Background

This literature review provides an overview of cognitive load theory, which is a theory of how human brains learn and store knowledge. Dylan Wiliam has described cognitive load theory as ‘the single most important thing for teachers to know’. Grounded in a robust evidence base, cognitive load theory provides support for explicit models of instruction.

Main findings

• The human brain can only deal with a small amount of new information at once, but it can hold a very large amount of stored information.

• Cognitive load theory provides support for explicit models of instruction.

• Research from cognitive load theory has produced a number of instructional techniques that are directly transferable to the classroom.

How memory works

• Small amounts of short term information are processed in the working memory.

The average person can only hold about four ‘chunks’ of information in their working memory at once.

• Large amounts of information are stored semi-permanently in the long-term memory.

Information is stored in ‘schemas’ which provide a system for organising and storing knowledge.

• Working memory can become overloaded.

If a student’s working memory is overloaded, they may not understand the content being taught.

• Memory overload can be prevented.

With practice, and strategies to minimise cognitive load, information can be automatically recalled from long-term memory, freeing up the working memory to learn new information.

THE LEARNING SCIENTISTS

About Us

We are cognitive psychological scientists interested in research on education. Our main research focus is on the science of learning. (Hence, "The Learning Scientists"!)

Our Vision is to make scientific research on learning more accessible to students, teachers, and other educators.

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