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Cognitive load and learner expertise: Split attention and redundancy effects in reading with explanatory notes.

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dc.contributor.author Yeung, Alexander en_US
dc.contributor.author Jin, Putai en_US
dc.contributor.author Sweller, John en_US
dc.date.accessioned 2021-11-25T14:28:03Z
dc.date.available 2021-11-25T14:28:03Z
dc.date.issued 1998 en_US
dc.identifier.uri http://hdl.handle.net/1959.4/42642
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/3.0/au/ en_US
dc.source Legacy MARC en_US
dc.title Cognitive load and learner expertise: Split attention and redundancy effects in reading with explanatory notes. en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.accessRights.uri http://purl.org/coar/access_right/c_14cb
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Contemporary Educational Psychology en_US
unsw.relation.ispartofpagefrompageto 1-21 en_US
unsw.relation.ispartofvolume 23 en_US
unsw.relation.originalPublicationAffiliation Yeung, Alexander, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Jin, Putai, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Sweller, John, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.school School of Education *
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