Reducing extraneous load can also remove affordances for germane processes¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Designs that seem to elicit extraneous processes may simultaneously stimulate germane processes, so reducing extraneous load may remove affordances for germane processes such as relating multiple representations. → de Jong 2010

Evidence¶

de Jong 2010¶

de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science. https://doi.org/10.1007/s11251-009-9110-0

q2 · i? · review · r2

The review quotes Paas et al. (2004) on nonlinear hypertext environments, where reducing extraneous load via linear formats "may at the same time reduce germane cognitive load by disrupting the example comparison and elaboration processes". Attributed argument, no effect size.

"In some learning environments, extraneous load can be inextricably bound with germane load. Consequently, the goal to reduce extraneous load and increase germane load may pose problems for instructional designers."

Discussion¶

Related Claims¶

• The intrinsic–extraneous–germane distinction is conceptually problematic: definitions are tautological and expertise-dependent — related
• Germane cognitive load is reformulated as redistributing working memory resources from extraneous to intrinsic processing rather than adding to total load — related
• Multiple representations improve learning — related
• Adding equations to tree diagrams reduced cognitive load but did not improve learning outcomes — related
• External conceptual resources support teachers' pedagogical judgment by affording richer representations and more productive problem frames — related
• Learning with tree diagrams increased experienced cognitive load across intrinsic, extraneous, germane, and overall measures — related
• Tracing along a poster displaying a cycle reduced extraneous cognitive load and improved learning outcomes — related
• Low environment-change beliefs lead students to allocate cognitive resources to monitoring for breakdowns, creating extraneous load — related
• From a cognitive load theory point of view, studying worked-out external representations may lead to better learning outcomes than (co)-construction, the standard mode of operation in CSCL — related
• Instructional techniques for studying worked examples can increase germane cognitive load (per van Merriënboer, Schuurman, De Croock, & Paas) — related