cognitive psychology Cognitive psychology is the scientific study of mental processes such as attention, language use, memory, perception, problem solving, creativity, and reasoning. Cognitive psychology originated in the 1960s in a break from behaviorism, which ...

, cognitive load refers to the amount of

working memory Working memory is a cognitive system with a limited capacity that can hold information temporarily. It is important for reasoning and the guidance of decision-making and behavior. Working memory is often used synonymously with short-term memory, ...

resources used. There are three types of cognitive load: ''intrinsic'' cognitive load is the effort associated with a specific topic; ''extraneous'' cognitive load refers to the way information or tasks are presented to a learner; and ''germane'' cognitive load refers to the work put into creating a permanent store of knowledge (a

schema The word schema comes from the Greek word ('), which means ''shape'', or more generally, ''plan''. The plural is ('). In English, both ''schemas'' and ''schemata'' are used as plural forms. Schema may refer to: Science and technology * SCHEMA ...

). Cognitive load theory was developed in the late 1980s out of a study of

problem solving Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks (e.g. how to turn on an appliance) to complex issues in business an ...

by John Sweller. Sweller argued that instructional design can be used to reduce cognitive load in learners. Much later, other researchers developed a way to measure perceived mental effort which is indicative of cognitive load. Task-invoked pupillary response is a reliable and sensitive measurement of cognitive load that is directly related to

. Information may only be stored in long term memory after first being attended to, and processed by, working memory. Working memory, however, is extremely limited in both capacity and duration. These limitations will, under some conditions, impede learning. Heavy cognitive load can have negative effects on task completion, and it is important to note that the experience of cognitive load is not the same in everyone. The elderly, students, and children experience different, and more often higher, amounts of cognitive load. The fundamental tenet of cognitive load theory is that the quality of instructional design will be raised if greater consideration is given to the role and limitations of working memory. With increased distractions, particularly from cell phone use, students are more prone to experiencing high cognitive load which can reduce academic success.

Theory

In the late 1980s, John Sweller developed cognitive load theory out of a study of

, in order "to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance". Sweller's theory employs aspects of

information processing Information processing is the change (processing) of information in any manner detectable by an observer. As such, it is a process that ''describes'' everything that happens (changes) in the universe, from the falling of a rock (a change in posi ...

theory to emphasize the inherent limitations of concurrent

load on learning during instruction. It makes use of the

as primary unit of analysis for the design of instructional materials.

History

The history of cognitive load theory can be traced to the beginning of cognitive science in the 1950s and the work of G.A. Miller. In his classic paper, Miller was perhaps the first to suggest our working memory capacity has inherent limits. His experimental results suggested that humans are generally able to hold only seven plus or minus two units of information in short-term memory. In 1973 Simon and Chase were the first to use the term "chunk" to describe how people might organize information in

short-term memory Short-term memory (or "primary" or "active memory") is the capacity for holding a small amount of information in an active, readily available state for a short interval. For example, short-term memory holds a phone number that has just been recit ...

. This chunking of memory components has also been described as

construction. In the late 1980s John Sweller developed cognitive load theory (CLT) while studying problem solving. Studying learners as they solved problems, he and his associates found that learners often use a problem solving strategy called means-ends analysis. He suggests problem solving by means-ends analysis requires a relatively large amount of cognitive processing capacity, which may not be devoted to schema construction. Sweller suggested that instructional designers should prevent this unnecessary cognitive load by designing instructional materials which do not involve problem solving. Examples of alternative instructional materials include what are known as worked-examples and goal-free problems. In the 1990s, cognitive load theory was applied in several contexts. The empirical results from these studies led to the demonstration of several learning effects: the completion-problem effect; modality effect; split-attention effect; worked-example effect; and expertise reversal effect.

Types

Cognitive load theory provides a general framework and has broad implications for instructional design, by allowing instructional designers to control the conditions of learning within an environment or, more generally, within most instructional materials. Specifically, it provides empirically-based guidelines that help instructional designers decrease extraneous cognitive load during learning and thus refocus the learner's attention toward germane materials, thereby increasing germane (schema related) cognitive load. This theory differentiates between three types of cognitive load: intrinsic cognitive load, germane cognitive load, and extraneous cognitive load.

Intrinsic

''Intrinsic cognitive load'' is the inherent level of difficulty associated with a specific instructional topic. The term was first used in the early 1990s by Chandler and Sweller. According to them, all instructions have an inherent difficulty associated with them (e.g., the calculation of 2 + 2, versus solving a

differential equation In mathematics, a differential equation is an equation that relates one or more unknown functions and their derivatives. In applications, the functions generally represent physical quantities, the derivatives represent their rates of change, ...

). This inherent difficulty may not be altered by an instructor. However, many schemas may be broken into individual "subschemas" and taught in isolation, to be later brought back together and described as a combined whole.

Extraneous

''Extraneous cognitive load'' is generated by the manner in which information is presented to learners and is under the control of instructional designers. This load can be attributed to the design of the instructional materials. Because there is a single limited cognitive resource using resources to process the extraneous load, the number of resources available to process the intrinsic load and germane load (i.e., learning) is reduced. Thus, especially when intrinsic and/or germane load is high (i.e., when a problem is difficult), materials should be designed so as to reduce the extraneous load. An example of extraneous cognitive load occurs when there are two possible ways to describe a square to a student. A square is a figure and should be described using a figural medium. Certainly an instructor can describe a square in a verbal medium, but it takes just a second and far less effort to see what the instructor is talking about when a learner is shown a square, rather than having one described verbally. In this instance, the efficiency of the visual medium is preferred. This is because it does not unduly load the learner with unnecessary information. This unnecessary cognitive load is described as extraneous. Chandler and Sweller introduced the concept of extraneous cognitive load. This article was written to report the results of six experiments that they conducted to investigate this working memory load. Many of these experiments involved materials demonstrating the split attention effect. They found that the format of instructional materials either promoted or limited learning. They proposed that differences in performance were due to higher levels of the cognitive load imposed by the format of instruction. "Extraneous cognitive load" is a term for this unnecessary (artificially induced) cognitive load. Extraneous cognitive load may have different components, such as the clarity of texts or interactive demands of educational software.

Germane

''Germane cognitive load'' is the processing, construction and automation of schemas. It was first described by Sweller, Van Merriënboer and Paas in 1998. While intrinsic cognitive load is generally thought to be immutable (although techniques can be applied to manage complexity by segmenting and sequencing complex material), instructional designers can manipulate extraneous and germane load. It is suggested that they limit extraneous load and promote germane load. Until the 1998 article by Sweller, Van Merriënboer & Paas, cognitive load theory primarily concentrated on the reduction of extraneous cognitive load. With this article, cognitive load researchers began to seek ways of redesigning instruction to redirect what would be extraneous load, to now be focused toward schema construction (germane load). Thus it is very important for instructional designers to "reduce extraneous cognitive load and redirect learners' attention to cognitive processes that are directly relevant to the construction of schemas".

Measurement

As of 1993 Paas and Van Merriënboer had developed a construct known as relative condition efficiency, which helps researchers measure perceived mental effort, an index of cognitive load. This construct provides a relatively simple means of comparing instructional conditions, taking into account both mental effort ratings and performance scores. Relative condition efficiency is calculated by subtracting standardized mental effort from standardized performance and dividing by the square root of two. Paas and Van Merriënboer used relative condition efficiency to compare three instructional conditions (worked examples, completion problems, and discovery practice). They found learners who studied worked examples were the most efficient, followed by those who used the problem completion strategy. Since this early study many other researchers have used this and other constructs to measure cognitive load as it relates to learning and instruction. The ergonomic approach seeks a quantitative neurophysiological expression of cognitive load which can be measured using common instruments, for example using the heart rate-

blood pressure Blood pressure (BP) is the pressure of circulating blood against the walls of blood vessels. Most of this pressure results from the heart pumping blood through the circulatory system. When used without qualification, the term "blood pressure ...

product (RPP) as a measure of both cognitive and physical occupational workload. They believe that it may be possible to use RPP measures to set limits on workloads and for establishing work allowance. Task-invoked pupillary response is a form of measurement that directly reflects the cognitive load on

. Greater pupil dilation is found to be associated with high cognitive load. Pupil constriction occurs when there is low cognitive load. Task-invoked pupillary response shows a direct correlation with working memory, making it an effective measurement of cognitive load explicitly unrelated to learning. Some researchers have compared different measures of cognitive load. For example, Deleeuw and Mayer (2008) compared three commonly used measures of cognitive load and found that they responded in different ways to extraneous, intrinsic, and germane load. A 2020 study showed that there may be various demand components that together form extraneous cognitive load, but that may need to be measured using different questionnaires. Established eye movement and pupillary response indicators of cognitive load are: * pupillary diameter mean * pupillary diameter deviation * number of gaze fixations > 500 milliseconds * saccade speed * pupillary hippus

Effects of heavy cognitive load

A heavy cognitive load typically creates error or some kind of interference in the task at hand. A heavy cognitive load can also increase

stereotyping In social psychology, a stereotype is a generalized belief about a particular category of people. It is an expectation that people might have about every person of a particular group. The type of expectation can vary; it can be, for example ...

Stereotyping In social psychology, a stereotype is a generalized belief about a particular category of people. It is an expectation that people might have about every person of a particular group. The type of expectation can vary; it can be, for example ...

is an extension of the

Fundamental Attribution Error In social psychology, fundamental attribution error (FAE), also known as correspondence bias or attribution effect, is the tendency for people to under-emphasize situational and environmental explanations for an individual's observed behavior whil ...

which also increases in frequency with heavier cognitive load.Gilbert, D. T. (1989)
Thinking lightly about others: Automatic components of the social inference process
In J. S. Uleman & J. A. Bargh (Eds.), ''Unintended thought'' (pp. 189–211). New York, Guilford Press. The notions of cognitive load and

arousal Arousal is the physiological and psychological state of being awoken or of sense organs stimulated to a point of perception. It involves activation of the ascending reticular activating system (ARAS) in the brain, which mediates wakefulness, th ...

contribute to the "Overload Hypothesis" explanation of social facilitation: in the presence of an audience, subjects tend to perform worse in subjectively complex tasks (whereas they tend to excel in subjectively easy tasks).

Sub-population studies

Individual differences

As of 1971, some evidence had been found that individuals systematically differed in their processing capacity. As of 1984 it was established for example, that there were individual differences in processing capacities between

novice A novice is a person who has entered a religious order and is under probation, before taking vows. A ''novice'' can also refer to a person (or animal e.g. racehorse) who is entering a profession with no prior experience. Religion Buddhism ...

s and

expert An expert is somebody who has a broad and deep understanding and competence in terms of knowledge, skill and experience through practice and education in a particular field. Informally, an expert is someone widely recognized as a reliable so ...

s. Experts have more knowledge or experience with regard to a specific task which reduces the cognitive load associated with the task. Novices do not have this experience or knowledge and thus have heavier cognitive load.

Elderly

The danger of heavy cognitive load is seen in the elderly population. Aging can cause declines in the efficiency of

which can contribute to higher cognitive load. Heavy cognitive load can disturb balance in elderly people. The relationship between heavy cognitive load and control of

center of mass In physics, the center of mass of a distribution of mass in space (sometimes referred to as the balance point) is the unique point where the weighted relative position of the distributed mass sums to zero. This is the point to which a force may ...

are heavily correlated in the elderly population. As cognitive load increases, the sway in center of mass in elderly individuals increases. An 2007 study examined the relationship between body sway and cognitive function and their relationship during multitasking and found disturbances in balance led to a decrease in performance on the cognitive task. Conversely, an increasing demand for balance can increase cognitive load.

College students

As of 2014, an increasing cognitive load for students using a laptop in school has become a concern. With the use of

Facebook Facebook is an online social media and social networking service owned by American company Meta Platforms. Founded in 2004 by Mark Zuckerberg with fellow Harvard College students and roommates Eduardo Saverin, Andrew McCollum, Dust ...

and other social forms of communication, adding multiple tasks jeopardizes students performance in the classroom. When many cognitive resources are available, the probability of switching from one task to another is high and does not lead to optimal switching behavior. In a study from 013 oth students who were heavy Facebook users and students who sat nearby those who were heavy Facebook users performed poorly and resulted in lower GPA.

Children

In 2004, British psychologists, Alan Baddeley and Graham Hitch proposed that the components of

are in place at 6 years of age. They found a clear difference between adult and child knowledge. These differences were due to developmental increases in processing efficiency. Children lack general knowledge, and this is what creates increased cognitive load in children. Children in impoverished families often experience even higher cognitive load in learning environments than those in middle-class families. These children do not hear, talk, or learn about schooling concepts because their parents often do not have formal education. When it comes to learning, their lack of experience with numbers, words, and concepts increases their cognitive load. As children grow older they develop superior basic processes and capacities. They also develop

metacognition Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word '' meta'', meaning "beyond", or "on top of".Metcalfe, J., & Shimamura, A. P. (1994). ''Metacognition: knowi ...

, which helps them to understand their own cognitive activities. Lastly, they gain greater content knowledge through their experiences. These elements help reduce cognitive load in children as they develop. Gesturing is a technique children use to reduce cognitive load while speaking. By gesturing, they can free up

for other tasks. Pointing allows a child to use the object they are pointing at as the best representation of it, which means they do not have to hold this representation in their

, thereby reducing their cognitive load. Additionally, gesturing about an object that is absent reduces the difficulty of having to picture it in their mind.

Poverty

As of 2013 it has been theorized that an impoverished environment can contribute to cognitive load. Regardless of the task at hand, or the processes used in solving the task, people who experience poverty also experience higher cognitive load. A number of factors contribute to the cognitive load in people with lower

socioeconomic status Socioeconomic status (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family's economic access to resources and social position in relation to others. When analyzing a family's ...

that are not present in middle and upper-class people.

Embodiment and interactivity

Bodily activity can both be advantageous and detrimental to learning depending on how this activity is implemented. Cognitive load theorists have asked for updates that makes CLT more compatible with insights from

embodied cognition Embodied cognition is the theory that many features of cognition, whether human or otherwise, are shaped by aspects of an organism's entire body. Sensory and motor systems are seen as fundamentally integrated with cognitive processing. The cognit ...

research. As a result, Embodied Cognitive Load Theory has been suggested as a means to predict the usefulness of interactive features in learning environments. In this framework, the benefits of an interactive feature (such as easier cognitive processing) need to exceed its cognitive costs (such as motor coordination) in order for an embodied mode of interaction to increase learning outcomes.

Application in driving and piloting

With increase in secondary tasks inside cockpit, cognitive load estimation became an important problem for both automotive drivers and pilots. The research problem is investigated in various names like drowsiness detection, distraction detection and so on. For automotive drivers, researchers explored various physiological parameters like heart rate, facial expression, ocular parameters and so on. In aviation there are numerous simulation studies on analysing pilots’ distraction and attention using various physiological parameters. For military fast jet pilots, researchers explored air to ground dive attacks and recorded cardiac, EEG and ocular parameters.