Real-life complex tasks carry high intrinsic cognitive load, requiring new load-management methods¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2010: baselines and conditions change

Subclaims¶

q2 i? When real-life tasks drive complex learning, their complexity or intrinsic cognitive load is often high, so new methods are needed to manage cognitive load. → van Merriënboer 2005

Evidence¶

van Merriënboer 2005¶

van Merriënboer, J.J.G., Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educ Psychol Rev 17, 147–177 (2005). https://doi.org/10.1007/s10648-005-3951-0

q2 · i? · review · r?

The review's own synthesis of recent CLT developments states that for real-life complex learning tasks, "the complexity, or intrinsic cognitive load, of such tasks is often high," motivating new load-management methods. No effect size is printed.

"First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load."

Discussion¶

Related Claims¶

• Adapting instruction to individual learners requires more advanced measurement of expertise and cognitive load — related
• Part-task practice reduces cognitive load for absolute novices during initial skill acquisition. — related
• Cognitive Load Management — related
• Cognitive Overload Degrades Learning — related
• A training-design argument, not tested by any study recorded here, holds that practising whole complex tasks improves transfer of complex skills — related
• Constantly high complexity lowers reported intrinsic cognitive load and metacognitive strategy use compared with gradually increasing complexity — reports the opposite