Cognitive load
Cognitive Load
Cognitive load (/kɒɡnɪtɪv loʊd/; from the Latin cognitio, "knowledge", and the Old English lād, "burden") refers to the total amount of mental effort being used in the working memory.
Definition
Cognitive load is a theoretical concept that was first introduced by John Sweller in 1988. It is used to understand the impact of the learning process on a learner's cognitive capabilities. The theory assumes that our working memory is limited in terms of the amount of information it can hold at any given time.
Types of Cognitive Load
There are three types of cognitive load:
- Intrinsic load: This is the inherent difficulty associated with a specific instructional topic. It cannot be altered by the instructor or the learner.
- Extraneous load: This is the load imposed by the manner in which information is presented to learners. It can be altered by instructional design.
- Germane load: This is the load devoted to the processing, construction, and automation of schemas. It contributes to meaningful learning.
Factors Affecting Cognitive Load
Several factors can affect cognitive load, including the complexity of the material, the expertise of the learner, and the manner in which the material is presented.
Implications for Instructional Design
Understanding cognitive load can help instructional designers create more effective learning materials. By minimizing extraneous cognitive load and maximizing germane cognitive load, designers can facilitate deeper learning and better retention of information.
See Also
References
External links
- Medical encyclopedia article on Cognitive load
- Wikipedia's article - Cognitive load
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