Cognitive load theory uses our knowledge of how people learn, think and solve problems to design instruction. In turn, instructional design is the central activity of classroom teachers, of curriculum designers, and of publishers of textbooks and educational materials, including digital information. Characteristically, the theory is used to generate hypotheses that are tested using randomized controlled trials. Cognitive load theory rests on a base of hundreds of randomized controlled trials testing many thousands of primary and secondary school children as well as adults. That research has been conducted by many research groups from around the world and has resulted in a wide range of novel instructional procedures that have been tested for effectiveness. Advances in Cognitive Load Theory, in describing current research, continues in this tradition. Exploring a wide range of instructional issues dealt with by the theory, it covers all general curriculum areas critical to educational and training institutions and outlines recent extensions to other psycho-educational constructs including motivation and engagement. With contributions from the leading figures from around the world, this book provides a one-stop-shop for the latest in cognitive load theory research and guidelines for how the findings can be applied in practice.

This book presents the latest theoretical and empirical advances in cognitive translation studies. It involves the modes of written translation, interpreting, sight translation, and computer-aided translation. In separate chapters, this book proposes a new analytical framework for studying keylogged translation processes, a framework that reconciles a sociological and a psychological approach for studying expertise in translation, and a pedagogical model of translation competence. It expands the investigation of cognitive processes by considering the role of emotional factors, reviews, and develops the effort models of interpreting as a didactic construct. The empirical studies in this book revolve around cognitive load and effort; they explore the influences of text factors (e.g., metaphors, complex lexical items, directionality) while taking into account translator factors and evaluate the user experience of computer-aided translation tools.

The urgent need to keep pace with the accelerating globalization of manufacturing in the 21st century has produced rapid advances in manufacturing research, development and innovation. This book presents the proceedings of the 15th International Conference on Manufacturing Research (ICMR 2017), which also incorporated the 32nd National Conference on Manufacturing Research (NCMR) and was held at the University of Greenwich, London, UK, in September 2017. The conference brings together a broad community of researchers who share the common goal of developing and managing the technologies and operations key to sustaining the success of manufacturing businesses. The book is divided into 13 parts, covering topics such as advanced manufacturing technologies (including additive, ultra-precision and nano-manufacturing); manufacturing systems (digital and cyber-physical systems); product design and development (including lifecycle management and supply-chain collaboration); information and communication (including innovation and knowledge management); and manufacturing management (including lean, sustainable and cost engineering). With its comprehensive overview of current developments, this book will be of interest to all those involved in manufacturing today.

A comprehensive review of all issues related to cognitive load theory, written by prolific researchers from around the world.

The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of Cognitive Load Theory emerged from an international symposium organized at the bi-annual conference of the European Association for Research on Learning and Instruction in 2001 in Fribourg, Switzerland. Most of the papers are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. As a whole, this issue is demonstrating that cognitive load theory is continuing its role of using cognitive psychology principles to generate novel instructional design procedures.

This work presents original research results on the leading edge of psychology research. Each article has been carefully selected in an attempt to present substantial research results across a broad spectrum.

This book offers a broad perspective on the field of cognitive engineering and neuroergonomics, covering emerging practices and future trends toward the harmonious integration of human operators with computational systems. It reports on novel theoretical findings on mental workload and stress, activity theory, human reliability, error and risk, and neuroergonomic measures alike, together with a wealth of cutting-edge applications. Further, the book describes key advances in our understanding of cognitive processes, including mechanisms of perception, memory, reasoning, and motor response, with a special emphasis on their role in interactions between humans and other elements of computer-based systems. Based on the AHFE’s main track on Neuroergonomics and Cognitive Engineering, held on July 17–21, 2017 in Los Angeles, California, USA, it provides readers with a comprehensive overview of the current challenges in cognitive computing and factors influencing human performance.

"This book defines the role of advanced natural language processing within natural language processing, and alongside other disciplines such as linguistics, computer science, and cognitive science"--Provided by publisher.

Emotional intelligence (EI) is the best instrument to build stronger relationships, communicate effectively, relieve stress, overcome challenges, and achieve career and personal goals. As such, this book covers a variety of topics related to the science of EI. Chapters address the science and philosophy behind EI, using EI to cope with consequences, strategies to develop EI in early childhood education, neuromarketing, emotional responding and adversity, brain networks of emotional prosody processing, humor events and wellbeing, and much more.

This book presents a selection of manuscripts submitted to the 2017 International Cartographic Conference held in Washington, DC at the beginning of July and made available at the conference. These manuscripts have been selected by the Scientific Program Committee and represent the wide-range of research that is done in the discipline. It also forms an important international collection representing research from at least 30-40 countries.