Cognitive Load Theory
Introduction
Cognitive Load Theory (CLT) is a theory in educational psychology that refers to the total amount of mental effort being used in the working memory. The theory was developed by John Sweller in the late 1980s. It is based on several aspects of memory research, including the distinction between long-term and short-term memory.
Theoretical Background
The Cognitive Load Theory is grounded in the human cognitive architecture, which consists of a limited working memory and an unlimited long-term memory. The theory suggests that learning happens when cognitive load is managed effectively, allowing for efficient use of working memory resources.
Working Memory
Working memory is the system that actively holds multiple pieces of transitory information in the mind, where they can be manipulated. It has a limited capacity, which can be overloaded if too much information is presented at once. This is known as cognitive overload.
Long-term Memory
Long-term memory is the system that holds knowledge and skills for a prolonged period. Unlike working memory, it has an unlimited capacity. Information from the long-term memory can be brought back into the working memory to be used in cognitive tasks.
Types of Cognitive Load
According to the Cognitive Load Theory, there are three types of cognitive load: intrinsic, extraneous, and germane.
Intrinsic Load
Intrinsic load is the inherent difficulty associated with a specific instructional topic. It is affected by elements such as the complexity of the material and the learner's prior knowledge.
Extraneous Load
Extrinsic load refers to the way information or tasks are presented to a learner. Poorly designed instruction can increase extraneous load, thereby reducing the mental resources available for learning.
Germane Load
Germane load is the cognitive load devoted to the processing, construction, and automation of schemas. It is influenced by the instructional design and can be considered as the 'effective' cognitive load.
Implications for Instructional Design
The Cognitive Load Theory has significant implications for instructional design. It suggests that instructional material should be designed to reduce extraneous cognitive load and manage intrinsic load, while maximizing germane load.
Reducing Extraneous Load
Extraneous load can be reduced by eliminating unnecessary information, organizing information in a logical manner, and presenting information visually and verbally rather than just visually or verbally.
Managing Intrinsic Load
Intrinsic load can be managed by breaking complex tasks into smaller, more manageable parts, and gradually increasing complexity as the learner's understanding improves.
Maximizing Germane Load
Germane load can be maximized by encouraging the learner to actively process information and construct their own mental representations.
Criticisms and Limitations
While the Cognitive Load Theory has been influential in the field of educational psychology, it has also faced several criticisms. Some researchers argue that the theory oversimplifies the process of learning and does not take into account individual differences in cognitive abilities. Others point out that the theory does not provide clear guidelines on how to measure cognitive load.