swell

(redirected from sweller)
Also found in: Dictionary, Thesaurus, Legal, Encyclopedia, Wikipedia.

swell out

to bulge outward; to expand outward. The sides of the box swelled out because it was too full. The west wall of the garage swelled out just before the building collapsed.
See also: out, swell

swell up

to enlarge; to inflate; to bulge out. I struck my thumb with a hammer and it swelled up something awful.
See also: swell, up

swell with something

 
1. Lit. to expand from a particular cause. My knee joints swelled with arthritis, His nose swelled after it was struck by the door.
2. Fig. to seem to swell with a feeling such as pride. His chest swelled with pride at the thought of his good performance. Ted swelled with pride at the announcement.
See also: swell

*swelled head

Fig. a state of being conceited. (Typically: get ~; have ~; give someone ~.) John got a swelled head after he won the prize. Don't get a swelled head from all this success.
See also: head, swell

swelled head, have a

Be conceited, as in Winning all those prizes has not given her a swelled head, at least not yet. This idiom began as be swellheaded, first recorded in 1817. The present form dates from about 1860. For a synonym see big head.
See also: have, swell

swell up

v.
1. To become swollen: I put ice on my injured ankle so that it wouldn't swell up.
2. To become filled, as with pride, arrogance, or anger: The new parents swelled up with pride.
3. To rise or surge from an inner source: After I was fired unjustly, rage swelled up within me.
See also: swell, up

swell

mod. fine; excellent. (Also sarcastic use.) Where did you get that swell hat?
References in periodicals archive ?
This indicates that our intervention was efficient in helping students arrive at correct answers with relatively low mental effort (Kalyuga & Sweller, 2005).
CLT research suggests novice examiners require substantial instructional support, time, effort, and deliberate practice before they can construct new schemas to function as expert examiners who are able to administer tests without errors (Kalyuga & Sweller, 2005).
When it comes to instructional design, with or without the use of technology, educators at every level should carefully consider the ease with which students' working memories and capacity for cognitive load can be overwhelmed (Chandler & Sweller, 1991; Mayer, 2009).
e Tuovinen & Sweller, 1999), extraneous cognitive load is reduced by having learners complete small parts of worked-out examples, then progressively complete larger parts of additional worked-out examples until the target task is accomplished.
Oral narration Concurrent with visual Sweller,1994; information; reinforces Lowe,2003 learning.
Sweller, van Merrienboer, and Paas (1998, 259) propose that "appropriate instructional designs decrease extraneous cognitive load but increase germane cognitive load.
Fortunately, Ruth Clark, Frank Ngygen, and John Sweller have come to the rescue with a practical and effective solution in their book Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load.
Compared to textual annotations, audio information avoids a split-attention effect which occurs when switching the attention between two visual information sources (Chandler & Sweller, 1991; Mayer & Moreno, 2001).
The static nature of the compare problem makes it the most difficult type of addition/subtraction word problem to solve (see Carpenter, Fennema, Franke, Levi, & Empson, 1999; Fuson, Carroll, & Landis, 1996; LeBlanc & Weber-Russell, 1996; Mwangi & Sweller, 1998; Okamoto, 1996; Pape, 2003; Riley & Greeno, 1988).
Additionally, research suggests that worked examples are more appropriate for inexperienced learners while problem-solving practice is more appropriate for experienced students (Kalyuga, Chandler, Tuovinen, & Sweller, 2001).
Studies have shown that learning technologies, such as multimedia, can enhance cognitive learning and make students better learners (Baker, 2001; Mayer & Anderson, 1991; Mousavi, Low, & Sweller, 1995; Moreno & Mayer, 1999).
The causes for such a defect are incompatibility of the solvent sweller and resin, overaggressive attack by the alkaline permanganate solution, improper resin flow and encapsulation, drilling issues and incomplete resin cure.
For example, instructional materials that use a dual-mode presentation technique--such as auditory text combined with visual diagrams--may result in superior learning and memory performance compared to single-modality formats--such as visual text and visual diagrams (Tindall-Ford, Chandler, & Sweller, 1997).
The need for providing these supports is based on cognitive load theory (Chandler & Sweller, 1991; Sweller, 1988), which in its simplest form suggests all learners have limited working memory and learning tasks should be structured so as not to overload it.