text: Mental Readiness
  9-13. Finally, the leader checks the strategy for effectiveness. The check makes sure that the goal has been
  met and if it has not, is retrained.
  COGNITIVE CAPABILITY
  9-14. Cognitive capability is the ability to expand and integrate knowledge into decisions with an
  understanding of how values and beliefs influence a Soldier’s thoughts and ultimately his or her performance.
  It is the acquisition and demonstration of knowledge and understanding through processes such as memory,
  attention, problem-solving, decision-making, judgment, reasoning, and learning.
  9-15. Soldiers and leaders require the ability to process large amounts of information and make sound
  decisions—a process that can be complicated by the rapid evolution and intensity of combat. Self- and team
  awareness of personal, spiritual, and cultural beliefs and values can assist with self and team accountability.
  This awareness combined with an understanding of the commander’s intent can lead to improved problem
  solving and more effective decision making. When leaders discuss ethics and values in the context of the
  mission, they are positively influencing cognitive capability.
  COGNITIVE LOAD
  9-16. Cognitive load is the amount of information a Soldier can memorize in the short-term in order to learn
  something new. During the learning process, Soldiers indicate mastery of new information by how much of
  that information they can recall and apply. Cognitive skills training uses various methods to optimize
  cognitive load. These methods include limiting divided attention, breaking down new information into parts,
  and using visual and auditory strategies.
  9-17. When learning new tasks, the capacity of the Soldier may aid or degrade mastery of processing new
  information and creating long-term memories. Soldiers must optimize short-term memories to create long-
  term memories, which is referred to as optimizing cognitive load. Cognitive load overwhelms the Soldier
  when the incoming information is greater than the available cognitive resources. Soldiers forget the new
  information resulting in poor performance.
  9-18. There are three types of cognitive load: intrinsic, extraneous, and germane. Intrinsic cognitive load
  refers to the amount of information Soldiers need to hold in their working memory to comprehend a situation.
  Working memory is the short-term memory storage for selection and interpretation of new information. The
  ability to master new tasks depends on how quickly Soldiers can acquire, store, and retrieve information
  especially for a key task. If the task is complex, Soldiers with more capacity to optimize intrinsic load can
  process and complete the task more effectively. Soldiers with less capacity may have to break the task into
  smaller steps to complete it. Soldiers can improve intrinsic load by reducing or simplifying tasks, using
  learning cues, or applying memory cues such as an acronym.
  9-19. Extraneous cognitive load refers to how information is presented and the cognitive demands placed on
  the Soldier during task performance. For example, if instructions for a technical task are poorly presented,
  presented in a noisy distracting setting, or presented out of sequence, then the Soldier may be less able to
  properly execute the task. Improving the delivery of the task instructions or training content may decrease
  extrinsic cognitive load and result in more rapid mastery of the task. Some Soldiers may prefer getting
  extensive, detailed instructions for a task whereas others may do better when provided with only an end goal
  and key cues on how to execute. For example, when learning a front squat, Sergeant (SGT) Jones receives
  multiple specific instructions on proper form: keep shoulder blades back and engaged, keep spine straight,
  keep torso upright, place feet shoulder width apart. However, SGT Jones finds the information overwhelming
  and cannot perform the lift comfortably. The next day, SGT Jones receives one simple instruction to lower
  to the floor as if going to sit. While lowering, SGT Jones is cued to keep chest up. SGT Jones performs the
  task with increased comfort. In this example, SGT Jones extraneous cognitive load was decreased and
  performance improved.
  9-20. Germane cognitive load refers to the Soldier’s comprehension, application, and coordination of
  information. This is the goal of learning. It is the ability of the Soldier to conceptualize and use information
  to improve different skills. Long-term learning requires sustained deliberate mental effort. This conscious
  cognitive processing improves the transfer of knowledge across different situations. Optimizing Soldier