Cognitive Load Theory

  • John Sweller
  • Paul Ayres
  • Slava Kalyuga
Part of the Explorations in the Learning Sciences, Instructional Systems and Performance Technologies book series (LSIS, volume 1)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Preliminaries to Cognitive Load Theory

    1. Front Matter
      Pages 1-1
    2. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 3-14
  3. Human Cognitive Architecture

  4. Categories of Cognitive Load

    1. Front Matter
      Pages 55-56
    2. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 57-69
    3. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 71-85
  5. Cognitive Load Effects

    1. Front Matter
      Pages 87-87
    2. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 89-98
    3. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 99-109
    4. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 111-128
    5. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 129-140
    6. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 141-154
    7. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 155-170
    8. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 171-182
    9. John Sweller, Paul Ayres, Slava Kalyuga
      Pages 193-201

About this book

Introduction

Cognitive Load Theory

 

John Sweller, Paul Ayres, Slava Kalyuga

 

 

Effective instructional design depends on the close study of human cognitive architecture—the processes and structures that allow people to acquire and use knowledge. Without this background, we might recognize that a teaching strategy is successful, but have no understanding as to why it works, or how it might be improved.

 

Cognitive Load Theory offers a novel, evolutionary-based perspective on the cognitive architecture that informs instructional design. By conceptualizing biological evolution as an information processing system and relating it to human cognitive processes, cognitive load theory bypasses many core assumptions of traditional learning theories. Its focus on the aspects of human cognitive architecture that are relevant to learning and instruction (particularly regarding the functions of long-term and working memory) puts the emphasis on domain-specific rather than general learning, resulting in a clearer understanding of educational design and a basis for more effective instructional methods. Coverage includes:

 

  • The analogy between evolution by natural selection and human cognition.
  • Categories of cognitive load and their interactions in learning.
  • Strategies for measuring cognitive load.
  • Cognitive load effects and how they lead to educational innovation.
  • Instructional design principles resulting from cognitive load theory.

 

Academics, researchers, instructional designers, cognitive and educational psychologists, and students of cognition and education, especially those concerned with education technology, will look to Cognitive Load Theory as a vital addition to their libraries.

 

Keywords

categories of information cognitive load theory extraneous cognitive load human cognitive architecture human creativity instructional design instructional formatting long-term memory measuring cognitive load modality effect redundancy effect split-attention effect

Authors and affiliations

  • John Sweller
    • 1
  • Paul Ayres
    • 2
  • Slava Kalyuga
    • 3
  1. 1.School of EducationUniversity of New South WalesSydneyAustralia
  2. 2.School of EducationUniversity of New South WalesSydneyAustralia
  3. 3.School of EducationUniversity of New South WalesSydneyAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4419-8126-4
  • Copyright Information Springer Science+Business Media, LLC 2011
  • Publisher Name Springer, New York, NY
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-1-4419-8125-7
  • Online ISBN 978-1-4419-8126-4
  • About this book