High task variability can overload working memory and reduce learning efficiency in some cases¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? While increased variability of learning tasks can facilitate de-contextualization and generalization of procedural knowledge, relating many components and levels of knowledge in working memory can in some cases overload working memory and decrease learning efficiency. → Slava Kalyuga 2010

Evidence¶

Slava Kalyuga 2010¶

Slava Kalyuga, Alexander Renkl, Fred Paas. (2010). Facilitating Flexible Problem Solving: A Cognitive Load Perspective. Educational Psychology Review. https://doi.org/10.1007/s10648-010-9132-9

q1 · i? · theoretical · r3

Authors' theoretical caveat within the CLT framework, discussing Paas and van Merriënboer's variability-of-worked-examples findings. No empirical test of this overload claim is reported in the paper.

"relating many components and levels of knowledge in working memory can, in some cases, also overload working memory, thus decreasing the efficiency of learning"

Discussion¶

Learner Variables¶

• Working Memory — outcome: instruction changes it

Related Claims¶

• Participants in the rule-based simulation game perceived it as demanding, and learning and applying its procedures and rules hindered investment in their learning goals — related
• Extraneous cognitive load arising from limited scope and high distance in the rule-based game pushed the facilitator toward first- and second-order interventions instead of the third-order interventions the learning goal required — related
• Cognitive Overload Degrades Learning — a broader claim this one bears on
• Part-task practice reduces cognitive load for absolute novices during initial skill acquisition. — related