Cognitive Load TheorySweller, van Merrienboer, and Paas, 1998Psych 605Fall 2009

What is Cognitive Load Theory?Long Term Store

Monitoring occurs in working memory.Processing occurs in working memory.There is a restricted space: 7 +/- 2

CLT is a theory of instruction that addresses directly the limitations of Working MemoryExecutiveVisuospatial SketchpadPhonologicalLoopEpisodic BufferSchema Construction Schema AutomationIn terms of Working MemoryWorking Memory

What is Cognitive Load TheoryLong term memory stores unlimited amounts of information.Humans are poor at reasoning skills unless elements, which we reason with, have been previously stored in long term memory.

Episodic BufferExecutiveVisuospatial SketchpadPhonological LoopSchema ConstructionSchema AutomationLong Term MemoryCLT is designed to provide principles which lead to the construction of new schema stored in Long Term Memory.In terms of Long Term MemoryWorking Memory

What is Cognitive Load Theory?Knowledge is stored in long term memory in the form of schemas.Skilled performance develops from the combination of elements consisting of lower level schemas into higher level schemas.Schema construction categorizes elements of information.Long Term Store

ExecutiveVisuospatial SketchpadPhonologicalLoopEpisodic BufferSchema Construction Schema AutomationWorking MemoryIn Terms of schema constructionCLT addresses the reduction of working memory load during the formation of new schema.

What is Cognitive Load TheorySchema automation is a process of schema construction.Schema automation results from practice.Minimal conscious effort is needed.Familiar tasks are performed accurately and fluidly.

Long Term Store

Schema Construction Schema AutomationWorking MemoryExecutiveVisuospatial SketchpadPhonologicalLoopEpisodic BufferIn terms of schematic automationCLT addresses the importance of schema automation during schema construction.

Main Goals of Cognitive Load Theory and InstructionCognitive Load TheoryInstruction

To provide guidelines in presentation of information

To encourage learner activities to optimize intellectual performance

To reduce working memory load

To encourage schema construction

To construct and automate schemas

To facilitate the information that is processed in working memory

To manipulate information in working memory prior to long term storage

CLT Identifies 3 Types of Cognitive Load1. Intrinsic Cognitive Load

Intrinsic Cognitive LoadIntrinsic Cognitive Load are characteristics of materials themselves.Intrinsic Cognitive Load is created in any content being learned in working memory.Intrinsic Cognitive Load cannot be altered.Intrinsic Cognitive Load contains low/high element interactivity.

Materials ThemselvesLearned in Working MemoryCannot be AlteredLow/HighElements

Intrinsic Cognitive LoadIntrinsic Cognitive Load are characteristics of materials themselves.

Materials ThemselvesExample: numbers in a math problem3 ( 5 + 9) = 42

Intrinsic Cognitive LoadIntrinsic Cognitive Load occurs in working memory with any content being learned.Learned in Working MemoryLong Term Store

Schema ConstructionSchema AutomationPhonologicalLoopVisuospatial SketchpadEpisodic BufferExecutiveWorking MemoryThe concept ofIntrinsic Cognitive Load

Intrinsic Cognitive LoadIntrinsic Cognitive Load cannot be altered.

Cannot be AlteredExample: Sentences in a paragraph.The use of physical guidance raises a potential ethical issue. Suppose that, in a program for persons with developmental disabilities, a teacher decides to use physical guidance. Suppose further that an individual client resists being guided. Physical guidance in that instance would therefore be viewed as somewhat intrusive or restrictive. However, as indicated in the discussion of ethical guidelines in Chapter 30, it is generally agreed that behavior modifiers should use the least intrusive and restrictive interventions possible. (Behavior Modification: What it is and How to do it, p.123)

Intrinsic Cognitive LoadIntrinsic Cognitive Load contain low/high element interactivity.

Low/HighElementsExample of a low element interactivity: When learning a new language, the vocabulary words have a low element interactivity.

Example of a high element interactivity: When learning a new language, correctly placing words together to create a sentencehave a high element interactivity. Mesa: TableCaf: BrownGrande: BigLa/El: TheEs: IsLa mesa grande es caf.The big table is brown.

Element InteractivityLow Element Interactivityhas a low Working Memory load. are easy to understand.elements are learned serially.are non-interacting.High Element Interactivityhas a high Working Memory load.are harder to understand.elements are learned simultaneously.do interact.

Example: Solve for aa/b = ca = bcIs this a low element interactivity or a high element interactivity?Did you solve it quickly?

If Fast If Slow The elements do not need to be considered individually within WM.The multiple elements can act as a single element.The schema imposes minimal WM demands, especially if its automated.The schema can be used as elements in higher order schemas once they are constructed.

The elements need to be considered individually within WM.The Working Memory load is full.Schema has not yet been constructed.

When Schemas are Constructed and Automated Solve for aa/b = c Our working memory has more space to find a solution to a more difficult problem with higher order schema.a = b (c - 5x)

+ 5x10x +

Intrinsic Cognitive LoadIntrinsic Cognitive Load cannot be altered due to the nature of the material. However, it needs to be considered in instructional design so that knowledge can be communicated at the right grain size.

CLT Identifies 3 Types of Cognitive Load1. Intrinsic Cognitive Load2. Extraneous Cognitive Load

Extraneous Cognitive Loadis unnecessary cognitive load.is not relevant for learning.is seen in poorly designed instructional designs.can be altered with instructional intervention.plus intrinsic cognitive load can exceed working memory, if they are both high.

Examples of Extraneous Cognitive LoadMultiple sources of informationUnnecessary, comprehensive formatExtra soundsLong complex explanations

Extraneous Cognitive LoadExtraneous Cognitive Load can and should be altered. Unnecessary information within the text or format of the instructional design may cause an overload in the working memory and will negatively affect the learners storage of information.

CLT Identifies 3 Types of Cognitive Load1. Intrinsic Cognitive Load2. Extraneous Cognitive Load3. Germane Cognitive Load

Germane Cognitive Loadincreases cognitive load.is directly relevant to schema construction.contributes to learning.plus intrinsic and extraneous cognitive loads should stay within WM limits.

Example of Germane Cognitive LoadWhat makes research good? T. D. Cook and Campbell (1979) present four criteria for evaluating how well behavioral science research is carried out- the validity of the research. Construct validity deals with the adequacy of operational definitions: Did the procedures used to concretely represent the hypothetical constructs studied in the research correctly represent those constructs?... (Principles of Research in Behavioral Science, p. 23)Definitions

Construct Validity: Theadequacy of operationaldefinitions to representthe hypothetical constructs of interest.Highlighted words or definition tables in a textbook are extra information that shows which words are essential to know.

Example of Germane Cognitive Load

Diagrams or organizationalcharts may be used when itis directly relevant to the instructional goal or to createschemas.

Germane Cognitive LoadGermane Cognitive Load, like Extraneous Cognitive Load, is extra information that can be altered. However, Germane Cognitive Load should be used for necessary schematic construction.

SummaryUnderstanding the three elements of Cognitive Load Theory; Intrinsic, Extraneous, and Germane, can be used to put together a more effective instructional design. An effective instructional design will directly address the limitations of working memory by the reduction of unnecessary Extraneous Cognitive Load and with the manipulation of information in Germane Cognitive Load, while taking consideration of Intrinsic Cognitive Load. Well prepared instructional designs will facilitate knowledge storage of schemas in Long Term Memory.

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