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CLT
Key Terms
Loads &
Memory
Key
Theorists
Implications & Effects
CLT
Potpourri
100
Total amount of cognitive activity imposed on working memory at an instance in time.
What is cognitive load?
100
This is the complexity that is inherently involved in certain tasks or materials. Simply put, some activities are harder to learn and to master than others. If they are more difficult, then they have the potential to cause a cognitive overload.
What is intrinsic load?
100
Author of the 1956 influential paper titled, “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information”.
Who is George Miller?
100
People learn better when words are presented as speech rather than onscreen text.
What is the modality effect?
100
When the same information is presented more than once. This multiple processing can be negative for comprehension since it increases external cognitive load.
What is redundancy?
200
The encoding (storage) of knowledge and/or skills into long term memory in such a way that the knowledge and skills may be recalled and applied at a later time on demand.
What is learning?
200
This form of cognitive load consists of non-relevant, unimportant elements, such as activities or instructional materials that make the learners use their mental processes. For example, if you use a graph that requires extra information processing, but isn't really necessary, this would be an example of this type of cognitive overload.
What is extraneous load?
200
This individual is responsible for developing the Cognitive Load Theory in the late 1980s.
Who is John Sweller?
200
People learn better when both words and graphics are included, as long as the graph is not self-explanatory.
What is the multimedia effect?
200
When presented a large set of elements to remember, it is often helpful to combine elements to form a smaller number of groups. Each of the groups is referred to as a ________ of information.
What is chunk?
300
The number of objects an average human can hold in working memory.
What is 7 +/- 2?
300
These elements enable the learners to devote their cognitive mental resources to the learning process and help to facilitate the development of a learner's knowledge base.
What is germane load?
300
These two individuals expanded on George Miller’s work in 1973 and used the term “chunk” as they described how humans see chunks as patterns and relate them to other patterns, which forms knowledge.
Who is Chase and Simon?
300
People learn better when you place print words near corresponding graphics.
What is the contiguity effect?
300
This individual, because of their expansive set of schemas, has effectively seen almost every possible situation in the content domain before. Moreover, they have learned what response is required for each situation and can carry out the required responses automatically, without the need for high levels of concentration.
What is an expert?
400
The concepts of long term memory; are sophisticated structures that permit us to perceive, think and solve problems, rather than a group of rote learned facts. These structures are what permit us to treat multiple elements as a single element. They are the cognitive structures that make up knowledge base and are acquired over a lifetime.
What is schema?
400
The part of our mind that provides our consciousness. It is the vehicle which enables us to think (both logically and creatively), to solve problems and to be expressive. It is intimately related to where and how we direct our attention to "think about something", or to process information.
What is working memory?
400
These two individuals were the first to describe germane cognitive load in 1998 as the load devoted to the processing, construction and automation of schemas.
Who is Paas and van Merrienboer?
400
People's learning is hindered when extraneous sound, pictures, and words are used in teaching.
What is the coherence effect?
400
This individual has relatively few schemas. They have trouble recognizing anything but the most basic and common situations as ones that they have encountered previously. This individual is presented with a problem almost every time they venture into the content domain (problem being defined as not knowing what to do or how to do it). They must solve almost every situation presented to them.
What is a novice?
500
Describes how the architecture of cognition has specific implications for the design of instruction. It has broad applications in the design of instructional materials, providing a general framework and conceptual toolkit for instructional designers to minimize and control the conditions that create unwanted cognitive load in learning materiels.
What is Cognitive Load Theory?
500
This refers to the immense body of knowledge and skills that we hold in a more-or-less permanently accessible form.
What is long-term memory?
500
British psychologists who proposed that the components of working memory are in place at 6 years of age.
Who is Braddeley and Hitch?
500
Instructional materials, which require both textual and graphical sources of instruction, should integrate the text into the graphic in such a way that the relationships between textual components and graphical components are clearly indicated.
What is the split attention effect?
500
Working memory is extremely limited; long-term memory is essentially unlimited; the process of learning requires working memory to be actively engaged in the comprehension (and processing) of instructional material to encode to-be-learned information into long term memory; and if the resources of working memory are exceeded then learning will be ineffective.
What are the fundamental principles of cognitive load theory?