Cognitive Load Theory

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Across
  1. 2. The immense body of knowledge and skills we hold in a more-or-less permanent, accessible form.
  2. 5. If this is identified during the chunking process, remembering is greatly enhanced.
  3. 7. Hierarchical information networks that help to story information in long term memory.
  4. 8. The encoding (storage) of knowledge and/or skills into long term memory in such a way that the knowledge and skills may be recalled and applied at a later time on demand.
  5. 10. Responsible for the difficulty of some to-be-learned content.
  6. 12. The total amount of mental activity imposed on working memory.
  7. 13. An instructional technique to improve learning by physically integrating the solution into the graphic to produce a single source of instructional information.
  8. 14. Sensory, working and long term memory are the three types of this.
  9. 15. The act of combining the elements of a large set of elements to form a smaller number of groups.
Down
  1. 1. The degree to which the elements of some to-be-learned information can, or cannot, be understood in isolation.
  2. 3. An instructional technique that provides all information for a given problem.
  3. 4. A modifiable load in instructional design caused by the materials used to present information.
  4. 6. An instructional technique where the designer partitions to-be-learned information so that some information, such as graphics, is presented visually, while other information, such as text, is presented auditory and enhanced learning occurs.
  5. 9. The part of our memory that provides our consciousness and enable to think both logically and creatively as well as solving problems and being expressive.
  6. 11. The ability to perform tasks without concentrating.