Cognitive Load Theory: Optimizing Learning by Understanding Mental Workload

What is Cognitive Load Theory?

Cognitive Load Theory (CLT) explores how our minds process, access, manage, and store information. According to CLT, there are three key memory systems which interact to shape our cognitive processes: sensory memory, working memory, and long-term memory.

Image: Atkinson-Shiffrin theory of memory

Sensory memory acts as a temporary holding place for incoming sensory information, such as sights, sounds, smells, tastes, and touches. It quickly fades if not transferred to the working memory.

Working memory is a mental workspace. It temporarily stores information picked up by your sensory memory. It holds information for a short time and can only hold about 5-9 pieces of information simultaneously. Think of it as the mental notebook where we actively process information.

Information is moved from the working memory to the long-term memory.  This is the repository for knowledge and experiences accumulated throughout a person’s lifetime. It stores information indefinitely and has a seemingly limitless capacity.

The working memory and long-term memory are in constant communication. The working memory will pass new information to the long-term memory for storage and retrieve old information to complete tasks.

How do we remember complex tasks?

Although the working memory can only process 5-7 new pieces of information at a time, we are still able to remember and access information to complete complex tasks. We do this through the development of schemas.

A schema is a mental framework that helps us organize and interpret information based on our prior knowledge, experiences, and beliefs. When encountering new information or tasks, we access existing schemas to make sense of the situation and then build on them to retain new information.

Think of it as a filing system in the mind where similar information is categorized and stored in folders. Just like you can quickly and easily find a folder in an organized filing system, schemas facilitate the retrieval and understanding of similar knowledge by providing a structured framework for categorizing and interpreting the information.

Does all information move from the working memory to the long-term memory?

Whether information moves from the working memory to the long-term memory is dependent a person’s cognitive load, the amount of information that the brain is processing at the same time. CLT says that there are three types of cognitive load: intrinsic load, extrinsic load, and germane load.

Intrinsic load is the inherent complexity of the task itself. The same task may have a different intrinsic load depending on whether a person has prior knowledge or schema associated with the task. Intrinsic load cannot be eliminated. However, separating complex task into different segments will help to manage it.

Extrinsic load is anything outside of the task itself that impacts the person. This includes how the information is presented, the presence of additional information not related to the task, emotions a person is feeling, and any other distractions. Extrinsic load can be decreased with the way that the information is presented and controlling the physical environment of the person.

Germane load is the cognitive effort it takes to commit new information to your long-term memory. It can be regulated with job aids and learning tools.

Due to the limited capacity of the working memory, when intrinsic, extrinsic, and germane loads are too high a person will experience cognitive overload. Just like an overheating car’s engine struggles to function and will eventually break down, cognitive overload taxes the brain’s resources, preventing information from being committed to long-term memory, and leading to decreased performance and potential mental burnout.

Fortunately, there are strategies that can be implemented when creating learning experiences that will prevent cognitive overload and facilitate engagement, enjoyment, and retention. Check out 8 Strategies for Managing Cognitive Load in Learners.

If you want to see CLT in action, check out this example of riding a bike.

When you first get on a bike, your sensory memory takes in information from your surroundings, such as the feel of the handlebars, the wind on your face, and the sounds of traffic. As you start pedaling, your working memory processes this sensory information, along with instructions from your brain on how to balance and steer the bike. When you When you learned how to ride a bike the intrinsic load was quite high because your working memory needed to process a lot of new information. Over time, the intrinsic load diminished. With practice, you developed schema and the skills of balancing and steering become stored in your long-term memory, allowing you to ride more automatically without needing to consciously think about every movement. The extrinsic load that you experience changes with each ride. On a flat, familiar bike path, the extrinsic load is very low. On a path with uneven terrain, many passing cars, and anxiety about being late, it is very high. As you gain more experience riding, your brain can allocate resources to processing and refining your biking technique, optimizing efficiency and safety. This is the germane load, which enhances learning and skill development. If you encounter a situation where the demands of riding, such as navigating through heavy traffic while balancing on a narrow path, exceed your cognitive capacity, you may experience cognitive overload, leading to decreased performance, increased stress, and potentially even accidents.

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