Theory Name: Cognitive Load Theory

Authors: Sweller, John

Associated Learning Theory
Cognitive Learning Theory

Model Description
This theory is based on the limited ability of the working memory to be able to code information. The prescription in this theory is based on reducing cognitive load to increase transfer.

Specification of Theory
(a) Goals and preconditions
Problem Solving

(b) Principles
1. Working memory is extremely limited.
2. Long term memory is essentially unlimited.
3. The process of learning requires active encoding from working to long-term memory.
4. If the resources of the working memory are overloaded, learning will be ineffective.

(c) Condition of learning
1. Simple content is not threatened by weak instruction.
2. Content with a high level of interaction is harder to learn when the student has to process teaching method.
3. Learning happens best when methods are in line with human cognitive structure.
4. Avoid means-end problem solving. This is working backwards from the goal to the problem and then from the givens to the solution. This creates too much of a cognitive load.

(d) Required media
None

(e) Role of facilitator
Reduce the cognitive load on the working memory. Avoid major problems: means-end problem solving, the split attention affect (learner has to process too much information between two different sources), redundancy, and modality (that is present information in mixed media).

(f) Instructional strategies
1. Use goal-free problems or worked examples.
a. Goal free problems are problems that reduce the means-end problem by removing the goal from the problem. Give the learner some information and use “find what you can” as a “goal.”
b. Worked examples are directed, step-by-step solutions that allow the students see how the problem solving works.

2. Integrate multiple sources of information whenever possible. This reduces cognitive load on the student.

3. Reduce redundancy and repetition to reduce load on the working memory.

4. Use audiovisual information when both forms of information are essential to learning.

(g) Assessment method
Learner can effectively solve problems.

Formative Research & Application
(a) Tested context -
(b) Research method
(c) Research description
(d) Resources

Cooper, G. (1998) Research into cognitive load theory and instructional design at UNSW. Available online at http://education.arts.unsw.edu.au/CLT_NET_Aug_97.HTML

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12,: 257-285.

Wilson, B.G., Cole, P. (1996). Cognitive teaching models. In Jonnasen, D.H. (Ed.). Handbook of Research in Instructional Technology. New York: Scholastic Press. Available online at http://carbon.cudenver.edu/~bwilson/hndbkch.html

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