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Intro to Cognitive Science
Table of Contents
Unit 13 Overview: Cognitive Science in HCI and Engineering
13.1 Principles of human-computer interaction
13.2 Cognitive ergonomics and user interface design
13.3 Cognitive load theory and instructional design
13.4 Assistive technologies and cognitive enhancement

Cognitive Load Theory explores how our minds process and learn new information, focusing on the limitations of working memory. It breaks down mental effort into intrinsic, extraneous, and germane cognitive loads, each playing a unique role in learning and problem-solving.

Understanding these cognitive load types helps create better learning materials. By minimizing unnecessary mental effort, managing complexity, and promoting relevant processing, we can design more effective educational experiences tailored to learners' needs and expertise levels.

Cognitive Load Theory

Definition of cognitive load theory

  • Framework describing how human cognitive system processes and learns new information
  • Based on idea that working memory has limited capacity to hold and manipulate information
  • Working memory can only handle a few elements at a time (7 ± 2 elements)
  • Long-term memory stores knowledge in schemas, which automate and chunk information
  • Cognitive load refers to the amount of mental effort imposed on working memory during learning or problem-solving

Types of cognitive load

  • Intrinsic cognitive load
    • Inherent complexity and difficulty of learning material itself
    • Determined by number of interacting elements that must be processed simultaneously (element interactivity)
    • Cannot be altered by instructional design
    • Depends on learner's prior knowledge and expertise in the domain
  • Extraneous cognitive load
    • Cognitive processing that does not contribute to learning
    • Caused by unnecessary or irrelevant information (seductive details), poor instructional design, or distracting presentation
    • Can be reduced by optimizing instructional design
    • Examples include split attention (spatial or temporal separation of related information), redundancy (presenting same information in multiple formats), and confusing or cluttered layouts
  • Germane cognitive load
    • Cognitive processing relevant to learning and schema construction
    • Involves mental effort dedicated to understanding, integrating new information with existing knowledge, and automating schemas
    • Can be enhanced by instructional design promoting deep processing and engagement
    • Examples include self-explanation, comparing and contrasting examples, and solving problems

Cognitive load in instructional design

  • Instructional design is process of creating learning materials and experiences to facilitate knowledge acquisition and skill development
  • CLT provides guidelines for creating learning materials that optimize cognitive processing and minimize cognitive overload
  • Goal is to manage total cognitive load by minimizing extraneous load, optimizing intrinsic load, and promoting germane load
  • Effective instructional design considers learners' prior knowledge, the complexity of the material, and the desired learning outcomes

Application of cognitive load principles

  • Minimize extraneous cognitive load
    1. Eliminate unnecessary or irrelevant information (seductive details, decorative graphics)
    2. Use clear and concise language, avoiding jargon and complex sentence structures
    3. Provide well-organized structure and consistent layout, using headings, bullets, and whitespace
    4. Avoid split attention by integrating related information (text and diagrams, labels and pictures)
  • Manage intrinsic cognitive load
    1. Break complex tasks into smaller, more manageable steps (part-task training)
    2. Provide scaffolding and support for novice learners (worked examples, completion problems)
    3. Use examples and non-examples to illustrate concepts and highlight critical features
    4. Gradually increase complexity as learners progress (simple-to-complex sequencing)
  • Promote germane cognitive load
    1. Encourage active processing through interactive elements and questions (self-explanation prompts)
    2. Use worked examples to demonstrate problem-solving strategies and thought processes
    3. Provide opportunities for practice and feedback, focusing on key skills and concepts
    4. Encourage self-explanation and reflection to deepen understanding and schema formation
  • Use modality effect
    • Present information using both visual and auditory channels to increase working memory capacity
    • Combine visual diagrams with spoken explanations rather than written text (multimedia learning)
  • Leverage redundancy effect
    • Avoid presenting identical information in multiple formats simultaneously (text and narration)
    • Presenting same information in both visual and auditory formats can increase extraneous load
  • Employ expertise reversal effect
    • Adapt instructional methods based on learners' prior knowledge and expertise
    • Detailed explanations and worked examples beneficial for novices but may hinder experts
    • Provide more autonomy and problem-solving opportunities for advanced learners (guidance fading)
  • Utilize worked example effect
    • Provide step-by-step demonstrations of problem-solving strategies
    • Worked examples particularly effective for novice learners
    • Gradually fade worked examples as learners develop expertise (guidance fading effect)

Key Terms to Review (19)

Cognitive load theory: Cognitive load theory is a framework that describes the capacity limitations of working memory and how these limitations impact learning and problem-solving. It emphasizes that learners can only process a certain amount of information at once, which affects their ability to understand and retain new information. This theory has significant implications for how information is presented and structured in educational contexts, focusing on optimizing cognitive resources to enhance learning outcomes.
Scaffolding: Scaffolding refers to a supportive framework that aids learners in the acquisition of new skills or knowledge, allowing them to progressively build upon their understanding. This concept is crucial in educational practices, as it emphasizes the importance of providing tailored support and guidance to help students reach higher levels of independence and mastery. Scaffolding facilitates cognitive development by adjusting the level of assistance based on a learner's current abilities, promoting gradual skill enhancement and confidence.
Learning efficiency: Learning efficiency refers to the ability to acquire knowledge or skills with minimal time and effort, maximizing the output of learning processes. This concept is crucial in various fields as it emphasizes optimizing methods for information retention and skill mastery, allowing both humans and artificial systems to learn more effectively. It encompasses not only the speed of learning but also the quality of understanding and application of learned material.
Chunking: Chunking is a cognitive strategy that involves breaking down complex information into smaller, manageable units, or 'chunks', to enhance memory and facilitate learning. This technique is crucial for organizing information in a way that makes it easier to encode, store, and retrieve from memory, especially in contexts where working memory is limited.
Constructivist approaches: Constructivist approaches are educational philosophies that emphasize the role of learners in actively constructing their own understanding and knowledge through experiences and interactions. This perspective suggests that learning is not a passive absorption of information but an active process where learners build their understanding based on prior knowledge, social interactions, and the context of their learning environment.
Online learning design: Online learning design refers to the strategic approach and framework used to create effective and engaging educational experiences delivered through digital platforms. This approach takes into account various factors, including user experience, cognitive engagement, and instructional strategies to ensure that learners can effectively absorb and retain information. By leveraging technology and incorporating principles like cognitive load theory, online learning design aims to optimize the learning process for diverse audiences.
Game-based learning: Game-based learning is an educational approach that incorporates games into the learning process to engage students and enhance their understanding of concepts. By utilizing game mechanics, such as challenges, rewards, and competition, this method aims to increase motivation and facilitate deeper learning experiences. The focus is not just on entertainment but also on achieving specific learning outcomes through interactive engagement.
Universal Design for Learning: Universal Design for Learning (UDL) is an educational framework aimed at optimizing teaching and learning for all individuals by providing multiple means of engagement, representation, and action and expression. This approach recognizes that learners have diverse needs and preferences, promoting flexibility in how information is presented and how students can demonstrate their understanding. By aligning UDL principles with cognitive load theory, educators can create more effective instructional strategies that accommodate varying cognitive demands.
John Sweller: John Sweller is an Australian educational psychologist best known for developing Cognitive Load Theory, which addresses how the human brain processes information and the limitations of working memory. His work emphasizes the importance of instructional design strategies that reduce extraneous cognitive load to improve learning outcomes, making complex content more accessible and easier to understand.
Richard Mayer: Richard Mayer is a prominent educational psychologist known for his work in multimedia learning and cognitive load theory. His research emphasizes how instructional design can enhance learning by considering the cognitive processes involved when learners interact with instructional materials. Mayer's principles of multimedia design highlight the importance of reducing cognitive load and fostering deep understanding through effective use of visuals and text.
Dual Coding: Dual coding is a cognitive theory that suggests information is better retained and understood when it is presented in both verbal and visual formats. This approach leverages the brain's ability to process and store information using two different channels, enhancing memory retention and comprehension. By integrating words and images, learners can create richer mental representations of the information, making it easier to recall later.
Cognitive overload effects: Cognitive overload effects refer to the decrease in performance and learning efficiency that occurs when an individual's cognitive capacity is exceeded by the demands of a task. This phenomenon can negatively impact information processing, leading to errors, misunderstandings, and reduced retention of knowledge. When instructional materials are too complex or too much information is presented at once, it overwhelms the learner's ability to comprehend and integrate new information effectively.
Multimedia principles: Multimedia principles refer to guidelines that inform the design and delivery of instructional materials using multiple forms of media, such as text, images, audio, and video, to enhance learning and comprehension. These principles aim to optimize cognitive processing by presenting information in a way that minimizes cognitive load and supports effective learning outcomes. By balancing the use of various media types, multimedia principles help create engaging and efficient educational experiences that cater to diverse learning styles.
Long-term memory load: Long-term memory load refers to the amount of information and cognitive resources required to store and retrieve information over extended periods. It is essential in understanding how people process and retain knowledge, influencing instructional design by shaping how learning materials are structured to facilitate memory retention.
Working Memory Load: Working memory load refers to the amount of information that is temporarily held in working memory while performing cognitive tasks. This concept is crucial as it impacts how effectively individuals can process and manage new information, especially when they are also trying to retain previously learned material. A high working memory load can lead to cognitive overload, which in turn affects learning and comprehension.
Sweller's Cognitive Load Theory: Sweller's Cognitive Load Theory is a framework that explains how the human brain processes information during learning and the limitations of working memory. This theory emphasizes the importance of managing cognitive load to enhance learning, suggesting that instructional design should minimize extraneous load, optimize germane load, and support intrinsic load for effective knowledge acquisition.
Germane cognitive load: Germane cognitive load refers to the mental effort dedicated to processing, understanding, and integrating new information into existing knowledge structures. This type of cognitive load is beneficial because it promotes learning and helps enhance cognitive capabilities, as it focuses on the meaningful understanding of content rather than extraneous or irrelevant information.
Extraneous cognitive load: Extraneous cognitive load refers to the mental effort imposed on learners that is not directly related to the task at hand or the learning material itself. This type of load can arise from poorly designed instructional materials or irrelevant information that distracts learners from the essential content. Minimizing extraneous cognitive load is crucial in creating effective learning environments, as it allows learners to allocate their cognitive resources to understanding and processing the main material.
Information Processing Model: The information processing model is a cognitive framework that likens the human mind to a computer, focusing on how information is received, processed, stored, and retrieved. It emphasizes the stages of perception, attention, memory encoding, and decision-making, reflecting how humans process information similarly to a computer. This model has significant implications for understanding cognitive functions and designing effective learning strategies.