Effort being used in the working memory
In cognitive psychology, cognitive load refers to the amount of working memory resources used. However, it is essential to distinguish it from the actual construct of Cognitive Load (CL) or Mental Workload (MWL), which is studied widely in many disciplines. According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load: "intrinsic" cognitive load is the effort associated with a specific topic; "extraneous" cognitive load refers to the way information or tasks are presented to a learner; and "germane" cognitive load refers to the work put into creating a permanent store of knowledge (a schema). However, over the years, the additivity of these types of cognitive load has been investigated and questioned. Now it is believed that they circularly influence each other.
Cognitive load theory was developed in the late 1980s out of a study of problem solving by John Sweller. Sweller argued that instructional design can be used to reduce cognitive load in learners.
Much later, other researchers developed a way to measure perceived mental effort which is indicative of cognitive load. Task-invoked pupillary response is a reliable and sensitive measurement of cognitive load that is directly related to working memory. Information may only be stored in long term memory after first being attended to, and processed by, working memory. Working memory, however, is extremely limited in both capacity and duration. These limitations will, under some conditions, impede learning. Heavy cognitive load can have negative effects on task completion, and the experience of cognitive load is not the same in everyone. The elderly, students, and children experience different, and more often higher, amounts of cognitive load.
The fundamental tenet of cognitive load theory is that the quality of instructional design will be raised if greater consideration is given to the role and limitations of working memory.
With increased distractions, particularly from cell phone use, students are more prone to experiencing high cognitive load which can reduce academic success.
Theory.
In the late 1980s, John Sweller developed cognitive load theory out of a study of problem solving, in order "to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance". Sweller's theory employs aspects of information processing theory to emphasize the inherent limitations of concurrent working memory load on learning during instruction. It makes use of the schema as primary unit of analysis for the design of instructional materials.
History.
The history of cognitive load theory can be traced to the beginning of cognitive science in the 1950s and the work of G.A. Miller. In his classic paper, Miller was perhaps the first to suggest our working memory capacity has inherent limits. His experimental results suggested that humans are generally able to hold only seven plus or minus two units of information in short-term memory.
In 1973 Simon and Chase were the first to use the term "chunk" to describe how people might organize information in short-term memory. This chunking of memory components has also been described as schema construction.
In the late 1980s John Sweller developed cognitive load theory (CLT) while studying problem solving. Studying learners as they solved problems, he and his associates found that learners often use a problem solving strategy called means-ends analysis. He suggests problem solving by means-ends analysis requires a relatively large amount of cognitive processing capacity, which may not be devoted to schema construction. Sweller suggested that instructional designers should prevent this unnecessary cognitive load by designing instructional materials which do not involve problem solving. Examples of alternative instructional materials include what are known as worked-examples and goal-free problems.
In the 1990s, cognitive load theory was applied in several contexts. The empirical results from these studies led to the demonstration of several learning effects: the completion-problem effect; modality effect; split-attention effect; worked-example effect; and expertise reversal effect.
Categories.
Cognitive load theory provides a general framework and has broad implications for instructional design, by allowing instructional designers to control the conditions of learning within an environment or, more generally, within most instructional materials. Specifically, it provides empirically-based guidelines that help instructional designers decrease extraneous cognitive load during learning and thus refocus the learner's attention toward germane materials, thereby increasing germane (schema related) cognitive load. This theory differentiates between three types of cognitive load: intrinsic cognitive load, and extraneous cognitive load.
Intrinsic.
"Intrinsic cognitive load" is the inherent level of difficulty associated with a specific instructional topic. The term was first used in the early 1990s by Chandler and Sweller. According to them, all instructions have an inherent difficulty associated with them (e.g., the calculation of 2 + 2, versus solving a differential equation). This inherent difficulty may not be altered by an instructor. However, many schemas may be broken into individual "subschemas" and taught in isolation, to be later brought back together and described as a combined whole.
Germane load.
Germane load refers to the working memory resources that the learner dedicates to managing the intrinsic cognitive load associated with the essential information for learning. Unlike intrinsic load, which is directly related to the complexity of the material, germane load does not stem from the presented information but from the learner's characteristics. It does not represent an independent source of working memory load; rather, it is influenced by the relationship between intrinsic and extraneous load. If the intrinsic load is high and the extraneous load is low, the germane load will be high, as the learner can devote more resources to processing the essential material. However, if the extraneous load increases, the germane load decreases, and learning is affected because the learner must use working memory resources to deal with external elements instead of the essential content. This assumes a constant level of motivation, where all available working memory resources are focused on managing both intrinsic and extraneous cognitive load. .
Extraneous.
"Extraneous cognitive load" is generated by the manner in which information is presented to learners and is under the control of instructional designers. This load can be attributed to the design of the instructional materials. Because there is a single limited cognitive resource using resources to process the extraneous load, the number of resources available to process the intrinsic load and germane load (i.e., learning) is reduced. Thus, especially when intrinsic and/or germane load is high (i.e., when a problem is difficult), materials should be designed so as to reduce the extraneous load.
An example of extraneous cognitive load occurs when there are two possible ways to describe a square to a student. A square is a figure and should be described using a figural medium. Certainly an instructor can describe a square in a verbal medium, but it takes just a second and far less effort to see what the instructor is talking about when a learner is shown a square, rather than having one described verbally. In this instance, the efficiency of the visual medium is preferred. This is because it does not unduly load the learner with unnecessary information. This unnecessary cognitive load is described as extraneous.
Chandler and Sweller introduced the concept of extraneous cognitive load. This article was written to report the results of six experiments that they conducted to investigate this working memory load. Many of these experiments involved materials demonstrating the split attention effect. They found that the format of instructional materials either promoted or limited learning. They proposed that differences in performance were due to higher levels of the cognitive load imposed by the format of instruction. "Extraneous cognitive load" is a term for this unnecessary (artificially induced) cognitive load.
Extraneous cognitive load may have different components, such as the clarity of texts or interactive demands of educational software.
Measurement.
As of 1993 Paas and Van Merriënboer had developed a construct known as relative condition efficiency, which helps researchers measure perceived mental effort, an index of cognitive load. This construct provides a relatively simple means of comparing instructional conditions, taking into account both mental effort ratings and performance scores. Relative condition efficiency is calculated by subtracting standardized mental effort from standardized performance and dividing by the square root of two.
Paas and Van Merriënboer used relative condition efficiency to compare three instructional conditions (worked examples, completion problems, and discovery practice). They found learners who studied worked examples were the most efficient, followed by those who used the problem completion strategy. Since this early study many other researchers have used this and other constructs to measure cognitive load as it relates to learning and instruction.
The ergonomic approach seeks a quantitative neurophysiological expression of cognitive load which can be measured using common instruments, for example using the heart rate-blood pressure product (RPP) as a measure of both cognitive and physical occupational workload. They believe that it may be possible to use RPP measures to set limits on workloads and for establishing work allowance.
There is active research interest in using physiological responses to indirectly estimate cognitive load, particularly by monitoring pupil diameter, eye gaze, respiratory rate, heart rate, or other factors. While some studies have found correlations between physiological factors and cognitive load, the findings have not held outside controlled laboratory environments. Task-invoked pupillary response is one such physiological response of cognitive load on working memory, with studies finding that pupil dilation occurs with high cognitive load.
Some researchers have compared different measures of cognitive load. For example, Deleeuw and Mayer (2008) compared three commonly used measures of cognitive load and found that they responded in different ways to extraneous, intrinsic, and germane load. A 2020 study showed that there may be various demand components that together form extraneous cognitive load, but that may need to be measured using different questionnaires.
Effects of heavy cognitive load.
A heavy cognitive load typically creates error or some kind of interference in the task at hand. A heavy cognitive load can also increase stereotyping. This is because a heavy cognitive load pushes excess information into subconscious processing, which involves the use of schemas, the patterns of thought and behavior that help us to organize information into categories and identify the relationships between them. Stereotypical associations may be automatically activated by the use of pattern recognition and schemas, producing an implicit stereotype effect. Stereotyping is an extension of the Fundamental Attribution Error which also increases in frequency with heavier cognitive load. The notions of cognitive load and arousal contribute to the "Overload Hypothesis" explanation of social facilitation: in the presence of an audience, subjects tend to perform worse in subjectively complex tasks (whereas they tend to excel in subjectively easy tasks).
Sub-population studies.
Individual differences.
As of 1984 it was established for example, that there were individual differences in processing capacities between novices and experts. Experts have more knowledge or experience with regard to a specific task which reduces the cognitive load associated with the task. Novices do not have this experience or knowledge and thus have heavier cognitive load.
Elderly.
The danger of heavy cognitive load is seen in the elderly population. Aging can cause declines in the efficiency of working memory which can contribute to higher cognitive load. Heavy cognitive load can disturb balance in elderly people. The relationship between heavy cognitive load and control of center of mass are heavily correlated in the elderly population. As cognitive load increases, the sway in center of mass in elderly individuals increases. A 2007 study examined the relationship between body sway and cognitive function and their relationship during multitasking and found disturbances in balance led to a decrease in performance on the cognitive task. Conversely, an increasing demand for balance can increase cognitive load.
College students.
As of 2014, an increasing cognitive load for students using a laptop in school has become a concern. With the use of Facebook and other social forms of communication, adding multiple tasks jeopardizes students performance in the classroom. When many cognitive resources are available, the probability of switching from one task to another is high and does not lead to optimal switching behavior. In a study from 2013, both students who were heavy Facebook users and students who sat nearby those who were heavy Facebook users performed poorly and resulted in lower GPA.
Children.
In 2004, British psychologists, Alan Baddeley and Graham Hitch proposed that the components of working memory are in place at 6 years of age. They found a clear difference between adult and child knowledge. These differences were due to developmental increases in processing efficiency. Children lack general knowledge, and this