UNDERSTANDING INSTRUCTIONS

The understanding of instructions was explored within the context of c ognitive load theory. Instructional material may be difficult to under stand if it consists of many elements that must be held in working mem ory simultaneously. If the number of elements that must be processed e xceeds working-memory capacity, then some elements must be combined in to schemas before the material can be understood. A diagram may reduce cognitive load by providing such a schema. In a series of experiments , 3 different electrical resistor problems were given to students to c omplete, with instructions presented using diagrams or text. Results s uggested that understanding depends on the degree of interaction among elements of information. However, if interacting elements can be inco rporated into a diagrammatic schema, cognitive load will be reduced an d understanding enhanced.