Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning
Abstract
Abstract Research indicates that effective instructional methods for practicing simple tasks differ from effective methods for complex tasks. But unfortunately, load‐reducing methods that work relatively well to reach high retention performance for complex tasks, such as low variability and complete guidance and feedback, are precisely those methods that hinder transfer of learning. This article presents a training design approach aimed at high transfer performance for complex tasks. The basic idea is that learning tasks should always be combined with methods that induce germane cognitive load, such as high variability and limited guidance or feedback. However, especially for novices, this can only be realised by decreasing intrinsic load early in training by manipulating the element interactivity of the learning tasks. Copyright © 2006 John Wiley & Sons, Ltd.
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One way to manage intrinsic load is by applying a part-whole approach, in which the number of information elements and interactions between elements is initially reduced by simplifying the tasks, after which more and more elements and interactions are added.
“One way to manage intrinsic load is by applying a so-called part-whole approach, in which the number of information elements and interactions between elements is initially reduced by simplifying the tasks, after which more and more elements and interactions are added (e.g., Van Merriënboer et al. 2006).”
From Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010) · cites this paper as Van Merriënboer et al. 2006
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- Authors
- van Merriënboer, J. J. G., Kester, L., & Paas, F.
- Affiliations
- Open University of the Netherlands (NL)
- ORCID
- Paas, Fred
- Venue
- Applied Cognitive Psychology
- Publisher
- Wiley
- Published
- 2006-04
- Volume
- 20
- Issue
- 3
- Pages
- 343-352
- ISSN
- 0888-4080 (ISSN-L)
- 1099-0720
- OpenAlex
- W2010861350
- Cited by
- 320
- References
- 41
- Citations by year
- 2026: 10 · 2025: 10 · 2024: 18 · 2023: 20 · 2022: 15 · 2021: 26 · 2020: 26 · 2019: 20 · 2018: 19 · 2017: 15 · 2016: 16 · 2015: 16 · 2014: 13 · 2013: 11 · 2012: 18
- FWCI
- 14.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Applied Cognitive Psychology (publishedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Keywords
- cognitive load, germane load, intrinsic cognitive load, transfer of learning, complex tasks, task variability, element interactivity, novice learners, training program design, skill acquisition
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