Cognitive Load Theory

5. Simultaneous presentations of similar (redundant) content must be avoided
6. A theorist leads a team investigating cognitive processes and their applications for teaching techniques and instructional design
9. Is that load devoted to the processing, construction and automation of schemas
10. Total amount of cognitive activity imposed on working memory at an instance in time
11. People learn better when you place print words near corresponding graphics
12. Peoples' learning is hindered when extraneous sound, pictures, and words are used in teaching
13. A problem solving strategy widely used to solve traditional problems by people who are not highly familiar with a specific problem type
14. People learn better when both words and graphics are included, as long as the graph is not self-explanatory
15. People learn better when words are presented as speech rather than onscreen text

1. Instructional materials which require both textual and graphical sources of instruction, should integrate the text into the graphic in such a way that the relationships between textual components and graphical components are clearly indicated
2. Taking large amounts of information and presenting it in smaller portions
3. Is the inherent level of difficulty associated with a specific instructional topic
4. Is generated by the manner in which information is presented to learners and is under control of instructional designers
7. Students learn by studying worked examples
8. How many different views in the Cognitive Load Theory