Intrinsic cognitive load

Intrinsic cognitive load

Intrinsic cognitive load is the inherent level of difficulty associated with instructional materials.

The term "Intrinsic cognitive load" was first described by [http://www.leaonline.com/doi/abs/10.1207/s1532690xci0804_2 Chandler and Sweller (1991)] . According to Chandler and Sweller, all instruction has an inherent difficulty associated with it (e.g., the calculation of 2 + 2, versus solving a differential equation ). This inherent difficulty may not be altered by an instructor.

However instructional may be redesigned so complex cognitive tasks (large complex schemas) may be broken into individual "subschemas" that may be taught in isolation. Instructional designers can then develop later lessons that bring that material back together to describe it as a combined whole ( [http://www3.interscience.wiley.com/cgi-bin/abstract/113395136/ABSTRACT?CRETRY=1&SRETRY=0 Clark, Nguyen, and Sweller, 2006] ).

ee also

* Cognitive load
* Extraneous cognitive load
* Germane cognitive load

References

* cite journal
author=Chandler, P. & Sweller, J.
year=1991
title= Cognitive Load Theory and the Format of Instruction
journal= Cognition and Instruction
volume=8
issue=4
pages=293–332
doi= 10.1207/s1532690xci0804_2
* cite book
author=Clark, R., Nguyen, F., and Sweller, J.
year=2006
title=Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load
location=San Francisco | publisher=Pfeiffer
id=ISBN 0-7879-7728-4


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