SOME COGNITIVE-PROCESSES AND THEIR CONSEQUENCES FOR THE ORGANIZATION AND PRESENTATION OF INFORMATION

It has been known for a considerable time that when dealing with compl ex intellectual tasks, the limited processing capacity of working memo ry is critical. Nevertheless, many commonly used instructional techniq ues ignore this factor and consequently impose an excessive cognitive load that interferes with the major learning mechanisms of schema acqu isition and automation. For example, when solving unfamiliar problems, strategies are frequently employed that are effective in arriving at a solution but because of the cognitive load imposed, are ineffective with respect to learning. Empirical evidence suggests that if learning is the goal, solving large numbers of conventional problems may not b e appropriate. Instead, goal-free problems and worked examples can red uce extraneous cognitive load and facilitate schema acquisition and au tomation. Similarly, when presenting new material, information structu res that require learners to unnecessarily split their attention betwe en multiple sources of information or assimilate redundant material ca n impose an excessive cognitive load that interferes with learning. Fi nally, while considerable empirical evidence about these effects is av ailable, it is suggested that they will occur only when material is us ed which imposes a heavy cognitive load because of its intrinsic struc ture. Where the intrinsic structure of information imposes a relativel y light cognitive load, the cognitive load imposed by instructional de sign may not be critical.