The Science of Human Cognitive Load Theory
Introduction
Human Cognitive Load Theory (CLT) is a scientific framework that seeks to understand the capacity and limitations of the human cognitive system. It is a theory that has profound implications for learning and instruction, and is particularly relevant in the field of educational psychology and instructional design.
Overview of Cognitive Load Theory
The Cognitive Load Theory was first proposed by John Sweller in the 1980s. It is based on several key aspects of human cognitive architecture, including the division of memory into working memory and long-term memory. According to the theory, the capacity of working memory is limited, and this limitation can affect the process of learning and problem-solving.
Components of Cognitive Load
Cognitive Load Theory identifies three types of cognitive load: intrinsic, extraneous, and germane.
Intrinsic Cognitive Load
Intrinsic cognitive load refers to the inherent difficulty of the material being learned. This load is determined by the complexity of the information and the learner's prior knowledge. For example, learning to read a complex scientific paper would have a high intrinsic cognitive load for a novice, but a lower load for an expert in the field.
Extraneous Cognitive Load
Extraneous cognitive load is the load imposed by the manner in which information is presented to the learner. Poorly designed instructional materials can increase extraneous cognitive load, making it more difficult for learners to process information.
Germane Cognitive Load
Germane cognitive load is the load associated with the processing, construction, and automation of schemas. Schemas are mental structures that allow us to understand and interpret the world around us. Germane load is considered productive, as it contributes to long-term learning.
Implications for Instructional Design
Understanding cognitive load theory can greatly improve instructional design. By designing materials that minimize extraneous cognitive load and maximize germane cognitive load, educators can enhance learning outcomes.
Measurement of Cognitive Load
There are several methods used to measure cognitive load, including subjective rating scales, dual-task methodologies, and physiological measures such as heart rate variability and pupil dilation.
Critiques and Limitations
While Cognitive Load Theory has been widely accepted and applied in the field of education, it has also faced some criticism. Some researchers argue that the theory oversimplifies the complexity of the learning process, while others question the validity of the measures used to assess cognitive load.
Conclusion
Despite these critiques, Cognitive Load Theory remains a valuable tool for understanding the cognitive processes involved in learning and instruction. By considering the limitations of working memory and the different types of cognitive load, educators and instructional designers can create more effective learning environments.