The theory of cognitive load of John Sweller

The theory of cognitive load of John Sweller

John Sweller's cognitive load theory suggests that learning is best done in conditions that align with human cognitive architecture. Even if we do not know it precisely, the structure of human cognitive architecture is discernible through experimental research.

The cognitive load is related to the amount of information that the working memory can store simultaneously. Sweller says that working memory has limited capacity. Thus, instructional methods should avoid overloading with additional activities. These do not actually contribute directly to learning.

Sweller has constructed a theory that treats schemas or combinations of elements as the cognitive structures that form the basis of an individual's knowledge. He did so after validating George Miller's information processing research. This shows that the short-term memory is limited with respect to the number of elements that it can contain simultaneously.

John Sweller asserted that the instructional scheme can be applied to reduce cognitive load in students. Much later, other researchers have developed a way to measure perceived mental stress, which is indicative of cognitive load.


One of the important points in John Sweller's theory of cognitive load is that heavy cognitive load can have negative effects on the completion of a task. She also points out that the experience of cognitive load is different for different people. For example, seniors, students, and children experience different and greater amounts of cognitive load.

The theory of cognitive load of John Sweller
For cognitive psychology, cognitive load is the effort used in working memory. Sweller created this theory to provide standards to help the presentation of information. His goal was to develop student activities that optimize intellectual performance.

Thus, this author considers that the contents of the long-term memory are "sophisticated structures that allow us to perceive, think and solve problems", instead of a group of data learned by heart. These structures, which are called schemas, allow us to gather several elements into one. Schemas are therefore the cognitive structures that form the basis of knowledge. They are acquired during a lifetime of learning and other patterns can compose them.

The difference between an expert and a novice is that a novice has not acquired the schemas of an expert. Learning requires a change in the schematic structures of long-term memory. It is demonstrated by the yield, which is progressive. The change in performance occurs because as we become familiar with the subject, the cognitive characteristics associated with it change to make the working memory more efficient.

For schema acquisition to occur, the instruction must be shaped to reduce the load on the working memory. John Sweller's cognitive load theory deals with techniques to reduce the burden of working memory. The goal is to facilitate the changes associated with the acquisition of patterns in long-term memory.

Principles of John Sweller's theory of cognitive load
Specific recommendations for the creation of instructional materials that John Sweller proposes in his theory of cognitive load include:

Change problem-solving methods through the use of problems without goals or solved examples. The goal is to avoid means and ends that impose a heavy work memory load.
Eliminate the burden of working memory associated with the need to mentally integrate multiple sources of information. This is done through the physical integration of these sources.
Eliminate the working memory load associated with superfluous processing of repetitive information by reducing redundancy.
Increase the capacity of working memory by using auditory and visual information in condition. These two sources of information are essential - and not redundant - for understanding.
Key points of the theory of cognitive load
As we have seen, the theory of cognitive load is an instructional creation theory. It reflects our cognitive architecture or the way we process information. During learning, the information must remain in the working memory until it has been sufficiently processed to pass into the long-term memory.

The capacity of the working memory is very limited. When too much information arrives at the same time, we start to stress. As a result, much of this information is lost.

Cognitive load theory makes learning more efficient by using training methods. These methods include:

The evaluation of the experience and the adaptation of the instruction.
Reducing the problem space by dividing them into parts and using the partially completed problems as well as the resolved examples.
The fusion of multiple sources of visual information.
The amplification of working memory capacity through the use of visual and auditory channels.

Knowledge and critical thinking
One of the ideas suggested by the theory of cognitive load is that "knowing things" is necessary to think critically about these things. It also suggests that two of the main information processing activities (knowledge acquisition and problem solving) should be considered separately. We must first focus on the diagram and then on solving problems.

Thus, Sweller suggests "that an important reason for the ineffectiveness of problem solving as a learning device is that the cognitive processes required by the two activities overlap insufficiently. Conventional problem solving in the form of means and ends analysis requires a relatively high amount of cognitive processing capacity. This one is not available for the acquisition of schemas ".


In other words, the reason that problem solving and domain knowledge are not directly proportional is related to how the human brain works. Problem solving occupies a 'lar