Cognitive Load Theory Sweller, van Merrienboer, and Paas, 1998 Psych 605 Fall 2009.
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Transcript of Cognitive Load Theory Sweller, van Merrienboer, and Paas, 1998 Psych 605 Fall 2009.
Cognitive Load Cognitive Load TheoryTheory
Sweller, van Merrienboer, and Paas, 1998Sweller, van Merrienboer, and Paas, 1998
Psych 605Psych 605
Fall 2009Fall 2009
What is Cognitive Load What is Cognitive Load Theory?Theory?
Long Term StoreLong Term Store
Monitoring Monitoring occurs in occurs in working memory.working memory.
Processing Processing occurs in occurs in working memory.working memory.
There is a There is a restricted space: restricted space: 7 +/- 27 +/- 2
CLT is a theory of instruction that CLT is a theory of instruction that addresses directly the limitations of addresses directly the limitations of
Working MemoryWorking Memory
CLT is a theory of instruction that CLT is a theory of instruction that addresses directly the limitations of addresses directly the limitations of
Working MemoryWorking Memory
Executive
Visuospatial Sketchpad
PhonologicalLoop
Episodic Buffer
Schema Construction
Schema Automation
In terms of Working Memory
Working MemoryWorking Memory
What is Cognitive Load What is Cognitive Load TheoryTheory Long term memory Long term memory
stores unlimited stores unlimited amounts of amounts of information.information.
Humans are poor Humans are poor at reasoning skills at reasoning skills unless elements, unless elements, which we reason which we reason with, have been with, have been previously stored previously stored in long term in long term memory.memory.
Episodic Buffer
ExecutiveExecutive
Visuospatial Visuospatial SketchpadSketchpad
PhonologicaPhonological Loopl Loop
Schema ConstructionSchema Construction
Schema AutomationSchema Automation
Long Term MemoryLong Term MemoryLong Term MemoryLong Term Memory
CLT is designed to provide principles which lead to the construction of new schema stored
in Long Term Memory.
CLT is designed to provide principles which lead to the construction of new schema stored
in Long Term Memory.
In terms of Long Term Memory
Working Memory
What is Cognitive Load What is Cognitive Load Theory?Theory? Knowledge is stored Knowledge is stored
in long term memory in long term memory in the form of in the form of schemas.schemas.
Skilled performance Skilled performance develops from the develops from the combination of combination of elements consisting elements consisting of lower level of lower level schemas into higher schemas into higher level schemas.level schemas.
Schema construction Schema construction categorizes elements categorizes elements of information.of information.
Long Term StoreLong Term Store
Executive
Visuospatial Sketchpad
PhonologicalLoop
Episodic Buffer
SchemaSchema ConstructionConstruction SchemaSchema ConstructionConstruction
Schema AutomationWorking Memory
In Terms of schema construction
CLT addresses the reduction of working memory load during the formation of new schema.
CLT addresses the reduction of working memory load during the formation of new schema.
What is Cognitive Load What is Cognitive Load TheoryTheory Schema automation Schema automation
is a process of is a process of schema schema construction.construction.
Schema automation Schema automation results from results from practice.practice.
Minimal conscious Minimal conscious effort is needed.effort is needed.
Familiar tasks are Familiar tasks are performed performed accurately and accurately and fluidly.fluidly.
Long Term StoreLong Term StoreSchema Construction Schema AutomationSchema AutomationWorking Memory
Executive
Visuospatial Sketchpad
PhonologicalLoop
Episodic Buffer
In terms of schematic automation
CLT addresses the importance of schema automation during schema
construction.
CLT addresses the importance of schema automation during schema
construction.
Main Goals of Cognitive Main Goals of Cognitive Load Theory and Load Theory and
InstructionInstructionCognitive Load Cognitive Load TheoryTheoryCognitive Load Cognitive Load TheoryTheory
InstructionInstructionInstructionInstruction
To provide guidelines inTo provide guidelines in presentation of informationpresentation of information
To encourage learner To encourage learner
activities to optimize activities to optimize
intellectual performanceintellectual performance
To reduce working memory To reduce working memory
loadload
To encourage schema To encourage schema
constructionconstruction
To construct and To construct and automateautomate schemasschemas
To facilitate the To facilitate the information that is processed information that is processed
in working memoryin working memory
To manipulate information To manipulate information in working memory in working memory
prior to long term storageprior to long term storage
CLT Identifies 3 Types CLT Identifies 3 Types of Cognitive Loadof Cognitive Load
1. Intrinsic Cognitive Load1. Intrinsic Cognitive Load
Intrinsic Cognitive LoadIntrinsic Cognitive Load Intrinsic Cognitive Load Intrinsic Cognitive Load
are characteristics of are characteristics of materials themselves.materials themselves.
Intrinsic Cognitive Load Intrinsic Cognitive Load is created in any content is created in any content being learned in working being learned in working memory.memory.
Intrinsic Cognitive Load Intrinsic Cognitive Load cannot be altered.cannot be altered.
Intrinsic Cognitive Load Intrinsic Cognitive Load contains low/high contains low/high element interactivity.element interactivity.
Materials Themselves
Learned in Working Memory
Cannot be Altered
Low/HighElements
Intrinsic Cognitive LoadIntrinsic Cognitive Load
Intrinsic Cognitive Load Intrinsic Cognitive Load are characteristics of are characteristics of materials themselves.materials themselves.
Materials Themselves
Example: numbers in a math problem
3 ( 5 + 9) = 42
Intrinsic Cognitive LoadIntrinsic Cognitive Load
Intrinsic Cognitive Load Intrinsic Cognitive Load occurs in working occurs in working memory with any memory with any content being learned.content being learned.
Learned in Working Memory
Long Term StoreLong Term Store
Schema ConstructionSchema Construction
Schema AutomationSchema Automation
PhonologicalLoop
Visuospatial Sketchpad
Episodic Buffer
Executive
Working MemoryWorking MemoryThe concept ofIntrinsic Cognitive
Load
The concept ofIntrinsic Cognitive
Load
Intrinsic Cognitive LoadIntrinsic Cognitive Load
Intrinsic Cognitive Load Intrinsic Cognitive Load cannot be altered.cannot be altered.
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)
Intrinsic Cognitive LoadIntrinsic Cognitive Load
Intrinsic Cognitive Load Intrinsic Cognitive Load contain low/high element contain low/high element interactivity.interactivity.
Low/HighElements
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 sentencehave a high element interactivity.
Mesa: TableCafé: BrownGrande: BigLa/El: TheEs: Is
La mesa grande es café.The big table is brown.
Element InteractivityElement Interactivity
Low Element Low Element Interactivity…Interactivity…
has a low has a low Working Working Memory load. Memory load.
are easy to are easy to understand.understand.
elements are elements are learned serially.learned serially.
are non-are non-interacting.interacting.
High Element High Element Interactivity…Interactivity…
has a high has a high Working Working Memory load.Memory load.
are harder to are harder to understand.understand.
elements are elements are learned learned simultaneously.simultaneously.
do interact.do interact.
Example: Solve for aExample: Solve for a
a/b = ca/b = c
a = bca = bc
Is this a low element Is this a low element interactivity or a high interactivity or a high element interactivity?element interactivity?
Did you solve it quickly?Did you solve it quickly?
If Fast… If If Fast… If Slow… 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 The elements need to be considered be considered individually within individually within WM.WM.
The Working Memory The Working Memory load is full.load is full.
Schema has not yet Schema has not yet been constructed.been constructed.
When Schemas are When Schemas are Constructed and Automated Constructed and Automated
Solve for aSolve for a
a/b = c a/b = c
Our working memory has more space Our working memory has more space to find a solution to a more difficult to find a solution to a more difficult problem with higher order schema.problem with higher order schema.
a = b (c - 5x)a = b (c - 5x)
+ 5x+ 5x10x +10x +
Intrinsic Cognitive LoadIntrinsic Cognitive Load
Intrinsic Cognitive Load cannot be Intrinsic Cognitive Load cannot be altered due to the nature of the altered due to the nature of the material. However, it needs to be material. However, it needs to be considered in instructional design so considered in instructional design so that knowledge can be that knowledge can be communicated at the right grain communicated at the right grain size. size.
CLT Identifies 3 Types CLT Identifies 3 Types of Cognitive Loadof Cognitive Load
1. Intrinsic Cognitive Load1. Intrinsic Cognitive Load 2. Extraneous Cognitive Load2. Extraneous Cognitive Load
Extraneous Cognitive Extraneous Cognitive Load…Load…
is unnecessary cognitive load.is unnecessary cognitive load. is not relevant for learning.is not relevant for learning. is seen in poorly designed is seen in poorly designed
instructional designs.instructional designs. can be altered with instructional can be altered with instructional
intervention.intervention. plus intrinsic cognitive load can plus intrinsic cognitive load can
exceed working memory, if they are exceed working memory, if they are both high.both high.
Examples of Extraneous Examples of Extraneous Cognitive LoadCognitive Load
Multiple sources of informationMultiple sources of information Unnecessary, comprehensive formatUnnecessary, comprehensive format Extra soundsExtra sounds Long complex explanationsLong complex explanations
Extraneous Cognitive Extraneous Cognitive LoadLoad
Extraneous Cognitive Load can and Extraneous Cognitive Load can and should be altered. Unnecessary should be altered. Unnecessary information within the text or format information within the text or format of the instructional design may of the instructional design may cause an overload in the working cause an overload in the working memory and will negatively affect memory and will negatively affect the learners storage of information. the learners storage of information.
CLT Identifies 3 Types CLT Identifies 3 Types of Cognitive Loadof Cognitive Load
1. Intrinsic Cognitive Load1. Intrinsic Cognitive Load 2. Extraneous Cognitive Load2. Extraneous Cognitive Load 3. Germane Cognitive Load3. Germane Cognitive Load
Germane Cognitive Germane Cognitive Load…Load…
increases cognitive load.increases cognitive load. is directly relevant to schema is directly relevant to schema
construction.construction. contributes to learning.contributes to learning. plus intrinsic and extraneous plus intrinsic and extraneous
cognitive loads should stay within cognitive loads should stay within WM limits.WM limits.
Example of Germane Example of Germane Cognitive LoadCognitive Load
What makes research good? What makes research good? T. D. Cook and Campbell T. D. Cook and Campbell (1979) present four criteria (1979) present four criteria for evaluating how well for evaluating how well behavioral science research behavioral science research is carried out- the validity of is carried out- the validity of the research. the research. Construct Construct validityvalidity deals with the deals with the adequacy of operational adequacy of operational definitions: Did the definitions: Did the procedures used to procedures used to concretely represent the concretely represent the hypothetical constructs hypothetical constructs studied in the research studied in the research correctly represent those correctly represent those constructs?... (Principles of constructs?... (Principles of Research in Behavioral Research in Behavioral Science, Science, p. 23)p. 23)
Definitions
Construct Validity: Theadequacy of operationaldefinitions to representthe hypothetical constructs of interest.
Highlighted words or definition tables in a textbook are extra information that shows which words are essential to know.
Example of Germane Example of Germane Cognitive LoadCognitive Load
Cognitive Load
Theory
IntrinsicCognitive
Load
Extraneous Cognitive
Load
Germane Cognitive
Load
Diagrams or organizationalcharts may be used when itis directly relevant to the instructional goal or to createschemas.
Germane Cognitive LoadGermane Cognitive Load
Germane Cognitive Load, like Germane Cognitive Load, like Extraneous Cognitive Load, is extra Extraneous Cognitive Load, is extra information that can be altered. information that can be altered. However, Germane Cognitive Load However, Germane Cognitive Load should be used for necessary should be used for necessary schematic construction.schematic construction.
SummarySummary Understanding the three elements of Understanding the three elements of
Cognitive Load Theory; Intrinsic, Extraneous, Cognitive Load Theory; Intrinsic, Extraneous, and Germane, can be used to put together a and Germane, can be used to put together a more effective instructional design. An more effective instructional design. An effective instructional design will directly effective instructional design will directly address the limitations of working memory by address the limitations of working memory by the reduction of unnecessary Extraneous the reduction of unnecessary Extraneous Cognitive Load and with the manipulation of Cognitive Load and with the manipulation of information in Germane Cognitive Load, while information in Germane Cognitive Load, while taking consideration of Intrinsic Cognitive taking consideration of Intrinsic Cognitive Load. Well prepared instructional designs will Load. Well prepared instructional designs will facilitate knowledge storage of schemas in facilitate knowledge storage of schemas in Long Term Memory.Long Term Memory.