swell

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swell out

To bulge or protrude outward. The spot on his head swelled out where he had been hit by the baseball. After the flooding, the walls in the basement began swelling out with excess moisture.
See also: out, swell

swell up

1. To become large, inflated, or bulging. The girl's arm swelled up where the bee had stung her. The balloon began swelling up with hot air.
2. To become full to capacity (with some emotion). I swelled up with pride after the boss complimented my work. It's so nice seeing all those students swelling up with happiness as they cross the stage and receive their diplomas.
See also: swell, up

have a swelled head

To be conceited, arrogant, or self-aggrandizing. Cheryl has such a big head on her, all she ever talks about is herself. Janice has had a bit of a big head ever since she got that promotion.
See also: have, head, swell

swell with

1. To become inflated or bulging with something. The girl's arm swelled with fluid as a result of the injury. The balloon began swelling with hot air.
2. To become filled with some emotion. I swelled with pride after the boss complimented my work. It's so nice seeing all those students swelling with happiness as they cross the stage and receive their diplomas.
See also: swell

swell

old-fashioned Very nice; excellent. That's a swell idea, Frank. Thanks for the books, Mom, they're swell!

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?

swelled head, to have a

To be conceited. The image conveyed is that of having one’s self-importance augment one’s head size. The term dates from the nineteenth century. J. J. Cooper used it with appropriate disgust (Simon Suggs’ Adventures, 1845): “They’re all a pack of d——d swell-heads.”
See also: have, swell
References in periodicals archive ?
Therefore, teaching strategies should balance intrinsic CL and enhance the extraneous CL with appropriate instructional procedures (Kalyuga, Ayres, Chandler, & Sweller, 2007).
As for IE, we chose the formula IE = Performance/mental effort score from a couple of mathematical formulas that appear in literature (Paas & van Merrie'nboer, 1993, Kalyuga & Sweller, 2005).
Sweller, J., 1988: Cognitive load during problem solving: Effects on learning.
Esta describe las estructuras del aprendizaje con relacion a un sistema de procesamiento de informacion que involucra la memoria a largo plazo, la cual almacena el conocimiento y habilidades en forma cuasi-permanente, y la memoria a corto plazo, que ejecuta actividades intelectuales asociadas con lo consciente (Sweller, 1999, 1994).
Technologies are often designed in a way that can facilitate the learning process (Sweller, 2010).
Debido a la capacidad limitada de esta memoria, toda sobrecarga durante el aprendizaje supone que parte de la informacion entrante se pierda y que por tanto, no llegue a almacenarse en la Memoria a Largo Plazo (MLP) como esquemas mentales, es decir, como conocimiento (Schnotz & Kurschner, 2007; Sweller, 2005).
Research by Blayney, Kalyuga, & Sweller (2010) indicated that older students in an first year accounting course tend to have less experience in using new information technologies as do those students who have recently left school.
A plethora of laboratory studies have shown that including the study of worked examples during problem-solving practice improves learning (Sweller, 1999; Sweller & Cooper, 1985).
Then I discovered piggin' strings, and they worked even sweller.
In one of the most widely cited and debated criticisms of PBL, Kirschner, Sweller, & Clark (2006) argue vehemently that PBL is a pedagogical failure due to the inherent deficiencies of minimal guidance and that there is no credible research supporting its use.
En efecto, la Teoria de la Carga Cognitiva (TCC) (Sweller, 1994) y mas adelante, la Teoria Cognitiva del Aprendizaje Multimedia (TCAM) (Mayer, 2005), se presentan como un marco conceptual perteneciente a las ciencias cognitivas que pretenden mejorar los ambientes multimedia o e-/earn/ng(Chong, 2005).
Finally, for surface treatment, Dow Electronic Materials won for its Circu-posit Hole Prep 4126 Sweller.
Many of us have come to appreciate the wisdom in the old saying that "the best way to learn something is to teach it." 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.