Cognitive Load Theory: Historical Development and Relation to Other Theories
Abstract
The goal of this introductory chapter is to provide a historical review of the assumptions underlying Cognitive Load Theory (CLT) and to place the theory into the broader context of the learning sciences. The chapter focuses on the theoretical developments that guided the research on cognitive load and learning for the past twenty years and is organized in the following way. First, we examine the nature of the cognitive load construct and compare it to similar psychological constructs. Second, we present a historical review of the development of CLT's assumptions in the following four stages: (a) extraneous cognitive load in problem solving, (b) intrinsic cognitive load and the first additivity hypothesis, (c) germane cognitive load and the second additivity hypothesis, and (d) the evolutionary interpretation of CLT. Finally, we conclude the chapter by examining the constructs and assumptions of CLT in relation to other theories in psychology and education. THE COGNITIVE LOAD CONSTRUCT CLT is a psychological theory because it attempts to explain psychological or behavioral phenomena resulting from instruction. Psychological theories are concerned with the possible relationships among psychological constructs or between a psychological construct and an observable phenomenon of practical consequence. A psychological construct is an attribute or skill that happens in the human brain. In CLT, the main constructs of interest are cognitive load , hence the name of the theory, and learning . CLT was developed to explain the effects of instructional design on these two constructs.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Schema construction and automation is defined as the overall goal of learning.
“schema construction and automation, which is defined as the overall goal of learning (Moreno and Park, 2010).”
From Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load (2023) · cites this paper as Moreno and Park, 2010
Cites
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1956) · Psychological Review · doi:10.1037/h0043158 · Cited by 17,812 · see citing works
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1994) · Psychological Review · doi:10.1037/0033-295x.101.2.343 · Cited by 17,469 · see citing works
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048 · see citing works
Hutchins, E. (1995) · doi:10.7551/mitpress/1881.001.0001 · Cited by 10,801 · see citing works
A Handbook of Child Psychology
(1932) · Nature · doi:10.1038/130331a0 · Cited by 10,133 · see citing works
Chomsky, N. (1957) · doi:10.1515/9783112316009 · Cited by 7,885 · see citing works
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777 · see citing works
REMEMBERING: A STUDY IN EXPERIMENTAL AND SOCIAL PSYCHOLOGY
Bartlett, F. C., & Burt, C. (1933) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1933.tb02913.x · Cited by 7,475 · see citing works
Shiffrin, R. M., & Schneider, W. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.127 · Cited by 7,335 · see citing works
Human Memory: A Proposed System and its Control Processes
Atkinson, R. C., & Shiffrin, R. M. (1968) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60422-3 · Cited by 7,216 · see citing works
Egeth, H. E., & Kahneman, D. J. (1975) · The American Journal of Psychology · doi:10.2307/1421603 · Cited by 6,976 · see citing works
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · see citing works
Cognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023 · see citing works
Controlled and automatic human information processing: I. Detection, search, and attention.
Schneider, W., & Shiffrin, R. M. (1977) · Psychological Review · doi:10.1037/0033-295x.84.1.1 · Cited by 5,902 · see citing works
Engineering Psychology and Human Performance
Wickens, C. D., Hollands, J. G., Banbury, S. P., & Parasuraman, R. (2015) · Psychology Press eBooks · doi:10.4324/9781315665177 · Cited by 4,998 · see citing works
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,439 · see citing works
Halford, G. S., & Andrews, G. (2007) · Wiley eBooks · doi:10.1002/9780470147658 · Cited by 4,020 · see citing works
Cognitive load theory, learning difficulty, and instructional design
Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801 · see citing works
Cognitive Load Theory and Instructional Design: Recent Developments
Paas, F., Renkl, A., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_1 · Cited by 3,041 · see citing works
Cognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894 · see citing works
HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641 · see citing works
The Psychology of Learning and Motivation
Ross, B. H. (2012) · Cited by 2,631 · see citing works
Should There Be a Three-Strikes Rule Against Pure Discovery Learning?
Mayer, R. E. (2004) · American Psychologist · doi:10.1037/0003-066x.59.1.14 · Cited by 2,527 · see citing works
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_8 · Cited by 2,527 · see citing works
Information Processing and Cognition: The Loyola Symposium
Brown, A. S., & Solso, R. L. (1976) · The American Journal of Psychology · doi:10.2307/1421430 · Cited by 2,398 · see citing works
Mayer, R. E. (2001) · doi:10.1017/cbo9781139164603 · Cited by 2,304 · see citing works
Attention And Cognitive Control 1
Posner, M. I., & Snyder, C. R. R. (2024) · Routledge eBooks · doi:10.4324/9781032722450-4 · Cited by 2,264 · see citing works
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
van Merriënboer, J. J. G., & Sweller, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3951-0 · Cited by 2,206 · see citing works
Paas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150 · see citing works
Anderson, J. R., Bower, G. H., & Bower, G. H. (2013) · Psychology Press eBooks · doi:10.4324/9780203780831 · Cited by 2,031 · see citing works
Bandura, A. (2008) · The International Encyclopedia of Communication · doi:10.1002/9781405186407.wbiecs053 · Cited by 1,902 · see citing works
Interactive Multimodal Learning Environments
Moreno, R., & Mayer, R. E. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9047-2 · Cited by 1,831 · see citing works
Self-citationTask Complexity: A Review and Analysis
Campbell, D. J. (1988) · The Academy of Management Review · doi:10.5465/amr.1988.4306775 · Cited by 1,634 · see citing works
Advances in the psychology of human intelligence
Eysenck, H. J. (1983) · Behaviour Research and Therapy · doi:10.1016/0005-7967(83)90111-0 · Cited by 1,563 · see citing works
Michelene, T. H., Glaser, R. A., & Rees, E. T. (1981) · Defense Technical Information Center (DTIC) · Cited by 1,533 · see citing works
Why Some Material Is Difficult to Learn
Sweller, J., & Chandler, P. (1994) · Cognition and Instruction · doi:10.1207/s1532690xci1203_1 · Cited by 1,455 · see citing works
Chase, W. G., & Simon, H. A. (1973) · Visual Information Processing · doi:10.1016/b978-0-12-170150-5.50011-1 · Cited by 1,419 · see citing works
The use of advance organizers in the learning and retention of meaningful verbal material.
Ausubel, D. P. (1960) · Journal of Educational Psychology · doi:10.1037/h0046669 · Cited by 1,394 · see citing works
Task complexity: Definition of the construct
Wood, R. E. (1986) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(86)90044-0 · Cited by 1,393 · see citing works
The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
Sweller, J., & Cooper, G. A. (1985) · Cognition and Instruction · doi:10.1207/s1532690xci0201_3 · Cited by 1,214 · see citing works
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.122 · Cited by 1,198 · see citing works
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998) · Cited by 1,077 · see citing works
Paas, F., Renkl, A., & Sweller, J. (2004) · Instructional Science · doi:10.1023/b:truc.0000021806.17516.d0 · Cited by 1,054 · see citing works
Managing split-attention and redundancy in multimedia instruction
Kalyuga, S., Chandler, P., & Sweller, J. (1999) · Applied Cognitive Psychology · doi:10.1002/(sici)1099-0720(199908)13:4 · Cited by 1,041 · see citing works
Hancock, P. A., & Meshkati, N. (1988) · Cited by 954 · see citing works
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1993) · Human Factors: The Journal of the Human Factors and Ergonomics Society · doi:10.1177/001872089303500412 · Cited by 921 · see citing works
Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_2 · Cited by 857 · see citing works
(2000) · CRC Press eBooks · doi:10.1201/b12791 · Cited by 797 · see citing works
THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
CHANDLER, P., & SWELLER, J. (1992) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1992.tb01017.x · Cited by 767 · see citing works
Why are some problems hard? Evidence from Tower of Hanoi
Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985) · Cognitive Psychology · doi:10.1016/0010-0285(85)90009-x · Cited by 722 · see citing works
Assimilating complex information
Pollock, E., Chandler, P., & Sweller, J. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00016-0 · Cited by 692 · see citing works
Effects of schema acquisition and rule automation on mathematical problem-solving transfer.
Cooper, G., & Sweller, J. (1987) · Journal of Educational Psychology · doi:10.1037/0022-0663.79.4.347 · Cited by 688 · see citing works
Cognitive load as a factor in the structuring of technical material.
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.119.2.176 · Cited by 629 · see citing works
Levels of Expertise and Instructional Design
Kalyuga, S., Chandler, P., & Sweller, J. (1998) · Human Factors: The Journal of the Human Factors and Ergonomics Society · doi:10.1518/001872098779480587 · Cited by 520 · see citing works
Evolution of human cognitive architecture
Sweller, J. (2003) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(03)01015-6 · Cited by 511 · see citing works
Problem Solving: Research, Method, and Theory
Hudgins, B. B., & Kleinmuntz, B. (1967) · American Educational Research Journal · doi:10.2307/1162124 · Cited by 496 · see citing works
Chunking in recall of symbolic drawings
Egan, D. E., & Schwartz, B. J. (1979) · Memory & Cognition · doi:10.3758/bf03197595 · Cited by 482 · see citing works
Sweller, J. (2004) · Instructional Science · doi:10.1023/b:truc.0000021808.72598.4d · Cited by 470 · see citing works
Attention and automaticity in Stroop and priming tasks: Theory and data
Logan, G. D. (1980) · Cognitive Psychology · doi:10.1016/0010-0285(80)90019-5 · Cited by 469 · see citing works
Guidance during mathematical problem solving.
Tarmizi, R. A., & Sweller, J. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.424 · Cited by 464 · see citing works
A simulation of memory for chess positions
Simon, H. A., & Gilmartin, K. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90024-8 · Cited by 439 · see citing works
Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries
SWELLER, J., KIRSCHNER, P. A., & CLARK, R. E. (2007) · Educational Psychologist · doi:10.1080/00461520701263426 · Cited by 434 · see citing works
Research on cognitive load theory and its design implications for e-learning
van Merriënboer, J. J. G., & Ayres, P. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504793 · Cited by 399 · see citing works
SCHMIDT, H. G., LOYENS, S. M. M., VAN GOG, T., & PAAS, F. (2007) · Educational Psychologist · doi:10.1080/00461520701263350 · Cited by 382 · see citing works
A comparison of cognitive load associated with discovery learning and worked examples.
Tuovinen, J. E., & Sweller, J. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.334 · Cited by 381 · see citing works
Trends and Prospects in Motivation Research
Efklides, A., Kühl, J., & Sorrentino, R. M. (2001) · Springer eBooks · doi:10.1007/0-306-47676-2 · Cited by 376 · see citing works
Individual Differences in Solving Physics Problems (1978)
Simon, D. P., & Simon, H. A. (1978) · Cited by 369 · see citing works
Bandura, A. (2000) · Oxford University Press eBooks · doi:10.1037/10522-140 · Cited by 366 · see citing works
Academic motivation of adolescents
Pajares, F., & Urdan, T. (2002) · Cited by 348 · see citing works
Sweller, J. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.4.457 · Cited by 348 · see citing works
Mental workload : its theory and measurement
Moray, N. P. (1979) · Medical Entomology and Zoology · Cited by 343 · see citing works
On the use of a concurrent memory load to measure attention and automaticity.
Logan, G. D. (1979) · Journal of Experimental Psychology Human Perception & Performance · doi:10.1037/0096-1523.5.2.189 · Cited by 339 · see citing works
Managing cognitive load—recent trends in cognitive load theory
Bannert, M. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00021-4 · Cited by 294 · see citing works
Kantowitz, B. H. (1987) · Advances in psychology · Cited by 280 · see citing works
How Fading Worked Solution Steps Works – A Cognitive Load Perspective
Renkl, A., Atkinson, R. K., & Große, C. S. (2004) · Instructional Science · doi:10.1023/b:truc.0000021815.74806.f6 · Cited by 272 · see citing works
Development of expertise in mathematical problem solving.
Sweller, J., Mawer, R. F., & Ward, M. R. (1983) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.112.4.639 · Cited by 258 · see citing works
Gerjets, P., Scheiter, K., & Catrambone, R. (2004) · Instructional Science · doi:10.1023/b:truc.0000021809.10236.71 · Cited by 251 · see citing works
Workload transition: Implications for individual and team performance.
Huey, B. M., & Wickens, C. D. (1993) · Defense Technical Information Center (DTIC) · Cited by 245 · see citing works
Instructional aids to support a conceptual understanding of multiple representations.
Berthold, K., & Renkl, A. (2009) · Journal of Educational Psychology · doi:10.1037/a0013247 · Cited by 240 · see citing works
Optimizing cognitive load for learning from computer-based science simulations.
Lee, H., Plass, J. L., & Homer, B. D. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.4.902 · Cited by 217 · see citing works
Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation
Van Merriënboer, J. J. G., & De Croock, M. B. M. (1992) · Journal of Educational Computing Research · doi:10.2190/mjdx-9pp4-kfmt-09pm · Cited by 207 · see citing works
What do students learn while solving mathematics problems?
Owen, E., & Sweller, J. (1985) · Journal of Educational Psychology · doi:10.1037/0022-0663.77.3.272 · Cited by 206 · see citing works
Teaching science problem solving: An overview of experimental work
Taconis, R., Ferguson‐Hessler, M. G. M., & Broekkamp, H. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1013 · Cited by 193 · see citing works
The impact of job demands and workload on stress and fatigue
Macdonald, W. (2003) · Australian Psychologist · doi:10.1080/00050060310001707107 · Cited by 185 · see citing works
(1979) · Springer eBooks · doi:10.1007/978-1-4757-0884-4 · Cited by 181 · see citing works
Gerjets, P., Scheiter, K., & Catrambone, R. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.02.007 · Cited by 178 · see citing works
Category and word search: Generalizing search principles to complex processing.
Fisk, A. D., & Schneider, W. (1983) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037//0278-7393.9.2.177 · Cited by 171 · see citing works
Some cognitive processes and their consequences for the organisation and presentation of information
Sweller, J. (1993) · Australian Journal of Psychology · doi:10.1080/00049539308259112 · Cited by 157 · see citing works
Technology-Based Education: Bringing Researchers and Practitioners Together
PytlikZillig, L. M., Bodvarsson, M. C., & Bruning, R. (2005) · Cited by 134 · see citing works
Cognitive load and the format of instructional aids for coherence formation
Seufert, T., & Brünken, R. (2006) · Applied Cognitive Psychology · doi:10.1002/acp.1248 · Cited by 128 · see citing works
Spear, N. E., Ekstrand, B. R., & Underwood, B. J. (1964) · Journal of Experimental Psychology · doi:10.1037/h0047886 · Cited by 121 · see citing works
When worked examples don't work: Is cognitive load theory at an Impasse?
Moreno, R. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.02.006 · Cited by 109 · see citing works
Self-citationSelf‐Regulation and Effort Investment
Boekaerts, M. (2007) · Wiley eBooks · doi:10.1002/9780470147658.chpsy0409 · Cited by 102 · see citing works
Seufert, T., Jänen, I., & Brünken, R. (2007) · Computers in Human Behavior · doi:10.1016/j.chb.2006.10.002 · Cited by 98 · see citing works
Key Issues in Modeling and Applying Research on Self‐Regulated Learning
Winne, P. H. (2005) · Applied Psychology · doi:10.1111/j.1464-0597.2005.00206.x · Cited by 96 · see citing works
Information-processing demands of transitive inference.
Maybery, M. T., Bain, J., & Halford, G. S. (1986) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.12.4.600 · Cited by 96 · see citing works
Multimedia learning : cognitive and instructional issues
Rouet, J., Levonen, J., & Biardeau, A. (2001) · Pergamon eBooks · Cited by 78 · see citing works
Kantowitz, B. H. (1987) · Advances in psychology · doi:10.1016/s0166-4115(08)62307-9 · Cited by 74 · see citing works
Perceived item-difficulty in three tests of intellectual performance capacity.
Bratfisch, O., Borg, G. A. V., & Dornič, S. (1972) · PsycEXTRA Dataset · doi:10.1037/e420862004-001 · Cited by 73 · see citing works
Moreno, R. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.018 · Cited by 67 · see citing works
Self-citationDelimiting and Integrating Achievement Motive and Goal Constructs
Thrash, T. M., & Elliot, A. J. (2005) · Kluwer Academic Publishers eBooks · doi:10.1007/0-306-47676-2_1 · Cited by 67 · see citing works
Capacity Limitations in Children' s Reasoning: A Dual- Task Approach
Halford, G. S., Maybery, M. T., & Bain, J. (1986) · Child Development · doi:10.1111/j.1467-8624.1986.tb00231.x · Cited by 64 · see citing works
Schooling and the Acquisition of Knowledge
etc. (1977) · Cited by 53 · see citing works
Sign systems, technologies, and the acquisition of knowledge
Schnotz, W. (2001) · HAL (Le Centre pour la Communication Scientifique Directe) · Cited by 43 · see citing works
The effects of training wheels and self‐learning materials in software training
Bannert, M. (2000) · Journal of Computer Assisted Learning · doi:10.1046/j.1365-2729.2000.00146.x · Cited by 36 · see citing works
Capacity Limitations in Children's Reasoning: A Dual-Task Approach
Halford, G. S., Maybery, M. T., & Bain, J. (1986) · Child Development · doi:10.2307/1130340 · Cited by 26 · see citing works
Anderson, J. R. (2007) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780195324259.003.0003 · Cited by 10 · see citing works
Development of an equation for evaluating job difficulty.
Mead, D. F. (1970) · PsycEXTRA Dataset · doi:10.1037/e454892004-001 · Cited by 1 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Klepsch, M., Schmitz, F., & Seufert, T. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01997 · Cited by 601 · see citing works
Differentiating Different Types of Cognitive Load: a Comparison of Different Measures
Korbach, A., Brünken, R., & Park, B. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9404-8 · Cited by 153 · see citing works
Self-citationKrieglstein, F., Beege, M., Rey, G. D., Sanchez-Stockhammer, C., & Schneider, S. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09738-0 · Cited by 139 · see citing works
Measurement of cognitive load in multimedia learning: a comparison of different objective measures
Korbach, A., Brünken, R., & Park, B. (2017) · Instructional Science · doi:10.1007/s11251-017-9413-5 · Cited by 98 · see citing works
Self-citationMoy, A. J., Hobensack, M., Marshall, K., Vawdrey, D. K., Kim, E. Y., Cato, K. D., & Rossetti, S. C. (2023) · Journal of the American Medical Informatics Association · doi:10.1093/jamia/ocad038 · Cited by 98 · see citing works
Dönmez, O., Akbulut, Y., Telli, E., Kaptan, M., Özdemir, İ. H., & Erdem, M. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11035-2 · Cited by 20 · see citing works
Sun, S. (2024) · Research in Personnel and Human Resources Management · doi:10.1108/s0742-730120240000042002
- Authors
- Moreno, R., & Park, B.
- Affiliations
- University of New Mexico (US)
- Saarland University (DE)
- Venue
- Cognitive Load Theory
- Publisher
- Cambridge University Press
- Published
- 2010-04-26
- Pages
- 9-28
- OpenAlex
- W1541255863
- Cited by
- 204
- References
- 109
- Citations by year
- 2026: 9 · 2025: 12 · 2024: 16 · 2023: 20 · 2022: 20 · 2021: 12 · 2020: 9 · 2019: 14 · 2018: 9 · 2017: 17 · 2016: 18 · 2015: 8 · 2014: 19 · 2013: 6 · 2012: 7
- FWCI
- 24.78
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- 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 › Educational Strategies and Epistemologies
- Keywords
- cognitive load theory, extraneous cognitive load, intrinsic cognitive load, germane cognitive load, instructional design, learning, learning sciences
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
