How does one determine how much a learner is able to absorb at any given time? Cognitive Load Theory is built on the principle that any given person can only absorb and hold a given number of pieces of information at any given time. Theorists such as Sweller and Miller explain that individuals can be overloaded or underloaded with information and that schemas can play a critical part in the memories surfaced during recall of information. Cognitive load is based on intrinsic and extrinsic factors.
When considering Cognitive Load, what is your theory? Are we only capable of knowing and remembering a limited number of facts? If so, how do we explain individuals like Einstein whose knowledge seemed to surpass all others in the scientific realm?
How do we, as those studying visual literacy, equate Cognitive Load Theory to images we produce for our students?
I don’t think there are a specific number of facts that a person is limited to remembering and knowing. I believe that each person is unique, and how much a person can remember will be based on the individual. However, it is possible that people may be similar in what they are capable of knowing and remembering. Also, instruction can play a large part in how a person receives and retains information.
ReplyDeleteThere are numerous researched based strategies that help make it easier for people to gain and remember new knowledge. These strategies can be used in visual literacy to help students learn the information and remember it easier. For example, the chunking strategy is when the information is placed together to present it in a way that presents learning. For example, phone numbers place numbers into three separate groups so that the numbers are easier to remember.
In college I took a general psychology course where I first learned about Pavlov’s classic conditioning. The professor first explained (without any visuals). I remember I was so confused; how could a bell make a dog salivate? Then, he continued by explaining and using a visual. By using a visual, my professor was able to make it so my brain didn’t have to work so hard to understand this new knowledge.
(http://blog.lib.umn.edu/stoe0062/fall_2011%20psy%201001%20sec%2021/pavlov6.jpg)
This picture was a lot easier to understand than simply reading or listening about the theory. Using graphic designs helps to simplify the load, made this theory easier for me to understand and remember.
Although Information Processing Theory offers that an individual can only absorb and process a limited number (5-9; i.e. 7 +/- 2) in their working memory, long-term memory is thought to be unlimited. So the issue seems not to be whether we are capable of acquiring a certain level of knowledge, but whether we are capable of creating and/or receiving instruction in such a way that we successfully code it into our long-term memory.
ReplyDeletePeople such as Einstein can be explained because of the lifetime of learning that has built up a large repertoire of schemas. Therefore, any person who continuously learns and builds their knowledge and familiarity in one field can reach the same level of knowledge Einstein is perceived to have possessed. The longer and more thorough we explore a topic, the more schemata are created and built upon.
The title of this post is Cognitive Load Theory, but as I was reading it I was seeing Information Processing Theory explored. To my understanding, Sweller’s Cognitive Load Theory is an instructional theory concerned with techniques to reduce the cognitive load on the working memory to a minimum during the learning process, while Information Processing Theory is a learning theory that explores the relationships between the sensory, working, and long-term memory, as well as the strategies of chunking, selection, rehearsal/repetition, and coding. Am I confused in this? I know there is overlap and they relate in several areas.
Great distinction between Cognitive Load Theory and Information Processing Theory; I think the overlap falls where the strategies of chunking, selection, rehearsal/repetition, and coding (IPT) are methods of reducing cognitive load and more effectively moving information from short-term and working memory into long term memory.
DeleteWell I am going to try this again, I was ready to post my reply and accidentally clicked out of the page :( Here goes Take 2:
ReplyDeleteThis first thought that came to my mind while reading this was chunking, as Katie has already mentioned. This post made me think about when I was looking up ideas to help me facilitate without using notecards (as a part of my oral comps). Of course practice came up on most of the websites, but chunking was mentioned on several websites as well.
I do not think that there is a limit to how much information a person can retain and store in their long-term memory. Learning theories, like Anderson's/Piaget's schema theory, help us understand just how a person stores information and are able to retain information long term. Einstein is a perfect example of how there is no certain limit to how much a person can learn. I agree with Caitlin in that a lot of it has to do with a "lifetime of learning" and schemas. If you really, really want to learn something, you will put your mind to it and learn it any way you can.
As we discussed in our first class (and I believe it was mentioned in the first blog), many (even perhaps majority of) learners are visual learners. This makes visual literacy that much more important. It is vital for professors/teachers/instructors to exercise all ways of learning when designing a facilitation, and that includes the visual aspect. With all of these learning theories we have today, it gives professors plenty of resources and background of ways they can design a class, they just have to utilize those resources. It is the instructor's responsibility to organize and present the materials in the most effective way(s) for learners to retain the information. With that said, it is also the learner's responsibility to learn the material in ways that they know they best retain information; whether it be through pictures, mnemonics, and so on.
As far as cognitive load theory goes, it is the instructor's responsibility to present the material in the most effective way for the learner(s). Visuals are a common, yet effective, outlet to help present the material. This is why it is so important that the images have meaning and a purpose, and are not there for pure decoration. Again, this is why it is important for instructors to learn what it means to be visually literate.
I agree with you that if a person really wants to learn something, they will find a way to do it. Learning strategies definitely help with that!
DeleteYou make interesting points, Tassie (and everyone else as well)! I think it is very challenging to quantify cognitive load and to know exactly how much information we are able to effectively convey to a viewer/learner through our instructional materials. Even if we were able to quantifiably identify a typical cognitive load of average individuals, these findings would not accurately capture the cognitive load variance among the diverse population that we want to reach with our educational materials and visual messages. Therefore, I would argue that as designers, rather than worrying/concerning ourselves with a certain amount of information we should or should not include in each design product, we should instead dedicate our attention to making intentional design decisions that we know will at least minimize cognitive load (i.e. chunking). I think maybe the best way to “measure” the cognitive load that our instructional instruments bestow upon learners is via pilot testing with prototypes. This way, the designers can measure what information is retained successfully and analyze how learners interpreted visual messages.
ReplyDeleteWhen you mentioned Einstein, Tassie, I found an interesting article: http://www.huffingtonpost.com/2012/11/17/albert-einstein-brain-study-genius_n_2144865.html#slide=797724 that described some of the studies done on the genius’ brain. I agree with Caitlin, that indeed the more one actively pursues learning throughout his/her life, the more schemas he/she will have to integrate new knowledge into, which would result in increased knowledge in any given field. But, I also can’t help but wonder whether or not Einstein’s genius abilities could somewhat be attributed to the anatomy of his brain. Several previous studies on Einstein’s brain were abandoned and/or incomprehensive, but recently a new study was conducted and parts of his brain were in fact found to be significantly different anatomically and “extra convoluted” than other dissected brains. I just thought that was interesting. So maybe the anatomy of our brains also plays a role in how well, or how quickly, we are able to hold new information in our working memory and transfer it into our more permanent long-term memory. I would love to hear a neuroscientist’s take on all this!
When I think about this theory I always think back to studying in high school and college and getting that feeling of not being able to absorb one more piece of information. The more that you crammed in the less that you actually remembered. As someone thinks about a situation like this with no understanding of theories it would only make sense that a person has a limit to how much information they can retain.
ReplyDeleteNow, knowing what I know today, the question can be answered by explaining that if a person does not have proper strategies (selection, repetition, coding, and chunking) then an individual will be limited with the amount of information they can retain. When the above strategies are used then an individual has a better chance of moving information from short-term memory to long-term memory.
As students that are studying visual literacy we need to create materials that allow individuals to use their learning styles in order to move knowledge from short to long term. Images allow our students to select the information they need quickly and to code information to make it meaningful.
When designing instruction, it is important to understand the role of schemas as they relate to learning, which is specifically addressed in cognitive load theory. One important strategy to get information from short term into long term memory, is to reduce the amount of effort, or "reduce the load" of learning by activating existing schemas in a learner. By doing this, instructional material scaffolds upon existing information stored in long term memory, making it easier for learners to understand and move through.
ReplyDeleteNot all instruction can be designed around previous knowledge, especially if it is the initial introduction of new information. This is where chunking, or other memory related strategies (rehearsal/repetition, coding) should be incorporated. Consideration to learning styles could also allow learners to more adeptly acquire new knowledge, or assimilate information into existing schemas. Regardless, I do believe that as long when considering schemata as a part of ones ability to learn/recall information - there is endless potential to continue growing existing schema.
You bring up a great point about activating existing schemas in a learner. I think that by doing this, prior knowledge also provides ground for the learner to start building on.
DeleteI think of cognitive load in terms of trying not to overwhelm the learner. Miller makes a generalization that people can remember 7 +/- 2 pieces of information. I believe this is a good suggestion, but is is just a suggestion. I believe that everyone is different and each person has a different diverse set of natural skills. Some people have an edetic memory, commonly called a photographic memory, and can easily remember way more than seven pieces of information. This may explain Einstein's ability to surpass everyone in the scientific realm. Others are biologically wired with different remarkable skills such as the speed and strength of olympic sprinter Usain Bolt. Even though some people are born with remarkable abilities they still have to take the time to cultivate these traits. But everyone does not have this capability. Most people have a much smaller memory, thus it is important for designers to take their audience into consideration. A science graphic designed for Einstein and collogues can be more advanced with more information on it without overloading the viewers. Where the same graphic will surely overwhelm college student in an intro science class. I believe the designer needs to take the audience and the purpose of the graphic into consideration when designing as to not be overwhelming. Cognitive overload is relative to the audience and the purpose of the graphic. Even Einstein may need things to be simplified if the graphic was about the nuances of training to become an olympic sprinter.
ReplyDelete