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Timing of Information Presentation and the Acquisition of Complex Skills

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Figure

Figure 1. Schematic representation of a training blueprint for complex learning that is fully  consistent with cognitive load theory
Figure 1: Three models for information presentation: Traditional just in case
Figure 2: The distinction between supportive and procedural information in the just-in- just-in-time information presentation model
Figure 3: Example demonstrating split attention (1), integrated example with no split attention (2) (Sweller, J.,  Van Merriënboer, J., & Paas, F., 1998)
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