448
Views
15
CrossRef citations to date
0
Altmetric
Original Articles

Effect of Presentation Format and Expertise on Attacking-Drill Memorization in Soccer

, &
Pages 234-248 | Received 05 Dec 2011, Accepted 02 Aug 2012, Published online: 19 Feb 2013

REFERENCES

  • Abrams , R. A. and Christ , S. E. 2003 . Motion onset captures attention . Psychological Science , 14 : 427 – 432 .
  • Ainsworth , S. 2006 . DeFT: A conceptual framework for considering learning with multiple representations . Learning and Instruction , 16 : 183 – 198 .
  • Ainsworth , S. and Van Labeke , N. 2004 . Multiple forms of dynamic representation . Learning and Instruction , 14 : 241 – 255 .
  • Atkinson , R. K. , Renkl , A. and Merrill , M. M. 2003 . Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps . Journal of Educational Psychology , 95 : 774 – 783 . Retrieved July 12, 2011 from: http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2003-09576-009
  • Ayres , P. , Kalyuga , S. , Marcus , N. and Sweller , J. The conditions under which instructional animation may be effective . Paper presented at an International Workshop and Mini-conference, Open University of the Netherlands: Heerlen, The Netherlands ,
  • Ayres , P. and Paas , F. 2007 . Making instructional animations more effective: A cognitive load approach . Applied Cognitive Psychology , 21 : 695 – 700 .
  • Ayres , P. and Sweller , J. 2005 . “ The split-attention principle in multimedia learning ” . In The Cambridge handbook of multimedia learning , Edited by: Mayer , R. E. 135 – 146 . New York : Cambridge University Press .
  • Baddeley , A. 2003 . Working memory: Looking back and looking forward . Nature Reviews: Neuroscience , 4 : 828 – 839 .
  • Barak , M. , Ashkar , T. and Dori , Y. 2011 . Learning science via animated movies: Its effect on students’ thinking and motivation . Computers & Education , 56 : 839 – 846 .
  • Barrouillet , P. and Camos , V. 2007 . “ The time-based resource-sharing model of working memory ” . In The cognitive neuroscience of working memory , Edited by: Osaka , N. , Logie , R. H. and Mark , D. E. 57 – 80 . Oxford : Oxford University Press .
  • Boucheix , J.-M. and Guignard , H. 2005 . What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation . European Journal of Psychology of Education , 20 ( 4 ) : 369 – 388 .
  • Bravo , M. J. and Nakayama , K. 1992 . The role of attention in different visual-search tasks . Perception & Psychophysics , 51 : 465 – 472 . Retrieved February 10, 2011 from http://www.ncbi.nlm.nih.gov/pubmed/1594436
  • Chandler , P. 2009 . Dynamic visualizations and hypermedia: Beyond the ‘wow’ factor . Computers in Human Behavior , 25 : 389 – 392 .
  • Chandler , P. and Sweller , J. 1991 . Cognitive load theory and the format of instruction . Cognition and Instruction , 8 : 293 – 332 .
  • Cheng , P. C. H. , Lowe , R. and Scaife , M. 2001 . Cognitive science approaches to understanding diagrammatic representations . Artificial Intelligence Review , 15 : 5 – 27 . Retrieved November 8, 2011 from http://www.sussex.ac.uk/Users/peterch/papers/Cheng-AIRE-Preprint.pdf
  • Clarke , T. A. , Ayres , P. L. and Sweller , J. 2005 . The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications . Educational Technology Research and Development , 53 : 15 – 24 . Retrieved November 25, 2011 from http://www.aect.org/intranet/publications/index.asp
  • Cooper , G. , Tindall-Ford , S. , Chandler , P. and Sweller , J. 2001 . Learning by imagining . Journal of Experimental Psychology: Applied , 7 : 68 – 82 .
  • Cowan , N. 2001 . The magical number 4 in short-term memory: A reconsideration of mental storage capacity . The Behavioral and Brain Sciences , 24 : 87 – 114 .
  • Cronbach , L. 1967 . “ How can instruction be adapted to individual differences? ” . In Learning and individual differences , Edited by: Gagne , R. 23 – 39 . Columbus , OH : Merrill .
  • Cronbach , L. and Snow , R. 1969 . Individual differences in learning ability as a function of instructional variables , Stanford , CA : School of Education, Stanford University .
  • Franconeri , S. L. and Simons , D. J. 2003 . Moving and looming stimuli capture attention . Perception and Psychophysics , 65 : 1 – 12 . Retrieved March 10, 2011 from http://viscog.psych.northwestern.edu/publications/FranconeriSimons_Motion.pdf
  • Glaser , R. 1977 . Adaptive instruction: Individual diversity and learning , New York : Holt, Rinehart, and Winston .
  • Gobet , F. and Simon , H. A. 1996 . Templates in chess memory: A mechanism for recalling several boards . Cognitive Psychology , 31 : 1 – 40 .
  • Godijn , R. and Theeuwes , J. 2002 . Oculomotor capture and inhibition of return: Evidence for an oculomotor suppression account of IOR . Psychological Research , 66 : 234 – 246 .
  • Halabi , A. K. , Tuovinen , J. E. and Farley , A. A. 2005 . The cognitive load of computer based learning materials for introductory accounting . Issues in Accounting Education , 20 : 21 – 32 . Retrieved January 12, 2011 from http://aaahq.org/pubs/issues.htm
  • Hegarty , M. 2004a . “ Diagrams in the mind and in the world: Relations between internal and external visualizations ” . In Diagrammatic Representation and Inference. Lecture Notes in Artificial Intelligence 2980 , Edited by: Blackwell , A. , Mariott , K. and Shimojima , A. 1 – 13 . Berlin : Springer-Verlag .
  • Hegarty , M. 2004b . Dynamic visualizations and learning: Getting to the difficult questions . Learning and Instruction , 14 : 343 – 351 .
  • Hegarty , M. , Kriz , S. and Cate , C. 2003 . The roles of mental animations and external animations in understanding mechanical systems . Cognition and Instruction , 21 : 325 – 360 .
  • Hidrio , C. and Jamet , E. 2002 . Compréhension d’un dispositif technique: Apports d’une illustration dynamique et des traitements multiples . Psychologie Française , 47 : 61 – 67 .
  • Höffler , T. N. and Leutner , D. 2007 . Instructional animation versus static pictures: Ameta-analysis . Learning and Instruction , 17 : 722 – 738 .
  • Jamet , A. and Arguel , E. 2009 . Using video and static pictures to improve learning of procedural contents . Computers in Human Behavior , 25 : 354 – 359 .
  • Kalyuga , S. 2005 . “ Prior knowledge principle ” . In Cambridge handbook of multimedia learning , Edited by: Mayer , R. 325 – 337 . New York : Cambridge University Press .
  • Kalyuga , S. 2007 . Expertise reversal effect and its implications for learner-tailored instruction . Educational Psychology Review , 19 : 509 – 539 .
  • Kalyuga , S. 2008 . Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge . Computers in Human Behavior , 24 : 852 – 861 .
  • Kalyuga , S. 2009 . Managing cognitive load in adaptive multimedia learning , Hershey, NY : Information Science Reference .
  • Kalyuga , S. , Ayres , P. , Chandler , P. and Sweller , J. 2003 . The expertise reversal effect . Educational Psychologist , 38 : 23 – 31 .
  • Kalyuga , S. and Sweller , J. 2004 . Measuring knowledge to optimize cognitive load factors during instruction . Journal of Educational Psychology , 96 : 558 – 568 .
  • Kalyuga , S. and Renkl , A. 2010 . Expertise reversal effect and its instructional implications: Introduction to the special issue . Instructional Science , 38 : 209 – 215 .
  • Kirschner , F. , Paas , F. and Kirschner , P. A. 2011 . Superiority of collaborative learning with complex tasks: A research note on an alternative explanation . Computers in Human Behavior , 27 : 53 – 57 .
  • Kozma , R. B. , Russell , J. , Jones , T. , Marx , N. and Davis , J. 1996 . “ The use of multiple, linked representations to facilitate science understanding ” . In International perspectives on the design of technology-supported learning environments , Edited by: Vosniadou , S. and de Corte , E. 41 – 60 . Mahwah , NJ : Erlbaum .
  • Kriz , S. and Hegarty , M. 2007 . Top-down and bottom-up influences on learning from animations . International Journal of Human Computer Studies , 65 : 911 – 930 .
  • Lowe , R. K. 1999 . Extracting information from an animation during complex visual learning . European Journal of Psychology of Education , 14 : 225 – 244 .
  • Lowe , R. K. 2004 . Interrogation of a dynamic visualization during learning . Learning and Instruction , 14 : 257 – 274 .
  • Mayer , R. E. , DeLeeuw , K. E. and Ayres , P. 2007 . Creating retroactive and proactive Interference in Multimedia Learning . Applied Cognitive Psychology , 21 : 795 – 809 .
  • Mayer , R. E. , Hegarty , M. , Mayer , S. and Campbell , J. 2005 . When static media promotes active learning: Annotated illustrations versus narrated animations in multimedia instruction . Journal of Experimental Psychology. Applied , 11 : 256 – 265 .
  • Meyer , K. , Rash , T. and Schnotz , W. 2010 . Effects of animation's speed of presentation on perceptual processing and learning . Learning and Instruction , 20 : 136 – 14 .
  • Narayanan , N. H. and Hegarty , M. 2002 . Multimedia design for communication of dynamic information . International Journal of Human Computer Studies , 57 : 279 – 315 .
  • Paas , F. 1992 . Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach . Journal of Educational Psychology , 84 : 429 – 434 . Retrieved September 10, 2010 from http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1993-13061-001
  • Paas , F. , Tuovinen , J. , Tabbers , H. and Van Gerven , P. W. M. 2003 . Cognitive load measurement as a means to advance cognitive load theory . Educational Psychologist , 38 : 63 – 71 .
  • Paas , F. , Van Gerven , P. W. M. and Wouters , P. 2007 . Instructional efficiency of animation: Effects of interactivity through mental reconstruction of static key frames . Applied Cognitive Psychology , 21 : 783 – 793 .
  • Pollock , E. , Chandler , P. and Sweller , J. 2002 . Assimilating complex information . Learning and Instruction , 12 : 61 – 86 .
  • Rieber , L. 1991 . Animation, incidental learning and continuing motivation . Journal of Educational Psychology , 83 : 318 – 328 .
  • Rieber , L. P. , Tzeng , S. C. and Tribble , K. 2004 . Discovery learning, representation, and explanation within a computer-based simulation: Finding the right mix . Learning and Instruction , 14 : 307 – 323 .
  • Ripoll , H. , Zoudji , B. and Lluica , L. 2009 . “ Utiliser des images pour entraîner au football ” . In Science & Football: Recherches et Connaissances Actuelles , Edited by: Zoudji , B. 355 – 361 . Valenciennes : Valenciennes University Presses .
  • Schnotz , W. and Rasch , T. 2005 . Enabling, facilitating, and inhibiting effects of animations in multimedia learning: why reduction of cognitive load can have negative results on learning . Educational Technology Research and Development , 53 : 47 – 58 .
  • Spanjers , I. A. E. , Wouters , P. , Van Gog , T. and Van Merriënboer , J. J. G. 2011 . An expertise reversal effect of segmentation in learning from animations . Computers in Human Behavior , 27 : 46 – 52 .
  • Sweller , J. and Chandler , P. 1994 . Why some material is difficult to learn . Cognition & Instruction , 12 : 185 – 233 .
  • Sweller , J. , Van Merriënboer , J. J. G. and Paas , F. 1998 . Cognitive architecture and instructional design . Educational Psychology Review , 10 : 251 – 296 .
  • Treisman , A. M. and Gelade , G. 1980 . A feature-integration theory of attention . Cognitive Psychology , 12 : 97 – 136 .
  • Tuovinen , J. E. and Paas , F. 2004 . Exploring multidimensional approaches to the efficiency of instructional conditions . Instructional Science , 32 : 133 – 152 .
  • Tversky , B. , Heiser , J. , Mackenzie , R. , Lozano , S. and Morrison , J. 2008 . “ Enriching animations ” . In Learning with animations: Research implications for design , Edited by: Lowe , R. and Schnotz , W. 263 – 285 . Cambridge, MA : Cambridge University Press .
  • Tversky , B. , Morrison , J. B. and Betrancourt , M. 2002 . Animation: Can it facilitate? . International Journal of Human-Computer Studies , 57 : 247 – 262 .
  • Van Gog , T. and Paas , F. 2008 . Instructional efficiency: Revisiting the original construct in educational research . Educational Psychologist , 43 : 16 – 26 .
  • Van Merriënboer , J. J. G. and Sweller , J. 2005 . Cognitive load theory and complex learning: Recent developments and future directions . Educational Psychology Review , 17 : 147 – 177 .
  • Wolfe , J. M. 1994 . Guided Search 2.0: A revised model of guided search . Psychonomic Bulletin & Review , 1 : 202 – 238 .
  • Yantis , S. and Egeth , H. E. 1999 . On the distinction between visual salience and stimulus-driven attentional capture . Journal of Experimental Psychology: Human Perception and Performance , 25 : 661 – 676 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.