The cognitive architecture has been used to design a variety of novel instructional procedures¶

Claim · All claims
Evidence · 1 study · review r? · q1
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? A variety of novel instructional procedures have been designed from the assumed structures and functions of human cognitive architecture. → Sweller 1998

q2 i? The theory's cognitive architecture has been used to design a variety of novel instructional procedures based on reducing working memory load and encouraging schema construction. → Sweller 1998

Evidence¶

Sweller 1998¶

Sweller, J., van Merrienboer, J.J.G. & Paas, F.G.W.C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review. https://doi.org/10.1023/A:1022193728205

q1 · i? · review · r?

Review-level statement from the article's abstract: the theory's architectural assumptions "have been used to design a variety of novel instructional procedures." The available text reports this as the paper's scope; no individual study results are printed in the accessible portion.

"These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged"

Discussion¶

Related Claims¶

• Unguided or minimally guided instructional approaches are popular and intuitively appealing but ignore human cognitive architecture and the empirical evidence — related
• Germane cognitive load is reformulated as redistributing working memory resources from extraneous to intrinsic processing rather than adding to total load — related
• The effectiveness of instructional techniques and procedures interacts with levels of learner prior knowledge, a pattern known as the expertise reversal effect — related
• Structuring worked examples to emphasize subgoals, via labels or visual segmentation, enhances transfer to novel problems — a narrower finding that bears on this claim
• Designing learning activities corresponding to germane load has always required methods and techniques external to cognitive load theory — related
• Among references cited by Instructional Science publications, Cohen's 1988 Statistical Power Analysis (66 citations) and Sweller's 1998 cognitive load theory article are the most referenced works — related
• The worked example effect holds for the schema-acquisition goal, but other instructional goals may be better served by other means — related