Cognitive load theory and individual differences
Cognitive load theory is an instructional theory based on the following assumptions. (1) Information can be divided into biologically primary information that we have evolved to process and acquire unconsciously, and secondary information that requires conscious effort. (2) Secondary information is...
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| Vydáno v: | Learning and individual differences Ročník 110; s. 102423 |
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| Médium: | Journal Article |
| Jazyk: | angličtina |
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Elsevier Inc
01.02.2024
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| ISSN: | 1041-6080, 1873-3425 |
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| Abstract | Cognitive load theory is an instructional theory based on the following assumptions. (1) Information can be divided into biologically primary information that we have evolved to process and acquire unconsciously, and secondary information that requires conscious effort. (2) Secondary information is either acquired during problem solving or from other people. It is processed by a limited capacity, limited duration working memory before being stored for subsequent use in long-term memory. Once stored, information may be transferred back to working memory to govern action relevant to the extant environment. Working memory has no known capacity or duration limits when dealing with information transferred back from long-term memory. (3) The major consequence that flows from instruction is the accumulation of information in long-term memory. (4) That differential knowledge results in individual differences in expertise and provides a major source, possibly the only source, of modifiable cognitive differences between learners. (5) Learners with differential knowledge held in long-term memory require different instructional procedures leading to the expertise reversal effects of cognitive load theory.
Cognitive load theory is an instructional theory based on our knowledge of evolutionary psychology leading to human cognitive architecture. That architecture specifies individual differences due to either biological or environmental factors. Information held in long-term memory provides the major source of environmentally mediated individual differences. The theory uses randomised, controlled trials to determine instructional effectiveness.
•Cognitive load theory is used to determine optimal instructional design procedures.•The theory is based on evolutionary psychology leading to our knowledge of human cognitive architecture.•That cognitive architecture can be used to specify both biologically and environmentally determined individual differences.•Environmentally determined individual differences depend on the contents of long-term memory.•Those contents arguably reflect the largest source of environmentally determined individual differences. |
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| AbstractList | Cognitive load theory is an instructional theory based on the following assumptions. (1) Information can be divided into biologically primary information that we have evolved to process and acquire unconsciously, and secondary information that requires conscious effort. (2) Secondary information is either acquired during problem solving or from other people. It is processed by a limited capacity, limited duration working memory before being stored for subsequent use in long-term memory. Once stored, information may be transferred back to working memory to govern action relevant to the extant environment. Working memory has no known capacity or duration limits when dealing with information transferred back from long-term memory. (3) The major consequence that flows from instruction is the accumulation of information in long-term memory. (4) That differential knowledge results in individual differences in expertise and provides a major source, possibly the only source, of modifiable cognitive differences between learners. (5) Learners with differential knowledge held in long-term memory require different instructional procedures leading to the expertise reversal effects of cognitive load theory.
Cognitive load theory is an instructional theory based on our knowledge of evolutionary psychology leading to human cognitive architecture. That architecture specifies individual differences due to either biological or environmental factors. Information held in long-term memory provides the major source of environmentally mediated individual differences. The theory uses randomised, controlled trials to determine instructional effectiveness.
•Cognitive load theory is used to determine optimal instructional design procedures.•The theory is based on evolutionary psychology leading to our knowledge of human cognitive architecture.•That cognitive architecture can be used to specify both biologically and environmentally determined individual differences.•Environmentally determined individual differences depend on the contents of long-term memory.•Those contents arguably reflect the largest source of environmentally determined individual differences. |
| ArticleNumber | 102423 |
| Author | Sweller, John |
| Author_xml | – sequence: 1 givenname: John surname: Sweller fullname: Sweller, John email: j.sweller@unsw.edu.au organization: School of Education, University of New South Wales, Sydney, NSW 2052, Australia |
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| Keywords | Individual differences through learning Cognitive load theory Element interactivity |
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