Cognitive Load Theory Intersects With Human Cognitive Architecture

Judy Willis, an Edutopia blogger , “asserts that appropriately challenging tasks are necessary for cognitive growth; if a task is too easy, ‘ . . . the brain is not alert for feedback and there is no activation of the dopamine reward response system’” (cited in Doubet, 2013, p. 10). The goal when challenging

According to the Schema Theory, knowledge is represented in long-term memory as packets of information called schemas. Our brains process information in chunks for understanding, problem solving and to avoid information overload. Schemas are highly dependent on the use of automation to present ideas, concepts and information... Automation is important in the constriction of schemas because learners have only so much processing capacity (Reiser, pg. 38).

The clumping together of knowledge, growing low attention span, and separation of focus has not only made it harder to avoid distraction, but it also has resulted in less efficient work and performance. It was discovered in a study that when the participants were told to switch between solving math problems and classifying geometric objects, it took longer for them to solve each problem. As the tasks got progressively more complex and difficult, it took a significantly longer time for the participants to complete the assignment, especially those who were unfamiliar with the subject (Rubinstein). This revelation is particularly

The effect of cognitive and perceptual load, cued attentional focus and stimulus rarity on attentional capture by abrupt-onset stimuli.

What the learning theories tell you about different ways to help learners learn most effectively

By the 1960s, cognitive theory became a viable explanation for learning and behavior. “Whereas behaviorist theoretical framework characterizes the underpinnings of teacher-centered instruction, cognitive and constructivist perspectives come into play in shaping learner-centered instruction” (Yilmaz, 2011, p. 211). The author reported that many curricular programs emphasize the idiosyncratic cognitive processes of students. Earlier behaviorists had stressed the importance of simple stimulus-response connections while ignoring the individual who brings with him/her a variety of life experiences. Proponents of cognitivism claim that prior knowledge and mental processing can determine outcomes more than the behavioristic explanation of simple stimulus-response. In fact, most cognitivists would argue that those two factors (i.e. prior knowledge and mental processes) influence the response following the presentation of a stimulus. Thus, educators would work on fine tuning their understanding of each student’s cognitive processes. Educators could still study their students empirically, though only as a means to understand the students’ mental

This essay addresses the working memory model which was proposed by Baddeley and Hitch (1974 in Smith & Kosslyn, 2007) as a response to Atkinson and Shiffrins (1968 in Smith, 2007) multi-store model. According to Baddely and Hitch the multi-store model failed to explain most of the complexities of the human memory and viewed it as being too simplistic. They argued that the short term memory store must have more components rather it being a single inflexible store as suggested previously by Atkinson and Shiffrin (1968). The working memory model is therefore an enhancement of the multi store model. According to Baddeley and Hitch working memory is a limited- capacity system that stores and processes information.

Zelezo and Frye (1998) did not distinguish the task guidelines as an imposed restriction. They noted that young children lack the ability to psychologically-distance themselves from the concepts for a larger perspective of context. According to Luria (as cited by Zelezo & Frye), it had been a challenge to determine the reason for performance failure without a clear concept of the problem-solving framework in place. In the end, they decided to refocus their research efforts towards the influence perceptions of problem-solving ability had on executive function performance-tasks (Zelazo & Frye). The current research was a product of that reasoning; it questioned the influence perception of restriction had on both, respectively.

In Nicholas Carr’s article “Cognitive Load,” he introduces cognitive overload as a reoccurring element in everyday life. Carr describes working memory as the mind’s temporary information store. Furthermore, he believes that if instead of trying to process and learn everything at once, we instead break it into pieces. Covering only a little at a time and gradually putting the pieces together kind of like a puzzle.

Strategies and devices that help us remember information that requires effortful processing are: encoding its meaning, visualizing, and mentally organizing the

Since the cognitive load is intrinsic to the task (the description states that the content is heavy and the essay is a complex task), readings could be split

Mental workload (MWL) has been described as a hypothetical construct that is widely used in studies of human factors and various measurement techniques to evaluate equipment and work systems in terms of the workload experienced by people using them (Gopher, D. and Donchin, E. (1986)). It has been identified that by optimizing the allocations of MWL to individual, human errors can be reduced and lead to increase in system productivity (Xie and Salvendy, 2000, Moray, 1988, Gopher and Donchin, 1986). Over the years extensive researches have been conducted to search for definition of MWL but none of these were widely accepted or quantitatively verified. The most common definition for MWL is as a function of internal capacity that reflects the interaction between attending task demands and capacity imposed on the operator. Capacity is determined by operator's skill, training and influenced by internal factors like stress and fatigue; whereas task demand is identified by number of tasks to perform, task complexity and structure, amount of attention required and time available (Bainbride 1997, Xie and Salvendy 2000). In addition, MWL was described in term of experience load, which indicated that workload is not only task-specific but also person-specific and depends on the interaction between operator and task structure (Schvaneveldt et al, 2004). Following this concept, factors of experience like motivation and effort to perform a task or working difficulty and discomfort would

Another element of cognitive learning theory is the information-processing approach. The information-processing model refers to when an individual receives information from their surroundings through the senses, is then processed in short-term memory before it is transmitted to long-term memory where it is stored and later retrieved (de Castro, 2013, p. 281).

Although limited to a 13-week experience at Kennesaw State University, this exploratory, quasi-experimental investigation contributes to a broader study (funded by a grant) and provides a basis for methods of examining the relationship between 3D models and cognitive load. The independent variable is the different aspects of the ribbon model viewed (arrangement, shapes, and labels) and the dependent variable is the amount of cognitive load induced, measured by the magnitude of ERS (found using a Biosemi electrode cap, amplifier, and the software sLORETA). Volunteers are recruited from undergraduate science majors – as they are most likely familiar with

This essay will briefly describe a past academic learning experience that I found difficult. I will use elements of the Information Processing Model (Woolfolk & Margetts, 2016) to help explain why the difficulties occurred and to uncover different strategies that could be put in place if ever I was to face this, and other situations again.