Cognitive Load Theory: How Many Types of Load Does It Really Need?

By Slava Kalyuga. 2011

687 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7fe3393c4607b5b125e485f25e393569b46bf450

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Citations in the corpus

Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load (2020, background): “The allocated resources in working memory to deal with the extraneous cogni‑ tive load, do not need further assessment because they reflect nothing other than ECL in its former view (Kalyuga 2011).”
Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, background): “The newer conception of germane load, defining it as—germane— working memory resources allocated to dealing with intrinsic cognitive load (Kalyuga 2011; Sweller 2010), is typically believed to increase intrinsic load by adding interactive elements (e.g., from LTM or the context) to WM.”
Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, background): “Otherwise, exceeding working memory capacity could result in inhibited learning due to cognitive overload (Kalyuga, 2011; Leppink, Paas, van der Vleuten, van Gog, & van Merri€enboer, 2013).”
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021, background): “…a new component of this model (in comparison to an even earlier version of the model which consisted only the intrinsic and extraneous cognitive load; Sweller, 1988), the germane load (Sweller et al., 1998; see, e.g., Kalyuga, 2011, for an overview of the debate surrounding this component).”
Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020, background): “Moderating Variables Informed by CLT Cognitive load refers to the demands placed on the limited capacity of working memory to process instructional information (Kalyuga 2011; Kirschner et al. 2011; Sweller 2010; Sweller et al. 2019).”
A Systematic Review of Pedagogical Agents’ Persona, Motivation, and Cognitive Load Implications for Learners (2014, background): “Learning theorists suggest that there are two primary types of memory: the working memory and the longterm memory (Kalyuga, 2011; Sweller, 2005).”
The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters (2012, background): “Unfortunately, the distinction between germane and extraneous cognitive load is theoretical and current measurement techniques do not capture the distinction (Kalyuga, 2011).”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “…cognitive load theory is one of the most sophisticated models and has guided Stereotype threat 23 popular recommendations for multimedia design (see Paas, Renkl, & Sweller, 2003; Sweller, 1988; Sweller, Van Merrienboer, & Paas, 1998; van Gog, Paas, & Sweller, 2010; see also Kalyuga, 2011).”
Development of an instrument for measuring different types of cognitive load (2013, background): “Contrary to EL and IL, GL “was added to the cognitive framework based on theoretical considerations rather than on specific empirical results that could not be explained without this concept” (Kalyuga, 2011, p. 1).”
Getting the point: Tracing worked examples enhances learning (2015, background): “Such inconsistency in the 92 measurement suggests that these attempts to separately measure cognitive load still have not yet yielded convincing evidence for a valid and reliable differential measure of cognitive load (Kalyuga, 2011).”
Learning with desktop virtual reality: Low spatial ability learners are more positively affected (2014, background): “I The instructional material can only be understood after the multiple sources of information is mentally integrated by the learners (Kalyuga, 2011).”