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Discussion of ‘emerging topics in cognitive load research: using learner and information characteristics in the design of powerful learning environments’
Author(s) -
Sweller John
Publication year - 2006
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.1251
Subject(s) - cognition , cognitive architecture , cognitive load , cognitive science , lida , psychology , range (aeronautics) , cognitive psychology , cognitive models of information retrieval , computer science , artificial intelligence , engineering , neuroscience , human–computer information retrieval , ranking (information retrieval) , aerospace engineering
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.