COGNITIVE LOAD FACTORS IN INSTRUCTIONAL DESIGN FOR ADVANCED LEARNERS -- CONTENTS -- PREFACE -- BASIC ARCHITECTURE OF HUMAN COGNITION -- MEMORY ORGANIZATION -- KNOWLEDGE REPRESENTATIONS -- PROBLEM SOLVING AND THE NATURE OF HUMAN EXPERTISE -- COGNITIVE STUDIES OF EXPERT-NOVICE DIFFERENCES AND DESIGN OF INSTRUCTION -- SCHEMA-BASED APPROACH TO STUDYING EXPERT PERFORMANCE -- COGNITIVE MODELS OF DEVELOPMENT OF EXPERTISE AND INSTRUCTIONAL DESIGN -- COGNITIVE LOAD PERSPECTIVE IN INSTRUCTIONAL DESIGN -- THEORETICAL AND EMPIRICAL BACKGROUND OF COGNITIVE LOAD THEORY -- EFFECTS GENERATED BY COGNITIVE LOAD THEORY -- LEVELS OF EXPERTISE AND OPTIMIZATION OF COGNITIVE LOAD IN INSTRUCTION -- COGNITIVE LOAD PRINCIPLES IN INSTRUCTIONAL DESIGN FOR ADVANCED LEARNERS -- ELIMINATING REDUNDANCY IN MULTIMEDIA INSTRUCTION -- USING PROBLEM-BASED AND EXPLORATORY LEARNING ENVIRONMENTS -- GRADUALLY REDUCING LEVELS OF INSTRUCTIONAL GUIDANCE -- SUMMARY: TOWARD A COGNITIVELY EFFICIENT INSTRUCTIONAL TECHNOLOGY FOR ADVANCED LEARNERS -- INDEX.