Accounting education : a cognitive load theory perspective / Seedwell Tanaka Muyako Sithole and Indra Abeysekera.

By:

Sithole, Seedwell Tanaka Muyako [author.]

Contributor(s):

Material type: Text

TextSeries: Routledge studies in accountingPublisher: Abingdon, Oxon New York, NY Routledge 2017Description: ix, 138 pages : illustrations (black and white), maps (black and white) ; 24 cmISBN:

9781138286306 (hbk.) :
1315268523

Subject(s):

DDC classification:

657.071 SIT

LOC classification:

HF5630 .S53 2017

Contents:

1.Introduction -- 2.Elements of difficulty in introductory accounting -- 2.Elements of difficulty in introductory accounting -- 3.Human cognitive architecture -- 4.Cognitive load theory and instructional applications -- 5.Self-management of cognitive load: background and research hypotheses -- 6.Experimental design and task description -- 7.Experiments and results -- 8.Implications of the findings, limitations, and suggestions for future research.

Summary: This title provides a comprehensive and critical overview on learning accounting. It illustrates that when learners need to mentally integrate two or more distinct items of information, it places unnecessary demands on cognitive load. The book discusses the cognitive load theory which assumes that the task of mental integration increases the load on already limited working memory, and it does so to such an extent that learning may be severely impeded.

Holdings ( 1 )
Title notes ( 3 )

Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Long Loan	TUS: Midlands, Main Library Athlone General Lending	657.071 SIT (Browse shelf(Opens below))	Available		223844

Includes bibliographical references and index.

This title provides a comprehensive and critical overview on learning accounting. It illustrates that when learners need to mentally integrate two or more distinct items of information, it places unnecessary demands on cognitive load. The book discusses the cognitive load theory which assumes that the task of mental integration increases the load on already limited working memory, and it does so to such an extent that learning may be severely impeded.