Cognitive Load Theory

Sweller, van Merrienboer, and Paas, 1998

Psych 605
Fall 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 Memory
Executive
Visuospatial
Sketchpad
Phonological
Loop
Episodic Buffer
Schema Construction
Schema Automation
In terms of Working Memory
Working Memory
What is Cognitive Load Theory
Long 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 Buffer
Executive
Visuospatial
Sketchpad
Phonological
Loop
Schema Construction
Schema Automation
Long Term Memory
CLT is designed to provide principles which
lead to the construction of new schema stored
in Long Term Memory.
In terms of Long Term Memory
Working 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





Executive
Visuospatial
Sketchpad
Phonological
Loop
Episodic Buffer
Schema Construction
Schema Automation
Working Memory
In Terms of schema construction
CLT addresses the reduction of working memory
load during the formation of new schema.

What is Cognitive Load Theory
Schema 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 Automation
Working Memory
Executive
Visuospatial
Sketchpad
Phonological
Loop
Episodic Buffer
In terms of schematic automation
CLT addresses the importance of
schema automation during schema construction.
Main Goals of Cognitive Load
Theory and Instruction
Cognitive Load Theory Instruction

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 Load
1. Intrinsic Cognitive Load
Intrinsic Cognitive Load
Intrinsic 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
Themselves
Learned in
Working Memory
Cannot be
Altered
Low/High
Elements
Intrinsic Cognitive Load
Intrinsic Cognitive Load are
characteristics of materials
themselves.

Materials
Themselves
Example: numbers in a math problem
3 ( 5 + 9) = 42
Intrinsic Cognitive Load
Intrinsic Cognitive Load occurs
in working memory with any
content being learned.
Learned in
Working Memory
Long Term Store





Schema Construction
Schema Automation
Phonological
Loop
Visuospatial
Sketchpad
Episodic Buffer
Executive
Working Memory
The concept of
Intrinsic Cognitive
Load
Intrinsic Cognitive Load
Intrinsic Cognitive Load cannot
be altered.


Cannot be
Altered
Example: 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 Load
Intrinsic Cognitive Load contain
low/high element interactivity.

Low/High
Elements
Example 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 sentence
have a high element interactivity.
Mesa: Table
Caf: Brown
Grande: Big
La/El: The
Es: Is
La mesa grande es caf.
The big table is brown.
Element Interactivity
Low Element
Interactivity
has a low Working
Memory load.
are easy to
understand.
elements are learned
serially.
are non-interacting.
High Element
Interactivity
has a high Working
Memory load.
are harder to
understand.
elements are
learned
simultaneously.
do interact.

Example: Solve for a
a/b = c
a = bc
Is 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 a
a/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)


+ 5x
10x +
Intrinsic Cognitive Load
Intrinsic 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 Load
1. Intrinsic Cognitive Load
2. Extraneous Cognitive Load
Extraneous Cognitive Load
is 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
Load
Multiple sources of information
Unnecessary, comprehensive format
Extra sounds
Long complex explanations

Extraneous Cognitive Load
Extraneous 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 Load
1. Intrinsic Cognitive Load
2. Extraneous Cognitive Load
3. Germane Cognitive Load
Germane Cognitive Load
increases 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 Load
What 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: The
adequacy of operational
definitions to represent
the 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



Cognitive
Load
Theory
Intrinsic
Cognitive
Load
Extraneous
Cognitive
Load
Germane
Cognitive
Load
Diagrams or organizational
charts may be used when it
is directly relevant to the
instructional goal or to create
schemas.
Germane Cognitive Load
Germane Cognitive Load, like Extraneous
Cognitive Load, is extra information that can be
altered. However, Germane Cognitive Load
should be used for necessary schematic
construction.
Summary
Understanding 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.