Abstract
Cognitive load theory differs from many instructional theories in several respects. First, the theory places a heavy reliance on the cognitive implications of biological evolution. As indicated in Part I, it divides knowledge into biologically primary and biologically secondary knowledge. Biologically secondary knowledge is a new, culturally important knowledge that we have not specifically evolved to acquire. Cognitive load theory is largely concerned with that biologically secondary knowledge that is taught in schools and other educational and training institutions. The theory is concerned with biologically primary knowledge only to the extent that primary knowledge is needed for and influences the acquisition of secondary knowledge.
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© 2011 Springer Science+Business Media, LLC
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Sweller, J., Ayres, P., Kalyuga, S. (2011). Cognitive Load Theory in Perspective. In: Cognitive Load Theory. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 1. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-8126-4_18
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DOI: https://doi.org/10.1007/978-1-4419-8126-4_18
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