Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-1-1-the-limitations-of-working-memory [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Dual Coding by Oliver Caviglioli](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli.md) › The Limitations of Working Memory # The Limitations of Working Memory CPD: Dual Coding (by Oliver Caviglioli), topic 1.1.1 ## Working Memory Limitations & Dual Coding John Sweller has identified nearly twenty cognitive load effects that add very practical advice for teachers. Here are six of them most directly related to dual coding theory. ### Worked example effect ![Worked example effect](https://image-v2.cdn.app.senecalearning.com/2019-02/24a7145a-9741-45d7-9922-568a88aede80/steps-1081909_960_720.jpg) - Worked examples show novices the step-by-step path to solving problems. - They help novices store the problem-solving schema into their long-term memory. - Our courses at Seneca usually contain several worked examples, to help students' learning, especially in STEM subjects. ### Transient information effect ![Transient information effect](https://image-v2.cdn.app.senecalearning.com/2020-02/bea25d4a-1fee-4e12-93ba-548246c842c2/Annotation%202020-02-16%20133933.png) - Teachers’ spoken words disappear, i.e. they are transient. - This can cause interference in novices’ learning, as they struggle to remember earlier parts of the teacher’s explanation. ### Guidance fading effect ![Guidance fading effect](https://image-v2.cdn.app.senecalearning.com/2018-07/21d1c3f3-835d-4611-a1c4-e9d4db831b3b/ghosts-purgatory.jpg) - The gradual withdraw of worked examples should be dynamically tailored to novices’ changing levels of expertise in particular areas of study. - In other words, teachers should gradually take away scaffolding. ### Split-attention effect ![Split-attention effect](https://image-v2.cdn.app.senecalearning.com/2020-02/d959847e-0c29-41ee-9307-b453add8b107/Annotation%202020-02-16%20133933.png) - When two sources of information are split in time or space but need to be understood together, students suffer overload as they switch back and forth. ### Redundancy effect ![Redundancy effect](https://image-v2.cdn.app.senecalearning.com/2020-02/dff47efe-7f8b-4827-88bf-24a04e2df1a7/Annotation%202020-02-16%20133933.png) - When a novice moves along the continuum towards more expertise, they no longer need earlier, simpler sources of information aimed at novice status. - In fact, the more students progress, the more such simplified information will hinder learning. ### Modality effect ![Modality effect](https://image-v2.cdn.app.senecalearning.com/2020-02/51822665-e8a0-4cc1-8793-2978f68653c9/Annotation%202020-02-16%20133933.png) - We take in information through two separate channels: the auditory and the visual channels. - It’s best to avoid one channel being overloaded by dealing with two sources of information concurrently. ## Test yourself on The Limitations of Working Memory - Who developed the model shown in the image? - How many slots did George Miller (1956) propose we have in our Working Memory? - What cognitive load effect describes the fact that teachers’ spoken words disappear, causing interference in novices’ learning? [Practise this topic for free](https://app.senecalearning.com/classroom/course/9375f141-2704-49d8-a754-e142c7aad967/section/3ed336fc-89f0-4dba-b853-4c9f61a0d3ed/session) - Next topic: [1.1.2 To Try in Class](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-1-2-to-try-in-class.md) ## CPD: Dual Coding (by Oliver Caviglioli) contents ### 1 Dual Coding With Teachers - 1.1 The Limitations of Working Memory - [1.1.1 The Limitations of Working Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-1-1-the-limitations-of-working-memory.md) - [1.1.2 To Try in Class](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-1-2-to-try-in-class.md) - 1.2 Design Guide - [1.2.1 Design Guide](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-2-1-design-guide.md) - [1.2.2 To Try in Class](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-2-2-to-try-in-class.md) - 1.3 Pen Craft - [1.3.1 Pen Craft](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-3-1-pen-craft.md) - [1.3.2 To Try in Class](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-3-2-to-try-in-class.md) - 1.4 Slides - [1.4.1 Slides](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-4-1-slides.md) - [1.4.2 To Try in Class](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-4-2-to-try-in-class.md) - 1.5 Documents - [1.5.1 Documents](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-5-1-documents.md) - [1.5.2 To Try in Class](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-5-2-to-try-in-class.md) - 1.6 Displays - [1.6.1 Displays](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-6-1-displays.md) - [1.6.2 To Try in Class](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-dual-coding-by-oliver-caviglioli/1-6-2-to-try-in-class.md)