Cognitive load - Revision history

Koedinger at 15:23, 27 August 2013

2013-08-27T15:23:40Z

← Older revision		Revision as of 15:23, 27 August 2013
Line 3:		Line 3:
	Most would agree that people learn better when they can build on what they already understand. But the more things a person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]].		Most would agree that people learn better when they can build on what they already understand. But the more things a person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]].

	The notion of cognitive load has been used by Sweller and colleagues (see below) as the theoretical rationale for designing or choosing between [[instructional method]]s such that more learning is achieved when the method reduces extraneous cognitive load. For instance, interleaving [[worked examples]] between problem solving activities has led to better learning and is claimed to do so because the worked examples relieve the extraneous cognitive load experienced during problem solving because of the need to store problem solving goals and subgoals.		The notion of cognitive load has been used by Sweller and colleagues (see below) as the theoretical rationale for designing or choosing between [[instructional method]]s such that more learning is achieved when the method reduces extraneous cognitive load. For instance, interleaving [[worked examples]] between problem solving activities has led to better learning and is claimed to do so because the worked examples relieve the extraneous cognitive load experienced during problem solving because of the need to store problem solving goals and subgoals.

			See [http://edtechdev.wordpress.com/2009/11/16/cognitive-load-theory-failure/ this blog] for some critical perspectives on Cognitive Load Theory.

	Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.		Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.

Mbett: Reverted edits by Sitamoyer (Talk); changed back to last version by Koedinger

2011-08-31T15:22:18Z

Reverted edits by Sitamoyer (Talk); changed back to last version by Koedinger

← Older revision		Revision as of 15:22, 31 August 2011
Line 13:		Line 13:
	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
	~~[http://cvresumewritingservices.org/ resume writing]~~

Sitamoyer at 11:04, 30 August 2011

2011-08-30T11:04:00Z

← Older revision		Revision as of 11:04, 30 August 2011
Line 13:		Line 13:
	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
			[http://cvresumewritingservices.org/ resume writing]

Koedinger at 14:06, 28 May 2007

2007-05-28T14:06:46Z

← Older revision		Revision as of 14:06, 28 May 2007
Line 1:		Line 1:
	Cognitive ~~Load is a term (used in psychology and other fields of study) that~~ refers to the ~~load~~ on [[working memory]] during problem solving, thinking and reasoning (including perception, memory, language, etc.).		Cognitive load refers to the demands on [[working memory]] during problem solving, thinking and reasoning (including perception, memory, language, etc.).

	Most would agree that people learn better when they can build on what they already understand. But the more things a person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]].		Most would agree that people learn better when they can build on what they already understand. But the more things a person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]].

			The notion of cognitive load has been used by Sweller and colleagues (see below) as the theoretical rationale for designing or choosing between [[instructional method]]s such that more learning is achieved when the method reduces extraneous cognitive load. For instance, interleaving [[worked examples]] between problem solving activities has led to better learning and is claimed to do so because the worked examples relieve the extraneous cognitive load experienced during problem solving because of the need to store problem solving goals and subgoals.

			Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.

			Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.

			Sweller, J. (1999). Instructional design in technical areas. Melbourne, Australia: ACER Press.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:PSLC General]]		[[Category:PSLC General]]

Bmclaren at 07:19, 28 February 2007

2007-02-28T07:19:50Z

← Older revision		Revision as of 07:19, 28 February 2007
Line 2:		Line 2:

	Most would agree that people learn better when they can build on what they already understand. But the more things a person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]].		Most would agree that people learn better when they can build on what they already understand. But the more things a person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]].

			[[Category:Glossary]]
			[[Category:PSLC General]]

Bmclaren at 07:19, 28 February 2007

2007-02-28T07:19:01Z

New page

Cognitive Load is a term (used in psychology and other fields of study) that refers to the load on [[working memory]] during problem solving, thinking and reasoning (including perception, memory, language, etc.).

Most would agree that people learn better when they can build on what they already understand. But the more things a person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]].