Year: 2004
Type: article
Abstract: The acquisition of a problem solving procedure is a challenging task often made more difficult by examples or presentation methods that heavily tax working memory and result in the learner being unable to identify and learn the key elements of the example. In general, cognitive load refers to the amount of mental effort required to complete a task within a given time frame (Xie & Salvendy, 2000). Cognitive load theory is based on the observation that working memory capacity is limited. Because of these limitations, cognitive load theory suggests that the methods used to present information should be designed to reduce the demands on working memory (Tindall-Ford, Chandler, & Sweller, 1997) to allow for better processing of examples and ultimately more learning. One technique shown to reduce cognitive load and improve learning is a part-whole
Authors: Jodi Price, Richard Catrambone
Institution: Georgia Institute of Technology
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2585753373