swell

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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 ?
A large body of evidence shows that direct instruction through worked examples followed by practice with problems similar to the worked examples respects working-memory limitations and improves problem-solving performance (Paas and van Gog 2006; Sweller and Cooper 1985).
CHANDLER, Paul y SWELLER, John (1991): Cognitive load theory and the format of instruction.
Diversos estudios que han puesto de manifiesto que cuando la informacion es redundante los resultados empeoran (Bobis, Sweller & Cooper, 1993; Carroll, 1990; Mayer et al.
In one of the many responses to Kirschner, Sweller, & Clark (2006), Strobel & van Barneveld (2009) offer an informative challenge to the specific claim that PBL is unsuccessful and ineffective for learning.
Finally, for surface treatment, Dow Electronic Materials won for its Circu-posit Hole Prep 4126 Sweller.
Research conducted by Mayer and others (Mayer, 2001; Mayer & Anderson, 1991; Mayer & Anderson, 1992; Mayer & Moreno, 1998; Moreno & Mayer, 2000; Moreno & Mayer, 2004; Sweller, 2005) reveals that multimedia learning environments present unique challenges and design of multimedia educational material should be carefully considered.
This is in accordance with the cognitive load theory (John Sweller, 1988, 2005) which states that there are three types of cognitive loads:
This durable insight has been applied to classroom instruction over the years in a number of ways, largely under the rubric of "active learning" or "learning by teaching" techniques (Bonwell & Eison, 1991; Bruner, 1961; Gagne, 1966; Kirschner, Sweller, & Clark, 1991; Martin, 1992; Mayer, 2004).
Humans' limited working memory and our difficulty in processing more than three chunks of information simultaneously are considered important variables that impact the effectiveness of teaching, learning, and expert performance (Kalyuga & Sweller, 2005).
Research (Owen & Sweller, 1985; Sweller, Mawer, & Ward, 1983) suggests differences in ability to solve mathematical problems between novices and experts in physics lies in their development of solution schemas.
Kirschner, Sweller and Clark (2006) conclude that fifty years of empirical data does not support active learning methods used early in the learning process.
The CTML is grounded in the cognitive load theory (CLT; Chandler & Sweller, 1991) and the dual processing theory (DPT; Paivio, 1986).
Sweller (1994) investigated extraneous cognitive load that could be imposed by the format of worked problems in the domain of geometry.
This result can be explained using cognitive load theory (Leahy, Cooper and Sweller 2004, Sweller, Merrienboer and Paas 1998), which elucidates that interesting and emotional elements in a text may require a significant part of the capacity of working memory and, therefore, the processing of the main content of the text is disturbed.