Cognitive load theory and the acquisition of complex cognitive skills in the elderly: towards an integrative framework
Abstract
The purpose of this article is to explore the advantages of instructional formats based on cognitive load theory for elderly learners engaged in the acquisition of complex cognitive skills. A great body of research has demonstrated that cognitive aging is accompanied by a reduction of working - memory capacity, a general slowing of mental processes, and a decline of the ability to repress irrelevant information. The core idea of cognitive load theory is that working - memory capacity is limited and should therefore be managed with great care and discretion. Cognitive load theory claims that this can be achieved by minimizing the level of extraneous cognitive load, which is the portion of load that does not contribute to schema acquisition, and by maximizing the level of germane cognitive load, which directly contributes to the construction of cognitive schemata. Since instructions based on cognitive load theory deal with cognitive limitations, in that they lead to an efficient use of the available resources, it was hypothesized that they are especially effective when elderly people are involved. This idea was analyzed by means of a framework merging cognitive load theory with the aforementioned research findings concerning cognitive aging. It was concluded that cognitive load theory, enabling elderly people to acquire new complex skills, can be regarded as an essential guide for educational gerontology.
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If schema construction recurs, the result is an accumulation of schemata and a lowering of the perceived task complexity.
“If this process recurs, the result is an accumulation of schemata and a lowering of the perceived task complexity (Van Gerven, Paas, Van Merrie ¨nboer, & Schmidt, 2000).”
From Cognitive load theory and aging: effects of worked examples on training efficiency (2002) · cites this paper as Van Gerven et al., 2000
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Mapping Instruction with Media
Hogg, N. M., & Eckloff, M. (2008) · ETC.: A Review of General Semantics · doi:10.66774/etc_6502_168 · Cited by 2 · see citing works
Effective Online Learning for Older People
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Monitoring Brain Activity of Geriatric Learners With Low‐Cost Neurophysiological Technology
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Ghasemaghaei, M., Hassanein, K., & Benbasat, I. (2014) · Cited by 1 · see citing works
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Instructional Design in Digital Environments and Availability of Mental Resources
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Hoe online informatie het beste aan ouderen met kanker gepresenteerd kan worden
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Subjective Workload Assessment for Elderly Sales Force
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- Authors
- W. M. Van Gerven, F. G. W. C. P.
- Venue
- Educational Gerontology
- Publisher
- Informa UK Limited
- Published
- 2000-09
- Volume
- 26
- Issue
- 6
- Pages
- 503-521
- ISSN
- 0360-1277 (ISSN-L)
- 1521-0472
- OpenAlex
- W2140754839
- Cited by
- 81
- References
- 46
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 1 · 2023: 2 · 2022: 2 · 2021: 1 · 2020: 4 · 2019: 1 · 2018: 5 · 2017: 5 · 2016: 4 · 2015: 2 · 2014: 5 · 2013: 3 · 2012: 3
- FWCI
- 4.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Gerontology (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion)
- Research Publications (Maastricht University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Aging and Gerontology Research
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Keywords
- cognitive load theory, older students, cognitive aging, working memory capacity, extraneous cognitive load, germane cognitive load, instructional design, schema acquisition
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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.
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