Cognitive Load Theory Sweller, van Merrienboer, and Paas, 1998 Psych 605 Fall 2009.

Cognitive Load Cognitive Load TheoryTheory

Sweller, van Merrienboer, and Paas, 1998Sweller, van Merrienboer, and Paas, 1998

Psych 605Psych 605

Fall 2009Fall 2009

What is Cognitive Load What is Cognitive Load Theory?Theory?

Long Term StoreLong Term Store

Monitoring Monitoring occurs in occurs in working memory.working memory.

Processing Processing occurs in occurs in working memory.working memory.

There is a There is a restricted space: restricted space: 7 +/- 27 +/- 2

CLT is a theory of instruction that CLT is a theory of instruction that addresses directly the limitations of addresses directly the limitations of

Working MemoryWorking Memory

CLT is a theory of instruction that CLT is a theory of instruction that addresses directly the limitations of addresses directly the limitations of

Working MemoryWorking Memory

Executive

Visuospatial Sketchpad

PhonologicalLoop

Episodic Buffer

Schema Construction

Schema Automation

In terms of Working Memory

Working MemoryWorking Memory

What is Cognitive Load What is Cognitive Load TheoryTheory Long term memory Long term memory

stores unlimited stores unlimited amounts of amounts of information.information.

Humans are poor Humans are poor at reasoning skills at reasoning skills unless elements, unless elements, which we reason which we reason with, have been with, have been previously stored previously stored in long term in long term memory.memory.

Episodic Buffer

ExecutiveExecutive

Visuospatial Visuospatial SketchpadSketchpad

PhonologicaPhonological Loopl Loop

Schema ConstructionSchema Construction

Schema AutomationSchema Automation

Long Term MemoryLong Term MemoryLong Term MemoryLong Term Memory

CLT is designed to provide principles which lead to the construction of new schema stored

in 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 What is Cognitive Load Theory?Theory? Knowledge is stored Knowledge is stored

in long term memory in long term memory in the form of in the form of schemas.schemas.

Skilled performance Skilled performance develops from the develops from the combination of combination of elements consisting elements consisting of lower level of lower level schemas into higher schemas into higher level schemas.level schemas.

Schema construction Schema construction categorizes elements categorizes elements of information.of information.

Long Term StoreLong Term Store

Executive

Visuospatial Sketchpad

PhonologicalLoop

Episodic Buffer

SchemaSchema ConstructionConstruction SchemaSchema ConstructionConstruction

Schema AutomationWorking Memory

In Terms of schema construction

CLT addresses the reduction of working memory load during the formation of new schema.

CLT addresses the reduction of working memory load during the formation of new schema.

What is Cognitive Load What is Cognitive Load TheoryTheory Schema automation Schema automation

is a process of is a process of schema schema construction.construction.

Schema automation Schema automation results from results from practice.practice.

Minimal conscious Minimal conscious effort is needed.effort is needed.

Familiar tasks are Familiar tasks are performed performed accurately and accurately and fluidly.fluidly.

Long Term StoreLong Term StoreSchema Construction Schema AutomationSchema AutomationWorking Memory

Executive

Visuospatial Sketchpad

PhonologicalLoop

Episodic Buffer

In terms of schematic automation

CLT addresses the importance of schema automation during schema

construction.

CLT addresses the importance of schema automation during schema

construction.

Main Goals of Cognitive Main Goals of Cognitive Load Theory and Load Theory and

InstructionInstructionCognitive Load Cognitive Load TheoryTheoryCognitive Load Cognitive Load TheoryTheory

InstructionInstructionInstructionInstruction

To provide guidelines inTo provide guidelines in presentation of informationpresentation of information

To encourage learner To encourage learner

activities to optimize activities to optimize

intellectual performanceintellectual performance

To reduce working memory To reduce working memory

loadload

To encourage schema To encourage schema

constructionconstruction

To construct and To construct and automateautomate schemasschemas

To facilitate the To facilitate the information that is processed information that is processed

in working memoryin working memory

To manipulate information To manipulate information in working memory in working memory

prior to long term storageprior to long term storage

CLT Identifies 3 Types CLT Identifies 3 Types of Cognitive Loadof Cognitive Load

1. Intrinsic Cognitive Load1. Intrinsic Cognitive Load

Intrinsic Cognitive LoadIntrinsic Cognitive Load Intrinsic Cognitive Load Intrinsic Cognitive Load

are characteristics of are characteristics of materials themselves.materials themselves.

Intrinsic Cognitive Load Intrinsic Cognitive Load is created in any content is created in any content being learned in working being learned in working memory.memory.

Intrinsic Cognitive Load Intrinsic Cognitive Load cannot be altered.cannot be altered.

Intrinsic Cognitive Load Intrinsic Cognitive Load contains low/high contains low/high element interactivity.element interactivity.

Materials Themselves

Learned in Working Memory

Cannot be Altered

Low/HighElements

Intrinsic Cognitive LoadIntrinsic Cognitive Load

Intrinsic Cognitive Load Intrinsic Cognitive Load are characteristics of are characteristics of materials themselves.materials themselves.

Materials Themselves

Example: numbers in a math problem

3 ( 5 + 9) = 42

Intrinsic Cognitive LoadIntrinsic Cognitive Load

Intrinsic Cognitive Load Intrinsic Cognitive Load occurs in working occurs in working memory with any memory with any content being learned.content being learned.

Learned in Working Memory

Long Term StoreLong Term Store

Schema ConstructionSchema Construction

Schema AutomationSchema Automation

PhonologicalLoop

Visuospatial Sketchpad

Episodic Buffer

Executive

Working MemoryWorking MemoryThe concept ofIntrinsic Cognitive

Load

The concept ofIntrinsic Cognitive

Load

Intrinsic Cognitive LoadIntrinsic Cognitive Load

Intrinsic Cognitive Load Intrinsic Cognitive Load cannot be altered.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 LoadIntrinsic Cognitive Load

Intrinsic Cognitive Load Intrinsic Cognitive Load contain low/high element contain low/high element interactivity.interactivity.

Low/HighElements

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 sentencehave a high element interactivity.

Mesa: TableCafé: BrownGrande: BigLa/El: TheEs: Is

La mesa grande es café.The big table is brown.

Element InteractivityElement Interactivity

Low Element Low Element Interactivity…Interactivity…

has a low has a low Working Working Memory load. Memory load.

are easy to are easy to understand.understand.

elements are elements are learned serially.learned serially.

are non-are non-interacting.interacting.

High Element High Element Interactivity…Interactivity…

has a high has a high Working Working Memory load.Memory load.

are harder to are harder to understand.understand.

elements are elements are learned learned simultaneously.simultaneously.

do interact.do interact.

Example: Solve for aExample: Solve for a

a/b = ca/b = c

a = bca = bc

Is this a low element Is this a low element interactivity or a high interactivity or a high element interactivity?element interactivity?

Did you solve it quickly?Did you solve it quickly?

If Fast… If If Fast… If Slow… 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 The elements need to be considered be considered individually within individually within WM.WM.

The Working Memory The Working Memory load is full.load is full.

Schema has not yet Schema has not yet been constructed.been constructed.

When Schemas are When Schemas are Constructed and Automated Constructed and Automated

Solve for aSolve for a

a/b = c a/b = c

Our working memory has more space Our working memory has more space to find a solution to a more difficult to find a solution to a more difficult problem with higher order schema.problem with higher order schema.

a = b (c - 5x)a = b (c - 5x)

+ 5x+ 5x10x +10x +

Intrinsic Cognitive LoadIntrinsic Cognitive Load

Intrinsic Cognitive Load cannot be Intrinsic Cognitive Load cannot be altered due to the nature of the altered due to the nature of the material. However, it needs to be material. However, it needs to be considered in instructional design so considered in instructional design so that knowledge can be that knowledge can be communicated at the right grain communicated at the right grain size. size.

CLT Identifies 3 Types CLT Identifies 3 Types of Cognitive Loadof Cognitive Load

1. Intrinsic Cognitive Load1. Intrinsic Cognitive Load 2. Extraneous Cognitive Load2. Extraneous Cognitive Load

Extraneous Cognitive Extraneous Cognitive Load…Load…

is unnecessary cognitive load.is unnecessary cognitive load. is not relevant for learning.is not relevant for learning. is seen in poorly designed is seen in poorly designed

instructional designs.instructional designs. can be altered with instructional can be altered with instructional

intervention.intervention. plus intrinsic cognitive load can plus intrinsic cognitive load can

exceed working memory, if they are exceed working memory, if they are both high.both high.

Examples of Extraneous Examples of Extraneous Cognitive LoadCognitive Load

Multiple sources of informationMultiple sources of information Unnecessary, comprehensive formatUnnecessary, comprehensive format Extra soundsExtra sounds Long complex explanationsLong complex explanations

Extraneous Cognitive Extraneous Cognitive LoadLoad

Extraneous Cognitive Load can and Extraneous Cognitive Load can and should be altered. Unnecessary should be altered. Unnecessary information within the text or format information within the text or format of the instructional design may of the instructional design may cause an overload in the working cause an overload in the working memory and will negatively affect memory and will negatively affect the learners storage of information. the learners storage of information.

CLT Identifies 3 Types CLT Identifies 3 Types of Cognitive Loadof Cognitive Load

1. Intrinsic Cognitive Load1. Intrinsic Cognitive Load 2. Extraneous Cognitive Load2. Extraneous Cognitive Load 3. Germane Cognitive Load3. Germane Cognitive Load

Germane Cognitive Germane Cognitive Load…Load…

increases cognitive load.increases cognitive load. is directly relevant to schema is directly relevant to schema

construction.construction. contributes to learning.contributes to learning. plus intrinsic and extraneous plus intrinsic and extraneous

cognitive loads should stay within cognitive loads should stay within WM limits.WM limits.

Example of Germane Example of Germane Cognitive LoadCognitive Load

What makes research good? What makes research good? T. D. Cook and Campbell T. D. Cook and Campbell (1979) present four criteria (1979) present four criteria for evaluating how well for evaluating how well behavioral science research behavioral science research is carried out- the validity of is carried out- the validity of the research. the research. Construct Construct validityvalidity deals with the deals with the adequacy of operational adequacy of operational definitions: Did the definitions: Did the procedures used to procedures used to concretely represent the concretely represent the hypothetical constructs hypothetical constructs studied in the research studied in the research correctly represent those correctly represent those constructs?... (Principles of constructs?... (Principles of Research in Behavioral Research in Behavioral Science, Science, p. 23)p. 23)

Definitions

Construct Validity: Theadequacy of operationaldefinitions to representthe 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 Example of Germane Cognitive LoadCognitive Load

Cognitive Load

Theory

IntrinsicCognitive

Load

Extraneous Cognitive

Load

Germane Cognitive

Load

Diagrams or organizationalcharts may be used when itis directly relevant to the instructional goal or to createschemas.

Germane Cognitive LoadGermane Cognitive Load

Germane Cognitive Load, like Germane Cognitive Load, like Extraneous Cognitive Load, is extra Extraneous Cognitive Load, is extra information that can be altered. information that can be altered. However, Germane Cognitive Load However, Germane Cognitive Load should be used for necessary should be used for necessary schematic construction.schematic construction.

SummarySummary Understanding the three elements of Understanding the three elements of

Cognitive Load Theory; Intrinsic, Extraneous, Cognitive Load Theory; Intrinsic, Extraneous, and Germane, can be used to put together a and Germane, can be used to put together a more effective instructional design. An more effective instructional design. An effective instructional design will directly effective instructional design will directly address the limitations of working memory by address the limitations of working memory by the reduction of unnecessary Extraneous the reduction of unnecessary Extraneous Cognitive Load and with the manipulation of Cognitive Load and with the manipulation of information in Germane Cognitive Load, while information in Germane Cognitive Load, while taking consideration of Intrinsic Cognitive taking consideration of Intrinsic Cognitive Load. Well prepared instructional designs will Load. Well prepared instructional designs will facilitate knowledge storage of schemas in facilitate knowledge storage of schemas in Long Term Memory.Long Term Memory.