Cognitive Load
Overview
The general definition of cognitive load is the amount of information a person is trying to process in working memory at any given time. (Sweller, 2010) In terms of teaching, cognitive load theory suggests that students’ working memory needs to be engaged while learning so that students will remember the content they are learning. There are three main types of cognitive load; intrinsic load, extraneous load, and germane load. When properly engaged and guided, the cognitive load can be reduced and students can learn new skills and understand new ideas much easier than with a high cognitive load. (Cognitive Load Theory, 2016)
The general definition of cognitive load is the amount of information a person is trying to process in working memory at any given time. (Sweller, 2010) In terms of teaching, cognitive load theory suggests that students’ working memory needs to be engaged while learning so that students will remember the content they are learning. There are three main types of cognitive load; intrinsic load, extraneous load, and germane load. When properly engaged and guided, the cognitive load can be reduced and students can learn new skills and understand new ideas much easier than with a high cognitive load. (Cognitive Load Theory, 2016)
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Key Concepts
Working Memory Vs Long Term Memory
Working memory is the part of the brain that consciously processes information. It is limited in its capacity meaning that it can only hold 4-5 bits of information at once. Furthermore, the information stored only last couple seconds.
Long-term memory, on the other hand, has an unlimited capacity for storing information. Information in the long-term memory is organized into schemas. Schemas is a mental framework or structures of information organized in our brain. Existing schemas or automated schemas do not overload the working memory easily. Expertise is the result of multiple combined schema and automated schema. (Malamed)
Intrinsic Load
The first type of Cognitive load developed by Chandler and Sweller was Intrinsic Load which is that all instruction has an inherent difficulty associated with it. An educator is not able to change this difficulty, however, they can break down the topic down to smaller, simpler steps for the learner, to be later brought back together to be combined as a whole. I.e. adding two numbers together vs solving for a differential equation (Sweller, 2010).
Extraneous Load
The next type of Cognitive Load developed was Extraneous Load. Unlike Intrinsic Load, this can be altered by the instructor. This load refers to the manner to which the information is presented to the learner, either visually or verbally. For example, when learning about geometric shapes you can either describe the shape or show a diagram. This type of load increases cognitive load, without enhancing learning (Debue & Leemput, 2014)
Germane LoadGermane load refers to the processing, construction, and automation of the information that is learned into long-term memory. The germane load is produced as we observe and learn new information or experiences to help us anticipate and understand. This type of cognitive load is the most ideal for learners as it assists in learning new skills and information (Debue & Leemput, 2014).
Working Memory Vs Long Term Memory
Working memory is the part of the brain that consciously processes information. It is limited in its capacity meaning that it can only hold 4-5 bits of information at once. Furthermore, the information stored only last couple seconds.
Long-term memory, on the other hand, has an unlimited capacity for storing information. Information in the long-term memory is organized into schemas. Schemas is a mental framework or structures of information organized in our brain. Existing schemas or automated schemas do not overload the working memory easily. Expertise is the result of multiple combined schema and automated schema. (Malamed)
Intrinsic Load
The first type of Cognitive load developed by Chandler and Sweller was Intrinsic Load which is that all instruction has an inherent difficulty associated with it. An educator is not able to change this difficulty, however, they can break down the topic down to smaller, simpler steps for the learner, to be later brought back together to be combined as a whole. I.e. adding two numbers together vs solving for a differential equation (Sweller, 2010).
Extraneous Load
The next type of Cognitive Load developed was Extraneous Load. Unlike Intrinsic Load, this can be altered by the instructor. This load refers to the manner to which the information is presented to the learner, either visually or verbally. For example, when learning about geometric shapes you can either describe the shape or show a diagram. This type of load increases cognitive load, without enhancing learning (Debue & Leemput, 2014)
Germane LoadGermane load refers to the processing, construction, and automation of the information that is learned into long-term memory. The germane load is produced as we observe and learn new information or experiences to help us anticipate and understand. This type of cognitive load is the most ideal for learners as it assists in learning new skills and information (Debue & Leemput, 2014).
Practical Suggestions for Educators
Minimizing Extraneous Cognitive load
The teacher should minimize the extraneous cognitive load of students and move away from means-end analysis of a task as it can sometimes be very complex and overwhelms the students. The teacher can instead convey easily to understand explanations and remove any unnecessary details, to simplify the lesson.For example, you could illustrate the information in a diagram as opposed to writing or reading out the information from a textbook (Wade, 2017).
Germane load emphasizes creating new connections and learning new ideas. To reduce extraneous load teachers should avoid distracting graphics, information, and text. As was seen in Task 2 video comparison on climate vs weather.
The overall intrinsic load cannot be changed by teachers or students. However, teachers can simplify the intrinsic load by breaking down the information or task into multiple steps.
Minimizing Extraneous Cognitive load
The teacher should minimize the extraneous cognitive load of students and move away from means-end analysis of a task as it can sometimes be very complex and overwhelms the students. The teacher can instead convey easily to understand explanations and remove any unnecessary details, to simplify the lesson.For example, you could illustrate the information in a diagram as opposed to writing or reading out the information from a textbook (Wade, 2017).
- When learning about geometric shapes you can either describe the shape or show a diagram. This type of load increases cognitive load, without enhancing learning (Debue & Leemput, 2014)
Germane load emphasizes creating new connections and learning new ideas. To reduce extraneous load teachers should avoid distracting graphics, information, and text. As was seen in Task 2 video comparison on climate vs weather.
- For example, with Chronas (a virtual historical world map) users can select several filters to view on the map. With all of the optional filters engaged, the map is overwhelming with unnecessary graphics. However, teachers should instruct students to use a few specific filters which simplify the map while still allowing students to make new historical connections and discover significance.
The overall intrinsic load cannot be changed by teachers or students. However, teachers can simplify the intrinsic load by breaking down the information or task into multiple steps.
- For example, in a math classroom, a differential equation can be more easily understood if broken down into multiple steps instead of asking students to solve it outright.
Resources
Doolittle, P. (2013). How your “working memory” makes sense of the world [Video File]. Retrieved
from https://www.ted.com/talks/peter_doolittle_how_your_working_memory_makes_sense _of_the_world?language=en
Malamed, C. (2011). What is cognitive load? . Retrieved Oct 3, 2018, from http://theelearningcoach.com/learning/what-is-cognitive-load/
Mind Tool Content Team. Cognitive Load Theory: Helping People Learn Effectively. Retrieved Oct 3, 2018, from
https://www.mindtools.com/pages/article/cognitive-load-theory.htm
National Geographic [Username] (2014). Cosmos: Weather vs. Climate Change. [Video File] Retrieved from
https://www.youtube.com/watch?v=cBdxDFpDp_k
Soloman, H. (n.d.). Cognitive Load Theory (John Sweller). Retrieved from http://www.instructionaldesign.org/theories/cognitive-load/
Storm Shield App [Username](2016) Weather vs. Climate: What’s the Difference? [Video File] Retrieved from
https://www.youtube.com/watch?v=SosJzEn1G0s
Sweller, J. (2010). Cognitive Load Theory of Multimedia Learning. Retrieved September 29, 2018, from
https://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Waude, A. (2017, January 17). Cognitive Load Theory: How 'Cognitive Load' Affects Memory. Retrieved from
https://www.psychologistworld.com/memory/cognitive-load-theory#references
Doolittle, P. (2013). How your “working memory” makes sense of the world [Video File]. Retrieved
from https://www.ted.com/talks/peter_doolittle_how_your_working_memory_makes_sense _of_the_world?language=en
Malamed, C. (2011). What is cognitive load? . Retrieved Oct 3, 2018, from http://theelearningcoach.com/learning/what-is-cognitive-load/
Mind Tool Content Team. Cognitive Load Theory: Helping People Learn Effectively. Retrieved Oct 3, 2018, from
https://www.mindtools.com/pages/article/cognitive-load-theory.htm
National Geographic [Username] (2014). Cosmos: Weather vs. Climate Change. [Video File] Retrieved from
https://www.youtube.com/watch?v=cBdxDFpDp_k
Soloman, H. (n.d.). Cognitive Load Theory (John Sweller). Retrieved from http://www.instructionaldesign.org/theories/cognitive-load/
Storm Shield App [Username](2016) Weather vs. Climate: What’s the Difference? [Video File] Retrieved from
https://www.youtube.com/watch?v=SosJzEn1G0s
Sweller, J. (2010). Cognitive Load Theory of Multimedia Learning. Retrieved September 29, 2018, from
https://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Waude, A. (2017, January 17). Cognitive Load Theory: How 'Cognitive Load' Affects Memory. Retrieved from
https://www.psychologistworld.com/memory/cognitive-load-theory#references