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CLT

CPD: Cognitive Science Level 1, topic 3.1.1

Assumptions of Cognitive Load Theory

Cognitive load theory is about using techniques that optimise learning while focusing on students’ working memory capacity.

Assumption 1

Assumption 1

  • Our working memory has limited capacity.
  • There is only so much new knowledge we can process at one point.
Assumption 2

Assumption 2

  • Our ability to use information already stored in long term memory is unlimited.
Analogies

Analogies

  • As before, we can think of working memory as a shoe box. It offers limited space and can break if you add too much to it.
  • We can think of long term memory as Mary Poppins’ bag. You can fit as much as you want there and still be able to walk (or fly!) around.

Working Memory Load

One aim of CLT is to manage working memory load. But what does that mean?

Definition

Definition

  • Working memory load refers to how much of our “shoebox” is being used at one moment.
  • If the box is too empty, there is enough room to process information but there won’t be much to be learned.
  • If the box is too full, there is a lot to be learned but we won’t have the necessary free space to do so.
Intrinsic load

Intrinsic load

  • There are three types of working memory cognitive load. The intrinsic load comes from the complexity of the content. This is necessary as it refers to the to-be-learned information.
  • However, too much intrinsic load can harm learning, as it will take over most of our working memory capacity.
  • Example: For a Year 9 pupil, a problem involving quadratic equations has more intrinsic working memory load than a problem involving simple addition.
Extraneous load

Extraneous load

  • This load comes from the instructions pupils receive.
  • Poorly designed, unclear, ambiguous, incomplete instructions take up space in working memory and do not contribute to learning - they prevent it.
  • Extraneous load should be kept as low as possible.
Germane load

Germane load

  • This load comes from the mental processes of thinking and processing information, which ultimately leads to learning.
  • This is “the good type of load” and should be promoted.

Test yourself on CLT

  • What is the most important thing for all teachers to know?

  • Which type of cognitive load comes from the instructions that students receive?

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