Exam 1_Cognitive Load Theory

Question 1

Important figures

Answer 1

Sweller
Kirschner

Question 2

Assumptions of CLT

Answer 2

• Working memory is limited – small amounts of information can be stored for a short time
• Learning is more effective when the working memory is not overloaded
• Long-term memory does not have those limits and neither does stored information brought into working memory

Question 3

Kirschner, Sweller and Clark’s (2006) main arguments

Answer 3

• Constructivist learning/minimal guidance approaches impose too high a cognitive load for novice learners
• The pestology of a domain is not necessarily the same as the pedagogy, i.e. the way one works in a domain is not necessarily the same as the way one learns about the domain
• Direct instructional guidance (for novices) is more effective and efficient
• Most learners of a discipline are novices

Question 4

working memory capacity

Answer 4

• 7 +/– 2 elements
• 3-4 elements for processing

Question 5

types of cognitive load

Answer 5

• Intrinsic: complexity of the material, influenced by prior knowledge
• Extraneous: imposed by ineffective processing
• Germane: imposed by processing that directly contributes to learning – desirable difficulties

Question 6

automation

Answer 6

• Overlearning a fact or procedure so that it requires minimal cognitive load to process

Question 7

worked example effect

Answer 7

• Learners who study worked examples during a learning phase solve test problems more effectively than learners who were given equivalent problems to solve during the learning phase
• Studying worked examples is more effective for learning how to solve problems that solving the problems yourself
• Reduces cognitive load by eliminating the search for relevant information
• Limitations: expertise-reversal effect, limited to (technical) problems

Question 8

What can be done to alter the level of intrinsic cognitive load?

Answer 8

• Part-whole approach
• Simple-complex approach
• tailor to learner’s prior knwoledge

Question 9

How can we measure the cognitive load a learner is experiencing?

Answer 9

• Direct: self-report, physiological responses (heart rate, sweating, eye-movement)
• Indirect: performance