Cognitive Load Theory Sweller, van Merrienboer, and Paas, 1998

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 Schema Construction Working Memory Schema Automation Executive Episodic Buffer Visuospatial Sketchpad Phonological Loop In terms of Working Memory CLT is a theory of instruction that addresses directly the limitations of 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. Long Term Memory Schema Construction Schema Automation Working Memory Executive Episodic Buffer Visuospatial Sketchpad Phonological Loop In terms of Long Term Memory CLT is designed to provide principles which lead to the construction of new schema stored in Long Term 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 Schema Construction Working Memory Schema Automation Executive Episodic Buffer Visuospatial Sketchpad Phonological Loop 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 Working Memory Schema Automation Executive Episodic Buffer Visuospatial Sketchpad Phonological Loop In terms of schematic automation CLT addresses the importance of schema automation during schema construction.

Main Goals of Cognitive Load Theory and Instruction To provide guidelines in presentation of information To construct and automate schemas To manipulate information in working memory prior to long term storage To encourage learner activities to optimize intellectual performance To reduce working memory load To facilitate the information that is processed in working memory To encourage schema construction

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 The concept of Intrinsic Cognitive Load Working Memory Executive Episodic Buffer Phonological Loop Visuospatial Sketchpad

Intrinsic Cognitive Load Intrinsic Cognitive Load 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) Cannot be Altered

Intrinsic Cognitive Load 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. Intrinsic Cognitive Load contain low/high element interactivity. Mesa: Table Café: Brown Grande: Big La/El: The Es: Is La mesa grande es café. The big table is brown. Low/High Elements

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 it’s 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) 10x + + 5x

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 Highlighted words or definition tables in a textbook are extra information that shows which words are essential to know. 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.

Example of 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.