Cognitive load theory

This flexibility is not without a price, however, as learners need to keep track of where they are and pace themselves. To address this, we examine the situation from the psychological perspective of cognitive load theory. Cognitive load theory is based on the premise that people have a limited working memory capacity and that information must flow through before it can be stored in long-term memory (Sweller 2005). The basis for this is Miller s work, which indicated most people had a working memory capacity of 7 2 items (Miller 1956). 

Sweller, J. (2005) Implications of cognitive load theory for multimedia learning. In The Cambridge Handbook of Multimedia Learning, ed. R. E. Mayer, pp. 19-30. Cambridge, UK Cambridge University Press. 

Ward, M. Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition Instruction, 8, 293-332. 

Kirschner PA (2002) Cognitive load theory Implications of cognitive load theory on the design of learning. Learn Instr, 12 1-10... 

Sweller J (1994) Cognitive load theory, learning difficulty, and instructional design. Learn Inst, 4 295-312... 

Theory can refer to well-established theories, such as constructivism, situated learning or cognitive load theory ... 

Jong, T. (2010). Cognitive load theory, educational research, and instructional design Stune food for thought. Instructional Science, 38 2), 105-134. doi 10.1007/sll251-009-9110-0. 

Chandler, P, and J. Sweden Cognitive Load Theory and the Eormat of distraction. Cognition and Instruction 8(4) 293-332, 1991. 

Lewis-Evans, B., de Waard, D., and Brookhuis, K.A. 2011. Speed maintenance under cognitive load—Implications for theories of driver behaviour. Accident Analysis and Prevention, 43, 1497-1507. 

The second component of analysis for determining the cognitive load effects of nanoscience and materials science contexts on exam items for the two different chemistiy courses, involved a paired item analysis. Two nanoscience items in the sub-categories of spectroscopy and band theory, as well as two materials items in the sub-categories of intermolecular forces (IMF) and Lewis stmctures, were inserted into the practice exam to serve as paired items in these same sub-categories. The first comparison we analyzed was both groups of students differential performance on non-nanoscience and materials exam items versus nanoscience and materials items (Figures 4 5). 

Lavie, N., Hirst, A., de Fockert, J.W., Viding, E. Load theory of selective attention and cognitive control. Journal of Experimental Psychology General 133, 339-354 (2004)... 

Hamilton, P. Process entropy and cognitive control Mental load in internalized thought process. In Mental workload Its theory and measurement Moray, N., Ed. Plenum Press New York, 1979 pp 289-298. 

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