Cognitive Load Theory Quotes

Studies of expert-novice differences have demonstrated that experts' performance is determined not by superior problem-solving strategies or better working memories but rather; better knowledge base that includes a large interconnected set of domain-specific schematic knowledge structures, well-developed cognitive skills (automated knowledge), and metacognitive self-regulatory skills that allow experts to control their performance , assess their work, predict its results, and generally, use the available knowledge base. From cognitive load theory American Psychologist ,45,149-158

It’s been said that the average person’s short-term memory can only retain seven chunks of information. So the theory behind cognitive load is that since you can only retain a small amount of information, you have to rely on long-term memory, habits and established processes to do basically everything in life.

Unfortunately for scientists, ‘theory’ has an additional meaning in everyday language, that of ‘what someone thinks may be the case’. Such a theory does not have to pass the test of observations and experiments. There is no requirement for it to make accurate predictions. This kind of theory is a drag on education.

Emeritus Professor John Sweller, of the University of New South Wales, Australia, conceived of the theory of CLT and published a paper on it in April 1988.2 Sweller himself says that after this his work was largely ignored for the next 20 years! Dylan Wiliam’s tweet suggests that the theory had remained largely confined to narrow academic fields, and was certainly not at home in the pedagogical discourse with which normal classroom teachers were familiar.

This involved doing two things, changing the classroom environment in order to reduce the extraneous cognitive load placed on my students and making some changes to teaching practice in order to reduce the intrinsic cognitive load of the work I was asking my students to complete.

cognitive load. The truth is we have a finite limit on our short-term memories. It’s been said that the average person’s short-term memory can only retain seven chunks of information. So the theory behind cognitive load is that since you can only retain a small amount of information, you have to rely on long-term memory, habits and established processes to do basically everything in life.

So the theory behind cognitive load is that since you can only retain a small amount of information, you have to rely on long-term memory, habits and established processes to do basically everything in life.

If I told you that 'Abraham Lincoln, the first president of Canada, invented the automobile,' you would think critically about this without any prompting because it would conflict with knowledge you hold in long-term memory. So, if we want to enhance critical thinking, building knowledge in long-term memory may be our best bet.

4C/ID 1. Learning tasks, which are preferably based on real life tasks and fulfill the role of a back bone for the training program. 2. Supportive information, which is made available to learners because it helps them to perform the problem-solving and reasoning aspects of learning tasks it mainly concerns information on how the domain is organized and how problems in the domain can be systematically approach by the learner. 3. Procedural information which is presented to learners because it helps them to perform the routine aspects of learning tasks. It mainly concerns procedural steps that precisely specify under which conditions a particular action must be taken by the learner. 4.Part task practice, which may provide learners with additional practice for routine aspects of the complex task that need to be developed to a very high level of automaticity. From Cognitive load theory

The transfer paradox We do not support this conclusion however. Highly structured methods may indeed have a positive effect on the acquisition curb and performance on retention tests, but not on problem-solving and transfer of learning. Instead, we believe that if One aims at transfer of learning and the ability to show performance that goes beyond given learning objectives, it is necessary to use Germane load inducing methods. This phenomenon in which the message that work best for reaching specific objectives are not the methods that work best for reaching transfer of learning, has been described as the “transfer paradox”. One group learned with pipe pieces of different sizes, with a focus on routine building because the pieces are easily seen as fractions of a whole; the other group learned with tile pieces of equal size is, with a focus on interpretation because the pieces should be interpreted as parts of a whole rather than just units. For subsequent problem-solving the new materials ( beans,bars,etc.) , It was found that the interpretation group was better able to use the novel materials, she’ll better progress, and eventually became more efficient than the routine building group. From instructional control of cognitive load in the design of complex learning environments