Relevant bibliographies by topics / Cognitive load theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive load theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "Cognitive load theory"

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Kirschner, Paul A., John Sweller, Femke Kirschner, and Jimmy Zambrano R. "From Cognitive Load Theory to Collaborative Cognitive Load Theory." International Journal of Computer-Supported Collaborative Learning 13, no. 2 (2018): 213–33. http://dx.doi.org/10.1007/s11412-018-9277-y.

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Garvey, Anne M., José Antonio Gonzalo-Angulo, and Laura Parte. "Cognitive Load Theory." Review of Business and Legal Sciences, no. 28 (July 26, 2017): 5. http://dx.doi.org/10.26537/rebules.v0i28.1024.

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The objective of this paper is to investigate if academics and students share similar cognitive structures in relation to the True and Fair View (TFV) concept, a complex accounting principle, which has no official definition and is open to interpretation and professional judgement. A survey method was used to obtain data for this study. The survey allows us to explore academics and students cognitive structures in order to discover differences and the reasons for the variances if any.Our results show that academics and students do not share similar cognitive structures in three areas of interest: i) compliance with accounting rules and the fulfilment of True and Fair View, ii) the need to provide a written definition of True and Fair View, and iii) the interpretation of True and Fair View. The evidence can be interpreted due to the fact that academics and students tend to use different cognitive schemes in problem solving at least in complex concepts such as TFV. The evidence is supported by the cognitive load theory (CLT).We believe that useful financial information can be improved by understanding these differences and by subsequently implementing criteria in order to reduce the gap between academics and students in the area of information comprehension and presentation with the use of schemes, improvement in educational material and other assistance in the application and interpretation of written standards.
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Bannert, Maria. "Managing cognitive load—recent trends in cognitive load theory." Learning and Instruction 12, no. 1 (2002): 139–46. http://dx.doi.org/10.1016/s0959-4752(01)00021-4.

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Kirschner, Paul A. "Cognitive load theory: implications of cognitive load theory on the design of learning." Learning and Instruction 12, no. 1 (2002): 1–10. http://dx.doi.org/10.1016/s0959-4752(01)00014-7.

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Sweller, John, and Paul Chandler. "Evidence for Cognitive Load Theory." Cognition and Instruction 8, no. 4 (1991): 351–62. http://dx.doi.org/10.1207/s1532690xci0804_5.

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Valcke, Martin. "Cognitive load: updating the theory?" Learning and Instruction 12, no. 1 (2002): 147–54. http://dx.doi.org/10.1016/s0959-4752(01)00022-6.

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Paas, Fred, Juhani E. Tuovinen, Huib Tabbers, and Pascal W. M. Van Gerven. "Cognitive Load Measurement as a Means to Advance Cognitive Load Theory." Educational Psychologist 38, no. 1 (2003): 63–71. http://dx.doi.org/10.1207/s15326985ep3801_8.

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Harris, Emily, and Lekshmi Santhosh. "Dual Process Theory and Cognitive Load." Critical Care Clinics 38, no. 1 (2022): 27–36. http://dx.doi.org/10.1016/j.ccc.2021.07.001.

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Owens, Paul, and John Sweller. "Cognitive load theory and music instruction." Educational Psychology 28, no. 1 (2008): 29–45. http://dx.doi.org/10.1080/01443410701369146.

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安, 其梅. "A Review of Cognitive Load Theory." Advances in Psychology 05, no. 01 (2015): 50–55. http://dx.doi.org/10.12677/ap.2015.51007.

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Dissertations / Theses on the topic "Cognitive load theory"

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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Khateeb, Majeda Education Faculty of Arts &amp Social Sciences UNSW. "Cognitive load theory and mathematics education." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/42635.

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Cognitive load theory uses the immense size of human long-term memory and the significantly limited capacity of working memory to design instructional methods. Five basic principles: information store principle, borrowing and reorganizing principle, randomness as genesis principle, narrow limits of change principle, and environmental linking and organizing principle explain the cognitive basics of this theory. The theory differentiates between three major types of cognitive load: extraneous load that is caused by instructional strategies, intrinsic cognitive load that results from a high element interactivity material and germane load that is concerned with activities leading to learning. Instructional methods designed in accordance with cognitive load theory rely heavily on the borrowing and reorganizing principle, rather than on the randomness as genesis principle to reduce the imposed cognitive load. As learning fractions incorporates high element interactivity, a high intrinsic cognitive load is imposed. Therefore, learning fractions was studied in the experiments of this thesis. Knowledge held in long-term memory can be used to reduce working memory load via the environmental linking and organizing principle. It can be suggested that if fractions are presented using familiar objects, many of the interacting elements that constitute a fraction might be embedded in stored knowledge and so can be treated as a single element by working memory. Thus, familiar context can be used to reduce cognitive load and so facilitate learning. In a series of randomized, controlled experiments, evidence was found to argue for a contextual effect. The first three experiments of this thesis were designed to test the main hypothesis that presenting students with worked examples concerning fractions would enhance learning if a real-life context was used rather than a geometric context. This hypothesis was tested using both a visual and a word-based format and was supported by the results. The last two experiments were intended to test the context effect using either worked examples or problem solving. The results supported the validity of the previous hypothesis using both instructional methods. Overall, the thesis sheds some light on the advantages of using familiar objects when mastering complex concepts in mathematics.
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Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.

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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were studied. There was evidence that simultaneously processing all three sources overwhelmed working memory, whereas an overlapping design that delayed the introduction of the third source facilitated understanding. Experiments 5 and 6 varied the element interactivity of either two- or three- source formats and demonstrated the negative effects of splitting attention between successively presented instructional materials. Theoretical implications extend cognitive load principles to both the domain of music and across a range of novel instructional formats; future research into auditory only formats and the modality effect is suggested. Recommendations for instructional design highlight the need to facilitate necessary interactions between mutually referring musical elements and to maintain intrinsic cognitive load within working memory capacity.
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Jankowska, Gierus Bogumila. "Learning with visual representations through cognitive load theory." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104827.

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This study examined two different strategies of learning with diagrams: drawing diagrams while learning or learning from pre-constructed diagrams. One hundred ninety six junior high school students were randomly placed in a condition either to draw while learning about how airplanes fly or to study from pre-constructed diagrams. Before the learning, students' prior knowledge and elaboration strategies were measured. During learning in either condition, students reported their mental effort. Afterwards, students' learning was tested on both a similar task and transfer task. Cook's (2006) theoretical framework, which combines prior knowledge and cognitive load theory on visual representations in science education, was used to analyze the results. Results showed that students' mental effort significantly increased in the drawing condition, yet results on the posttest were mixed. Students did not do better, and sometimes did worse, on the posttest measures when they learned by drawing diagrams versus using pre-constructed diagrams to learn. The exception was that students with low initial prior knowledge did do better. Elaborations strategies did not have an effect on students' achievement or mental effort in either condition.<br>Cette étude a examiné deux stratégies différentes d'apprendre à l'aide des diagrammes: le dessin de diagrammes tout en apprenant ou en apprenant sur la base des diagrammes préconstruits. Cent quatre-vingt-seize étudiants de lycée ont été aléatoirement placés dans une condition où soit ils dessinaient tout en se renseignant sur la façon dont les avions volent ou étudiaient à partir des diagrammes préconstruits. Avant l'étude, les stratégies de connaissance et d'élaboration des étudiants ont été vérifiées. Pendant l'étude sous l'une ou l'autre des conditions, les étudiants signalaient leur effort mental. Suite à cela, l'étude des étudiants est examinée sur une tâche semblable et une tâche de transfert. Cadre théorique de Cook (2006), qui combine la théorie de la connaissance antérieure et de charge cognitive sur les représentations visuelles dans l'éducation de la science, ont été employés pour analyser les résultats. Les résultats ont prouvé que l'effort mental des étudiants a augmenté sensiblement sous condition de dessin, pourtant les résultats sur le post-test étaient mitigés. En règle générale, les étudiants ont fait plus ou moins mauvais sur les mesures de post-test quand ils ont appris en traçant des diagrammes au contraire de l'utilisation des diagrammes préconstruits pour apprendre. Cependant, les étudiants ayant une faible connaissance de base ont mieux exécuté le post-test en traçant leurs propres diagrammes. Les stratégies d'élaborations n'ont pas exercé d' effet sur l'accomplissement ou l'effort mental des étudiants pour chacune des conditions.
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Hewitt, Max R. "Using cognitive load theory to explain the accrual anomaly /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8810.

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Burkes, Kate M. Erland Allen Jeff M. "Applying cognitive load theory to the design of online learning." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.

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Back, Jonathan. "Predicting the utility of feedback judgements using cognitive load theory." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/34088.

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Results from laboratory testing suggest that user-based relevance feedback can significantly improve retrieval performance. However outside the laboratory, feedback systems are rarely utilised when implemented. This thesis explores why users are often reluctant to provide feedback. Modelling interaction involves reconciling the need for prediction with the seemingly individual-specific effect of information. Information behaviour is guided by heuristics and not by logical analysis or deduction. Heuristics impose assumptions that are used to address a problem in a way that is compatible with an individual's knowledge schemata. This thesis argues that feedback heuristics are influenced by the cognitive load imposed on an individual.
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Burkes, Kate M. Erland. "Applying Cognitive Load Theory to the Design of Online Learning." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.

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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.
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Wang, Bo. "Sequencing Tracing with Imagination: A Cognitive Load Perspective." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28780.

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Cognitive load theory has generated several instructional designs based on movement, including the tracing effect, occurring when learners benefit from instructions to trace out lesson materials with the index finger. Historical descriptions of children’s tracing behaviours while learning with Montessori’s “sandpaper letters” suggest some children sequenced their learning by first tracing the letters with eyes open, then with eyes closed. This description resonates with the imagination effect whereby students with sufficient prior knowledge benefit from imagining rather than studying lesson materials. This research replicated and extended the tracing effect by comparing a no-tracing control condition and a tracing condition to a condition where students traced elements of worked examples initially with eyes open, then with eyes closed. In Experiment 1, primary school students were presented with a geometry lesson. Tracing then imagining led to better learning outcomes compared to tracing only. Furthermore, tracing was found to increase motivation and decrease cognitive load. Different materials (i.e., mental mathematics of 2-digit multiplications) were used in Experiment 2 with adult participants which did not find evidence demonstrating the effectiveness of a tracing or tracing/imagination sequence. A ceiling effect was obtained in both pre-test and post-lesson test, possibly leading to the obscure findings. With several methodological improvements, Experiment 3 replicated and extended findings from Experiment 1, indicating that the positive effects of tracing/imagination could be generalized to a different mathematics subject in a different age group. A local meta-analysis on Experiment 1 and 3 indicated that tracing might facilitate learning by decreasing both intrinsic and extraneous cognitive load. The present research replicated the tracing effect and provided initial evidence demonstrating that imagination following tracing might further enhance learning.
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Skulmowski, Alexander, and Günter Daniel Rey. "Measuring Cognitive Load in Embodied Learning Settings." Universitätsbibliothek Chemnitz, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-227345.

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In recent years, research on embodied cognition has inspired a number of studies on multimedia learning and instructional psychology. However, in contrast to traditional research on education and multimedia learning, studies on embodied learning (i.e., focusing on bodily action and perception in the context of education) in some cases pose new problems for the measurement of cognitive load. This review provides an overview over recent studies on embodied learning in which cognitive load was measured using surveys, behavioral data, or physiological measures. The different methods are assessed in terms of their success in finding differences of cognitive load in embodied learning scenarios. At the same time, we highlight the most important challenges for researchers aiming to include these measures into their study designs. The main issues we identified are: (1) Subjective measures must be appropriately phrased to be useful for embodied learning; (2) recent findings indicate potentials as well as problematic aspects of dual-task measures; (3) the use of physiological measures offers great potential, but may require mobile equipment in the context of embodied scenarios; (4) meta-cognitive measures can be useful extensions of cognitive load measurement for embodied learning.
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Books on the topic "Cognitive load theory"

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Ayres, Paul L. (Paul Leslie) and Kalyuga Slava, eds. Cognitive load theory. Springer, 2011.

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Sweller, John, Paul Ayres, and Slava Kalyuga. Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4.

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Plass, Jan L., Roxana Moreno, and Roland Brunken, eds. Cognitive Load Theory. Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511844744.

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Cognitive load theory. Cambridge University Press, 2010.

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Tindall-Ford, Sharon, Shirley Agostinho, and John Sweller, eds. Advances in Cognitive Load Theory. Routledge, 2019. http://dx.doi.org/10.4324/9780429283895.

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L, Plass Jan, Moreno Roxana, and Brünken Roland 1965-, eds. Cognitive load theory. Cambridge University Press, 2010.

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Plass, Jan L., Roxana Moreno, and Roland Brünken. Cognitive Load Theory. Cambridge University Press, 2012.

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Sweller, John, Slava Kalyuga, and Paul Ayres. Cognitive Load Theory. Springer, 2011.

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Plass, Jan L., Roxana Moreno, and Roland Brünken. Cognitive Load Theory. Cambridge University Press, 2006.

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Paas, Fred, Alexander Renkl, and John Sweller, eds. Cognitive Load Theory. Routledge, 2016. http://dx.doi.org/10.4324/9780203764770.

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Book chapters on the topic "Cognitive load theory"

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Sweller, John. "Cognitive Load Theory." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_446.

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Sweller, John. "Cognitive load theory." In Advances in Cognitive Load Theory. Routledge, 2019. http://dx.doi.org/10.4324/9780429283895-1.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "Measuring Cognitive Load." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_6.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "Categories of Knowledge: An Evolutionary Approach." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_1.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Modality Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_10.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Redundancy Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_11.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Expertise Reversal Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_12.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Guidance Fading Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_13.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "Facilitating Effective Mental Processes: The Imagination and Self-Explanation Effects." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_14.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Element Interactivity Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_15.

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Conference papers on the topic "Cognitive load theory"

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Sweller, John. "Cognitive Load Theory and Computer Science Education." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. ACM, 2016. http://dx.doi.org/10.1145/2839509.2844549.

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Oviatt, Sharon. "Human-centered design meets cognitive load theory." In the 14th annual ACM international conference. ACM Press, 2006. http://dx.doi.org/10.1145/1180639.1180831.

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Revithis, Spyridon, William Wilson, and Nadine Marcus. "A Neurocomputational Instructional Indicator of Working Memory Load in Cognitive Load Theory." In 9th Conference of the Australasian Society for Cognitive Science. Macquarie Centre for Cognitive Science, 2010. http://dx.doi.org/10.5096/ascs200945.

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Harms, Kyle J. "Applying cognitive load theory to generate effective programming tutorials." In 2013 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2013. http://dx.doi.org/10.1109/vlhcc.2013.6645274.

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Qingqiang Lin and Yuxing Huang. "Analysis the cognitive load theory and multi-media instruction." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5972079.

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Meng, Jiaying, Zhifan Wang, and Zhimin Li. "Application of Cognitive Load Theory in Mobile Micro-learning." In 2016 International Conference on Management Science and Innovative Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.110.

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Bhowmik, Mahua, and P. Malathi. "Load balancing using game theory in cognitive radio network." In 2016 International Conference on Computing, Communication and Automation (ICCCA). IEEE, 2016. http://dx.doi.org/10.1109/ccaa.2016.7813788.

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Karia, D. C., B. K. Lande, R. D. Daruwala, N. Mishra, K. Shah, and G. Shami. "Game theory based Spectrum Load Balancing in Cognitive Radio." In 2011 International Conference on Signal Processing, Communication, Computing and Networking Technologies (ICSCCN 2011). IEEE, 2011. http://dx.doi.org/10.1109/icsccn.2011.6024544.

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Zu, Tianlong, John Hutson, Lester C. Loschky, and N. Sanjay Rebello. "Use of Eye-Tracking Technology to Investigate Cognitive Load Theory." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.113.

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"Design Strategy of Micro-lecture Based on Cognitive Load Theory." In 2020 Conference on Social Science and Modern Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000728.

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Reports on the topic "Cognitive load theory"

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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.

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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).
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