/LING

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Lista de candidatos sometidos a examen:
1) multimedia learning (*)
(*) Términos presentes en el nuestro glosario de lingüística

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1) Candidate: multimedia learning

Is in goldstandard

Evaluando al candidato multimedia learning:

multimedia learning
Lengua:
Frec: 27
Docs: 5
Nombre propio: / 27 = 0%
Coocurrencias con glosario:
Puntaje: 0.172 = ( + (1+0) / (1+4.8073549220576)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

multimedia learning

: Ayres, P. & Sweller, J. (2005). The split-attention principle in multimedia learning. En R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 134-146). Nueva York: Cambridge University Press. : Chee, Y. S. 1996. MIND BRIDGES: A distributed, multimedia learning environment for collaborative knowledge building. International Journal of Educational Telecommunications, 2 (2/3), 137-153. : Mayer, R. & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual-processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320. : Mayer, R. & Sims, K. V. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401. : Mayer, R. (2001). Multimedia learning. Cambridge: Cambridge University Press. : Mayer, R. (2005). Introduction to multimedia learning. En R. Mayer (Ed.), The cambridge handbook of multimedia learning (pp. 1-18). Nueva York: Cambridge University Press. : Mayer, R. (2009). Multimedia learning. Nueva York: Cambridge University Press. : Mayer, R. (2009). The next phase in multimedia learning. En S. Kalyuga (Ed.) Managing cognitive load in adaptive multimedia learning (pp. 10-12). Nueva York: Information Science Reference. : Mayer, R. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171-173. : Mayer, R., Heiser, J. & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psycholog y, 93, 187-198. : Moreno, E. & Mayer, R. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368. : Plass, J. & Jones, L. (2005). Multimedia learning in second language acquisition. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 467-488). New York: Cambridge University Press. : Plass, J., Chun, D. M., Mayer, R. & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90, 25-36. : Schmidt-Weigand, F., Kohnert, A. & Glowalla, U. (2010a). A closer look at the split attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20, 100-110. : Schnotz, W. (2005). An integrated model of text and picture comprehension. En R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 49-69). Cambridge: Cambridge University Press. : Schüler, A., Scheiter, K., Rummer, R. & Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction, 22(2), 92-102. : Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. En R. Mayer (Ed.), The Cambridge handbook of multimedia Learning (pp.19-30). Nueva York: Cambridge University Press.