1. Cognitive Load
Research & Theory
Implications for Instructional
Design
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2. Cognitive Architecture
The basics
 Working memory
Early research
 The magic number 7 ± 2
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3. Working Memory
We are conscious of what is in working
memory
Can hold a few things in working memory
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4. Math Story Problem
A tailor stitches 2 shirts everyday. It takes him 3 hours
to stitch a shirt. Each shirt uses 7 buttons and has two
pockets. Each shirt costs the tailor $2 and he charges
the customer $4.
1. How many pockets does the tailor stitch in 8 days?
2. How many shirts does the tailor stitch if he uses 84
buttons?
3. How many dollars does the tailor collect from his
customers in 4 days?
4. How many dollars does the tailor earn as profit in 5
days?
5. How many hours does the tailor work in 3 days?
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5. Long Term Memory
It is more than a passive storage place
How have we learned about long term
memory?
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6. What are these structures?
schemata
 A cognitive constructs that permit us to
treat multiple elements as a single element
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7. Learning
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8. An example (Sweller)
Rote memory
 s=vt
s=distance traveled
v=average velocity
t=time
Easy to memorize and write it down for a
test
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9. s=vt
1. S= distance traveled
2. V= average speed
3. T=time
4. Speed is defined
5. as the number of units of distance traveled
6. in a single unit of time
7. Multiplying
8. the number of units traveled
9. in a single unit of time
10. by the number of units of time
11. equals the distance traveled
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10. Interactivity
High interactivity among elements
 Only meaningful when considered simultaneously
Low interactivity among elements
 i.e., chemical symbols
 No interaction
 Can be learned individually
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11. Interactivity
Low interactivity
 Impose very little on working memory
 May be difficult to learn
High interactivity
 Impose a lot on working memory
 How do we accomplish this “impossible” task?
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12. Three types of Cognitive Load
Intrinsic
Extraneous
Germane
ICL + ECL + GCL = TCL
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13. Fredrick D. Pociask
Dimensions of Cognitive Load
Available Cognitive Resources
Germane Cognitive Load
Extraneous Cognitive Load
Total Intrinsic Cognitive Load
Cognitive
Capacity
Ideal situation with ample cognitive resources are
available. 13

14. Fredrick D. Pociask
Dimensions of Cognitive Load
Available Cognitive Resources
Germane Cognitive Load
Extraneous Cognitive Load
Total Intrinsic Cognitive Load
Cognitive
Capacity
A context where instructional materials were
poorly designed.
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15. Controlling Cognitive Load
Controlling for split attention and redundancy
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16. Split Attention Effect
Learner’s must split attention between diagram
and instructions Diagram
Instructions 16

17. Baddeley’s Working Memory
Model
Long Term
Memory
Visual/Spatial Central Phonological
Sketch Pad Executive Loop
Visual/Spatial Sketch Pad
 Visual working memory
 Deals with entities that occupy 2-3d space
Diagrams, pictures
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18. Baddeley’s Working Memory
Model
Long Term
Memory
Visual/Spatial Central Phonological
Sketch Pad Executive Loop
Executive Memory
Transfers information between locations
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19. Baddeley’s Working Memory
Model
Long Term
Memory
Visual/Spatial Central Phonological
Sketch Pad Executive Loop
Listening to an audio tape
 Use phonological loop (auditory) memory to
process
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20. Baddeley’s Working Memory
Model
Long Term
Memory
Visual/Spatial Central Phonological
Sketch Pad Executive Loop
Consider listening to an audio tape explaining a
diagram
 Use visual/spatial memory for diagram
 Use auditory memory for tape
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21. Baddeley’s Working Memory
Model
Long Term
Memory
Visual/Spatial Central Phonological
Sketch Pad Executive Loop
But, what happens if you are reading about the
diagram?
 Sentence is first processed by visual working memory
Then transferred to auditory working memory
Processed the same was as if it was heard
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22. Implications
Two applications for cognitive load
 Instructional design
 Message design
 Message design, the lost art
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23. In Summary
Cognitive load theory could inform our ID
practice and research
 Reduce extraneous cognitive load
 Results in an increase in germane
cognitive load
Potential areas for future research
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24. References
van Meeriënboer, Kirschner, Kester (2003). Taking the
load off a learner’s mind: Instructional design for
complex learning. Educational Psychologist, 38(1), 5-
13.
Miller, G. A., (1956). The magical number seven, plus
or minus two: Some limits on our capacity for
processing information. Psychological Review. 63, 81-
97.
Cowan, N. (2000). The magical number 4 in short term
memory: A reconsideration of mental storage capacity.
Behavioral and Brain Sciences, 24, 87-185.
Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce
cognitive load in multimedia learning. Educational
Pscyologist, 38(1), 43-52.
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