Cognitive load theory was devised for precisely the conditions under which people must deal with a heavy information-processing load and hence it has implications for both training and practice. This chapter discusses the cognitive architecture that underlies the theory and some of its consequent general design guidelines before applying it to medical education and practice. It explains a cognitive architecture incorporating those components of human cognition that are relevant to instructional issues and related areas. The chapter discusses the categories of cognitive load, and the techniques for measuring cognitive load. It describes the cognitive load effects based on randomised controlled trials that compare a new instructional, learning or problem-solving procedure which is based on cognitive load theory against a commonly used procedure. The cognitive architecture, categories of cognitive load and techniques for measuring cognitive load are all necessary to generate cognitive load effects.
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