Difference between revisions of "Cognitive Load"
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| − | {{Term|COGNITIVE LOAD|Load on working memory during the | + | {{Term|COGNITIVE LOAD|Load on working memory during the learning process. Working memory corresponds to the part of the brain that provides temporary storage of new information, processes it and finally integrates it in the long-term memory. Whereas long-term memory is potentially unlimited, working memory has a limited capacity and, hence, selects only little information to be hold for few seconds and then registered in the long-term memory. While designing a learning process it is essential to take into account the limited capacity of working memory and avoid overloading it, because it is not possible to control what pieces of information will be selected and saved in the long-term memory. If learners are given too much information they might not even retain the essential one. Therefore, it is crucial to provide them only with necessary information in order to make sure they will remember what is needed to meet the [[Learning Objectives|learning objectives]]. Additional information can be included in the optional readings, but it is highly recommended to identify the difference between what is necessary and what is nice to know, in order to stress the importance for learners to retain at least the essential information. <ref>[http://en.wikipedia.org/wiki/Cognitive_load Wikipedia] (1 March 2010), [http://edutechwiki.unige.ch/en/Cognitive_load edutechwiki] (2 March 2010), [http://edtechdev.wordpress.com/2009/11/16/cognitive-load-theory-failure/ edtechdev.wordpress.com] (2 March 2010), [http://www.ncbi.nlm.nih.gov/pubmed/173635 www.ncbi.nlm.nih.gov] (18 March 2010), Cliff Atkinson, “The science of Making Your PowerPoint Memorable: Q&A with Nelson Cowan”, www.beyondbulletpoints.com (June 2004), George A. Miller, The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information”, Psychological Review 63, 81-97 (1956) </ref>}} |
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Revision as of 11:09, 19 March 2010
 COGNITIVE LOAD |
| Load on working memory during the learning process. Working memory corresponds to the part of the brain that provides temporary storage of new information, processes it and finally integrates it in the long-term memory. Whereas long-term memory is potentially unlimited, working memory has a limited capacity and, hence, selects only little information to be hold for few seconds and then registered in the long-term memory. While designing a learning process it is essential to take into account the limited capacity of working memory and avoid overloading it, because it is not possible to control what pieces of information will be selected and saved in the long-term memory. If learners are given too much information they might not even retain the essential one. Therefore, it is crucial to provide them only with necessary information in order to make sure they will remember what is needed to meet the learning objectives. Additional information can be included in the optional readings, but it is highly recommended to identify the difference between what is necessary and what is nice to know, in order to stress the importance for learners to retain at least the essential information. [1] |
References
- ↑ Wikipedia (1 March 2010), edutechwiki (2 March 2010), edtechdev.wordpress.com (2 March 2010), www.ncbi.nlm.nih.gov (18 March 2010), Cliff Atkinson, “The science of Making Your PowerPoint Memorable: Q&A with Nelson Cowan”, www.beyondbulletpoints.com (June 2004), George A. Miller, The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information”, Psychological Review 63, 81-97 (1956)