides detailed reviews on four cognitive load effects: the transient information effect, the redundancy effect, the imagination effect, and with a special emphasis on the expertise reversal effect.作者: bacteria 時間: 2025-3-25 10:56 作者: altruism 時間: 2025-3-25 13:29
Dayu JiangPresents an interdisciplinary approach to understanding learning listening skills of a foreign language.Develops cognitive load theory by applying it in a less well-structured subject area of foreign 作者: 血友病 時間: 2025-3-25 16:09 作者: 方舟 時間: 2025-3-25 22:29 作者: 招人嫉妒 時間: 2025-3-26 00:54 作者: 有助于 時間: 2025-3-26 08:07 作者: helper-T-cells 時間: 2025-3-26 11:53
https://doi.org/10.1007/978-3-030-78098-2rts with the research methods, followed by the presentation of the results. The chapter ends with a general discussion of the research findings within the framework of cognitive load theory and foreign language learning theories.作者: MEN 時間: 2025-3-26 14:49
Evolution of the Agile Scaling Frameworksonly, and the read-and-listen. It starts with the research methods, followed by the presentation of the results. The chapter ends with a general discussion of the research findings within the framework of cognitive load theory and foreign language learning theories.作者: 冥想后 時間: 2025-3-26 18:35 作者: FLAIL 時間: 2025-3-27 00:16
Post-modernity and Relational Anthropology chapter provides an overview of the research. It discusses the research rationale, introduces the theoretical framework—cognitive load theory, briefs research hypotheses and scope, and ends with a?discussion of research significance.作者: GUMP 時間: 2025-3-27 03:37
Introduction chapter provides an overview of the research. It discusses the research rationale, introduces the theoretical framework—cognitive load theory, briefs research hypotheses and scope, and ends with a?discussion of research significance.作者: CHASM 時間: 2025-3-27 07:22
Human Cognitive Architectureefly reviews the model modal with the aim of highlighting the peculiar features of short-term/working memory and long-term memory (the structural aspect). The chapter ends with a detailed discussion of five principles underlying the architecture (the operational aspect).作者: APO 時間: 2025-3-27 13:17 作者: Fecal-Impaction 時間: 2025-3-27 16:11
Expertise Reversal Effect and Teaching EFL Listening Skills (Experiment 1) It starts with the research methods, followed by the presentation of the results. The chapter ends with a general discussion of the research findings within the framework of cognitive load theory and foreign language learning theories.作者: fulmination 時間: 2025-3-27 21:26 作者: FEIGN 時間: 2025-3-27 22:50 作者: 愛哭 時間: 2025-3-28 05:21 作者: mercenary 時間: 2025-3-28 07:43 作者: 來自于 時間: 2025-3-28 11:01 作者: Incorporate 時間: 2025-3-28 16:22
Research Hypotheses and Research Design 3 was low in element interactivity. Using lower expertise learners of French as a foreign language as research participants, Experiment 4 replicated the design of Experiment 3, aiming at investigating the expertise reversal effect in teaching foreign language skills to lower expertise foreign langu作者: intelligible 時間: 2025-3-28 19:22 作者: nominal 時間: 2025-3-28 23:19
Cognitive Load Theory and Foreign Language Listening Comprehension作者: 斗志 時間: 2025-3-29 05:35 作者: Excise 時間: 2025-3-29 10:33
in the fields of learning sciences, curriculum and pedagogy, educational psychology, cognitive load theory, second language acquisition, and foreign language teaching and learning..978-981-97-2319-5978-981-97-2317-1作者: Coronary-Spasm 時間: 2025-3-29 11:28
Frances Brazier,Pascal Van Eck,Jan Treur 3 was low in element interactivity. Using lower expertise learners of French as a foreign language as research participants, Experiment 4 replicated the design of Experiment 3, aiming at investigating the expertise reversal effect in teaching foreign language skills to lower expertise foreign langu作者: 截斷 時間: 2025-3-29 17:33
Introductionrs. According to the expertise reversal effect, one of the instructional effects in cognitive load theory, instructional approaches should be adjusted dynamically according to learners’ levels of expertise in order to promote ideal learning outcomes. However, little research has been conducted to in作者: 極大痛苦 時間: 2025-3-29 19:53
Human Cognitive Architecturehe human cognitive architecture and offers an evolutionary view of this architecture. It then elaborates the significance of differentiating the biologically primary knowledge and the biologically secondary knowledge in terms of knowledge construction (the informational aspect). The next section bri作者: instructive 時間: 2025-3-30 03:06 作者: Eructation 時間: 2025-3-30 08:04
Cognitive Load: Categories and Measurementsl with the three-factor model. It provides an extensive review of how to measure cognitive load. A confirmatory factor analysis on the two-factor model is reported. Then chapter ends with a discussion of how to calculate instructional efficiency.
