1. Cognitive Load Theory Sweller, van Merrienboer, and Paas, 1998

2. What is Cognitive Load Theory?
Long Term Store
Monitoring occurs in working memory.
Processing occurs in working memory.
There is a restricted space: 7 +/- 2
Schema Construction
Working Memory
Schema Automation
Executive
Episodic Buffer
Visuospatial
Sketchpad
Phonological
Loop
In terms of Working Memory
CLT is a theory of instruction that addresses directly the limitations of Working Memory

3. What is Cognitive Load Theory
Long term memory stores unlimited amounts of information.
Humans are poor at reasoning skills unless elements, which we reason with, have been previously stored in long term memory.
Long Term Memory
Schema Construction
Schema Automation
Working Memory
Executive
Episodic Buffer
Visuospatial Sketchpad
Phonological Loop
In terms of Long Term Memory
CLT is designed to provide principles which
lead to the construction of new schema stored in Long Term Memory.

4. What is Cognitive Load Theory?
Knowledge is stored in long term memory in the form of schemas.
Skilled performance develops from the combination of elements consisting of lower level schemas into higher level schemas.
Schema construction categorizes elements of information.
Long Term Store
Schema Construction
Working Memory
Schema Automation
Executive
Episodic Buffer
Visuospatial
Sketchpad
Phonological
Loop
In Terms of schema construction
CLT addresses the reduction of working memory load during the formation of new schema.

5. What is Cognitive Load Theory
Schema automation is a process of schema construction.
Schema automation results from practice.
Minimal conscious effort is needed.
Familiar tasks are performed accurately and fluidly.
Long Term Store
Schema Construction
Working Memory
Schema Automation
Executive
Episodic Buffer
Visuospatial
Sketchpad
Phonological
Loop
In terms of schematic automation
CLT addresses the importance of
schema automation during schema construction.

6. Main Goals of Cognitive Load Theory and Instruction
To provide guidelines in
presentation of information
To construct and
automate schemas
To manipulate information
in working memory
prior to long term storage
To encourage learner
activities to optimize
intellectual performance
To reduce working memory
load
To facilitate the
information that is processed
in working memory
To encourage schema
construction

7. CLT Identifies 3 Types of Cognitive Load
1. Intrinsic Cognitive Load

8. Intrinsic Cognitive Load
Intrinsic Cognitive Load are characteristics of materials themselves.
Intrinsic Cognitive Load is created in any content being learned in working memory.
Intrinsic Cognitive Load cannot be altered.
Intrinsic Cognitive Load contains low/high element interactivity.
Materials
Themselves
Learned in
Working Memory
Cannot be
Altered
Low/High
Elements

9. Intrinsic Cognitive Load
Intrinsic Cognitive Load are characteristics of materials themselves.
Materials
Themselves
Example: numbers in a math problem
3 ( 5 + 9) = 42

10. Intrinsic Cognitive Load
Intrinsic Cognitive Load occurs in working memory with any content being learned.
Learned in
Working Memory
Long Term Store
Schema Construction
Schema Automation
The concept of
Intrinsic Cognitive
Load
Working Memory
Executive
Episodic Buffer
Phonological
Loop
Visuospatial
Sketchpad

11. Intrinsic Cognitive Load
Intrinsic Cognitive Load cannot be altered.
Example: Sentences in a paragraph.
The use of physical guidance raises a potential ethical issue. Suppose that, in a program for persons with developmental disabilities, a teacher decides to use physical guidance. Suppose further that an individual client resists being guided. Physical guidance in that instance would therefore be viewed as somewhat intrusive or restrictive. However, as indicated in the discussion of ethical guidelines in Chapter 30, it is generally agreed that behavior modifiers should use the least intrusive and restrictive interventions possible. (Behavior Modification: What it is and How to do it, p.123)
Cannot be
Altered

12. Intrinsic Cognitive Load
Example of a low element interactivity:
When learning a new language, the vocabulary
words have a low element interactivity.
Example of a high element interactivity:
When learning a new language, correctly
placing words together to create a sentence
have a high element interactivity.
Intrinsic Cognitive Load contain low/high element interactivity.
Mesa: Table
Café: Brown
Grande: Big
La/El: The
Es: Is
La mesa grande es café.
The big table is brown.
Low/High
Elements

13. Element Interactivity
Low Element Interactivity…
has a low Working Memory load.
are easy to understand.
elements are learned serially.
are non-interacting.
High Element Interactivity…
has a high Working Memory load.
are harder to understand.
elements are learned simultaneously.
do interact.

14. Example: Solve for a
a/b = c a = bc Is this a low element interactivity or a high element interactivity? Did you solve it quickly?

15. If Fast… If Slow…
The elements do not need to be considered individually within WM.
The multiple elements can act as a single element.
The schema imposes minimal WM demands, especially if it’s automated.
The schema can be used as elements in higher order schemas once they are constructed.
The elements need to be considered individually within WM.
The Working Memory load is full.
Schema has not yet been constructed.

16. When Schemas are Constructed and Automated
Solve for a a/b = c Our working memory has more space to find a solution to a more difficult problem with higher order schema. a = b (c - 5x)
10x +
+ 5x

17. Intrinsic Cognitive Load
Intrinsic Cognitive Load cannot be altered due to the nature of the material. However, it needs to be considered in instructional design so that knowledge can be communicated at the right grain size.

18. CLT Identifies 3 Types of Cognitive Load
1. Intrinsic Cognitive Load
2. Extraneous Cognitive Load

19. Extraneous Cognitive Load…
is unnecessary cognitive load.
is not relevant for learning.
is seen in poorly designed instructional designs.
can be altered with instructional intervention.
plus intrinsic cognitive load can exceed working memory, if they are both high.

20. Examples of Extraneous Cognitive Load
Multiple sources of information
Unnecessary, comprehensive format
Extra sounds
Long complex explanations

21. Extraneous Cognitive Load
Extraneous Cognitive Load can and should be altered. Unnecessary information within the text or format of the instructional design may cause an overload in the working memory and will negatively affect the learners storage of information.

22. CLT Identifies 3 Types of Cognitive Load
1. Intrinsic Cognitive Load
2. Extraneous Cognitive Load
3. Germane Cognitive Load

23. Germane Cognitive Load…
increases cognitive load.
is directly relevant to schema construction.
contributes to learning.
plus intrinsic and extraneous cognitive loads should stay within WM limits.

24. Example of Germane Cognitive Load
Highlighted words or definition tables in a textbook are extra information that shows which words are essential to know.
What makes research good? T. D. Cook and Campbell (1979) present four criteria for evaluating how well behavioral science research is carried out- the validity of the research. Construct validity deals with the adequacy of operational definitions: Did the procedures used to concretely represent the hypothetical constructs studied in the research correctly represent those constructs?... (Principles of Research in Behavioral Science,
p. 23)
Definitions
Construct Validity: The
adequacy of operational
definitions to represent
the hypothetical
constructs of interest.

25. Example of Germane Cognitive Load
Diagrams or organizational
charts may be used when it
is directly relevant to the
instructional goal or to create
schemas.

26. Germane Cognitive Load
Germane Cognitive Load, like Extraneous Cognitive Load, is extra information that can be altered. However, Germane Cognitive Load should be used for necessary schematic construction.

27. Summary
Understanding the three elements of Cognitive Load Theory; Intrinsic, Extraneous, and Germane, can be used to put together a more effective instructional design. An effective instructional design will directly address the limitations of working memory by the reduction of unnecessary Extraneous Cognitive Load and with the manipulation of information in Germane Cognitive Load, while taking consideration of Intrinsic Cognitive Load. Well prepared instructional designs will facilitate knowledge storage of schemas in Long Term Memory.