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Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity

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Resource type
Journal Article
Author/contributor
Title
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity
Publication
Educational Psychologist
Volume
42
Issue
3
Pages
123-137
Date
2007-07-27
Journal Abbr
Educational Psychologist
Language
en
DOI
10.1080/00461520701416173
ISSN
0046-1520, 1532-6985
Short Title
Cognitive Load and Classroom Teaching
URL
https://www.tandfonline.com/doi/full/10.1080/00461520701416173
Accessed
28/07/2022, 14:39
Library Catalogue
DOI.org (Crossref)
Citation
Feldon, D. F. (2007). Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity. Educational Psychologist, 42(3), 123–137. https://doi.org/10.1080/00461520701416173
Link to this record
https://docs.opendeved.net/lib/YINVAXXS