Discussion of ‘emerging topics in cognitive load research: using learner and information characteristics in the design of powerful learning environments’
Article first published online: 12 APR 2006
Copyright © 2006 John Wiley & Sons, Ltd.
Applied Cognitive Psychology
Special Issue: Themed Issue: Emerging Topics in Cognitive Load Research: Using Learner and Information Characteristics in the Design of Powerful Learning Environments
Volume 20, Issue 3, pages 353–357, April 2006
How to Cite
Sweller, J. (2006), Discussion of ‘emerging topics in cognitive load research: using learner and information characteristics in the design of powerful learning environments’. Appl. Cognit. Psychol., 20: 353–357. doi: 10.1002/acp.1251
- Issue published online: 12 APR 2006
- Article first published online: 12 APR 2006
Cognitive load theory began by using our knowledge of human cognition to devise instructional procedures. Insofar as those procedures have been successful, they have strengthened the cognitive theory that gave rise to them. Indeed, it has been possible to expand our knowledge of cognition by studying the manner in which information can be successfully presented to learners. As a consequence, today, cognitive load theory spans a range from the evolutionary origins of human cognitive structures to the instructional consequences that flow from those structures. In this discussion I will begin by outlining five principles that give rise to the cognitive architecture basic to cognitive load theory. I will then discuss the papers of this issue in light of this theoretical framework. Copyright © 2006 John Wiley & Sons, Ltd.