Cognitive load theory and individual differences

Abstract

Cognitive load theory is an instructional theory based on the following assumptions. (1) Information can be divided into biologically primary information that we have evolved to process and acquire unconsciously, and secondary information that requires conscious effort. (2) Secondary information is either acquired during problem solving or from other people. It is processed by a limited capacity, limited duration working memory before being stored for subsequent use in long-term memory. Once stored, information may be transferred back to working memory to govern action relevant to the extant environment. Working memory has no known capacity or duration limits when dealing with information transferred back from long-term memory. (3) The major consequence that flows from instruction is the accumulation of information in long-term memory. (4) That differential knowledge results in individual differences in expertise and provides a major source, possibly the only source, of modifiable cognitive differences between learners. (5) Learners with differential knowledge held in long-term memory require different instructional procedures leading to the expertise reversal effects of cognitive load theory.

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