Cognitive Load Theory: Cognitive Load Theory: Recent Theoretical Advances

By John Sweller. 2010

355 citations recorded by the source corpus.

Cognitive Load Theory (CLT) began as an instructional theory based on our knowledge of human cognitive architecture. It proved successful in generating a series of cognitive load effects derived from the results of randomised, controlled experiments (Clark, Nguyen, & Sweller, 2006). This chapter summarises the theory, including its general instructional implications. Many of the theory's specific instructional implications, which provide its prime function and purpose, are discussed in other chapters in this volume and therefore will not be discussed in detail in this chapter (see Table 2.1 for a summary). HUMAN COGNITION The processes of human cognition constitute a natural information-processing system that mimics the system that gave rise to human cognitive architecture: evolution by natural selection. Both human cognition and biological evolution create novel information, store it for subsequent use, and are capable of disseminating that information indefinitely over space and time. By considering human cognition within an evolutionary framework, our understanding of the structures and functions of our cognitive architecture are being transformed. In turn, that cognitive architecture has profound instructional consequences. CLT is an amalgam of human cognitive architecture and the instructional consequences that flow from that architecture. From an evolutionary perspective, there are two categories of human knowledge: biologically primary and biologically secondary knowledge (Geary, 2007, 2008). Biologically primary knowledge is knowledge we have evolved to acquire over many generations. Examples are general problem-solving techniques, recognising faces, engaging in social relations, and listening to and speaking our native language.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e5272c8e5bbc6175931f0a854bc23b154a02e955

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Citations in the corpus

Getting the point: Tracing worked examples enhances learning (2015, methodology): “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).”
An integrated critical thinking framework for the 21st century (2014, background): “However, for schemas to be constructed in a meaningful way hat support subsequent memory, the information subject to schema construction must be understood, or comprehended Pollock, Chandler, & Sweller, 2002; Sweller, 2005, 2010).”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “Third, cognitive load theory suggests that fact quizzes should facilitate higher order learning by reducing cognitive demands required during the final test (Plass et al., 2010; Sweller, 2010; van Gog & Sweller, 2015).”
Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load (2020, background): “Cognitive Load Theory (CLT; Chandler and Sweller 1991, Sweller 2010a) presents a model describing different aspects of load that are rel‑ evant during learning.”
Learning with desktop virtual reality: Low spatial ability learners are more positively affected (2014, background): “TE The capability of working memory is limited to deal with two to four elements at any given time in the sense of combining, contrasting, or manipulating elements (Sweller, 2005; van Merrienboer & Sweller, 2010).”