| Title |
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks
|
|---|---|
| Published in |
Educational Psychology Review, September 2011
|
| DOI | 10.1007/s10648-011-9179-2 |
| Authors |
Fred Paas, John Sweller |
X Demographics
The data shown below were collected from the profiles of 56 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 23 | 41% |
| Chile | 2 | 4% |
| France | 2 | 4% |
| United States | 2 | 4% |
| Canada | 1 | 2% |
| Hong Kong | 1 | 2% |
| Australia | 1 | 2% |
| Unknown | 24 | 43% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 40 | 71% |
| Scientists | 14 | 25% |
| Science communicators (journalists, bloggers, editors) | 1 | 2% |
| Practitioners (doctors, other healthcare professionals) | 1 | 2% |
Mendeley readers
The data shown below were compiled from readership statistics for 595 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 10 | 2% |
| Israel | 3 | <1% |
| Australia | 2 | <1% |
| Malaysia | 2 | <1% |
| Belgium | 2 | <1% |
| Canada | 2 | <1% |
| Bulgaria | 1 | <1% |
| France | 1 | <1% |
| Switzerland | 1 | <1% |
| Other | 7 | 1% |
| Unknown | 564 | 95% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 125 | 21% |
| Student > Master | 90 | 15% |
| Researcher | 60 | 10% |
| Student > Doctoral Student | 51 | 9% |
| Student > Bachelor | 31 | 5% |
| Other | 123 | 21% |
| Unknown | 115 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 121 | 20% |
| Psychology | 85 | 14% |
| Computer Science | 56 | 9% |
| Arts and Humanities | 26 | 4% |
| Engineering | 25 | 4% |
| Other | 144 | 24% |
| Unknown | 138 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 73. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 20 November 2022.
All research outputs
#589,336
of 25,608,265 outputs
Outputs from Educational Psychology Review
#50
of 793 outputs
Outputs of similar age
#2,205
of 137,065 outputs
Outputs of similar age from Educational Psychology Review
#1
of 8 outputs
Altmetric has tracked 25,608,265 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 97th percentile: it's in the top 5% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 793 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 21.2. This one has done particularly well, scoring higher than 93% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 137,065 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 98% of its contemporaries.
We're also able to compare this research output to 8 others from the same source and published within six weeks on either side of this one. This one has scored higher than all of them