Instructional control of cognitive load in the training of complex cognitive tasks

Fred G.W.C. Paas; Jeroen J.G. van Merrienboer

doi:10.1007/BF02213420

Instructional control of cognitive load in the training of complex cognitive tasks

Fred G.W.C. Paas^*, Jeroen J.G. van Merrienboer

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

426 Citations (Scopus)

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Abstract

Limited processing capacity constrains learning and performance in complex cognitive tasks. In traditional instruction, novices' failure to adequately learn cognitive tasks can often be attributed to the inappropriate direction of attention and the related high or excessive load that is imposed on a learner's cognitive system. An instructional design model for the training of complex cognitive tasks should provide instructional strategies that control cognitive load. We propose such a model and recommend research in which the cognitive load of instructional manipulations is systematically investigated and determined with mental-effort based measures.

Original language	English
Pages (from-to)	351–371
Journal	Educational psychology review
Volume	6
Issue number	12
DOIs	https://doi.org/10.1007/BF02213420
Publication status	Published - 1994

Keywords

Instruction
Cognitive load
Complex cognitive tasks

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abstract = "Limited processing capacity constrains learning and performance in complex cognitive tasks. In traditional instruction, novices' failure to adequately learn cognitive tasks can often be attributed to the inappropriate direction of attention and the related high or excessive load that is imposed on a learner's cognitive system. An instructional design model for the training of complex cognitive tasks should provide instructional strategies that control cognitive load. We propose such a model and recommend research in which the cognitive load of instructional manipulations is systematically investigated and determined with mental-effort based measures.",

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AB - Limited processing capacity constrains learning and performance in complex cognitive tasks. In traditional instruction, novices' failure to adequately learn cognitive tasks can often be attributed to the inappropriate direction of attention and the related high or excessive load that is imposed on a learner's cognitive system. An instructional design model for the training of complex cognitive tasks should provide instructional strategies that control cognitive load. We propose such a model and recommend research in which the cognitive load of instructional manipulations is systematically investigated and determined with mental-effort based measures.

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KW - Cognitive load

KW - Complex cognitive tasks

U2 - 10.1007/BF02213420

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SN - 1040-726X

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Instructional control of cognitive load in the training of complex cognitive tasks

Abstract

Keywords

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