swell

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

swell:

see wavewave,
in oceanography, an oscillating movement up and down, of a body of water caused by the frictional drag of the wind, or on a larger scale, by submarine earthquakes, volcanoes, and landslides.
..... Click the link for more information.
, in oceanography.

Swell

 

independent fluctuations of the surface of the ocean or sea during a complete calm, consisting of long and sloping waves up to 10–15 m high and 300–400 m long and with phases of up to 17–20 sec. They result from the conversion of wind waves during their departure from an area of wind activity or after the dying down of winds. Waves of a swell are nearly indistinguishable in terms of size and shape. Particles of water in such waves move in regular circular orbits.

swell

[swel]
(geology)
The volumetric increase of soils on being removed from their compacted beds due to an increase in void ratio.
A local enlargement or thickening in a vein or ore deposit.
A low dome or quaquaversal anticline of considerable areal extent; long and generally symmetrical waves contribute to the mixing processes in the surface layer and thus to its sound transmission properties.
Gently rising ground, or a rounded hill above the surrounding ground or ocean floor.
(mining engineering)
(oceanography)
Ocean waves which have traveled away from their generating area; these waves are of relatively long length and period, and regular in character.

swell

1. 
a. the undulating movement of the surface of the open sea
b. a succession of waves or a single large wave
2. a gentle hill
3. Music a crescendo followed by an immediate diminuendo
4. Music
a. a set of pipes on an organ housed in a box (swell box) fitted with a shutter operated by a pedal, which can be opened or closed to control the volume
b. the manual on an organ controlling this
References in periodicals archive ?
The classic cognitive load theory (CLT: Paas, Renkl, & Sweller, 2003; Plass, Moreno, & Brunken, 2010; Sweller, van Merrienboer, & Paas, 1998; van Merrienboer & Sweller, 2005) infers that free cognitive processing capacity is the difference between the working memory resources and the total load consisting of intrinsic, extraneous, and germane load.
Therefore, teaching strategies should balance intrinsic CL and enhance the extraneous CL with appropriate instructional procedures (Kalyuga, Ayres, Chandler, & Sweller, 2007).
This indicates that our intervention was efficient in helping students arrive at correct answers with relatively low mental effort (Kalyuga & Sweller, 2005).
Discovery-based learning environments often result in students becoming confused and frustrated and it is an inefficient style of instruction characterized by frequent false starts (Kirschner, Sweller, and Clark 2006).
Esta creencia promueve el uso de multiples recursos para la instruccion con el objetivo de proveer a los estudiantes de un conocimiento linguistico mas enriquecedor (Yali, Chandler y Sweller, 2007).
From the existing literature (Homer, Plass, & Blake, 2008; Sweller, van Merrienboer, & Paas, 1998), three types of cognitive load have been defined.
Este principio trata de evitar que en los entornos de aprendizaje el alumno deba dividir su atencion e integrar mentalmente informacion procedente de diversas fuentes (Ayres & Sweller, 2005).
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).
2006), rapid dynamic assessment (Kaluga and Sweller, 2005), and adaptive and collaborative learning (Ruiz et al.
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.
However, according to the Cognitive Load Theory (Sweller & Chandler, 1994; Sweller, 1999; and Sweller, Paas & Renkl, 2003, cited in Tyler-Smith, 2006), adult learners could be confronted with some limitations regarding e-learning as "having limited digital literacy experience and being generally far less adept at decoding the multimedia interfaces involved with e-learning than their younger counterparts" (Tyler-Smith, 2006, p.