Cognitive overload occurs when the task you are trying to complete requires more processing capacity than our cognitive system allows (Koumadoraki, 2023, para. 1). For example, when “students have to divide their attention between learning a new concept, practicing a new skill, and planning a project” (Spencer, 2022, para. 22). Don’t worry, not all is lost! When designing projects, curricula, etc., look for ways to avoid cognitive overload.
When new information is presented to us, our germane load processes the information into “chunks” rather than individual elements. These chunks or Schemas allow us to absorb more information in a faster manner (Soloman, 2018, para. 1).
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The chunking of information is important because we all have a limit to the amount of new information we can learn at any one time- this is our cognitive limit. In the Cognitive Load Exercise video, Bucy (2009, 0:46) shows the brain’s use of schemas in action.
(Bucy, 2009).
“Our cognitive limit is why we arrange information in the form of schemas” (Bucy, 2009, 3:31).
How did you do? As you watched the demonstration, did you also find the 2nd example easier to absorb and remember?
Cognitive overload can happen to us every day. We can be bombarded by so much data, especially with information now so easy at hand, that our cognitive limit can easily be exceeded. Click on the video to see a study on this exact phenomenon and how it can affect our brains.
(WNYC, 2016).
When our Working Memory can not process new information, we may be in cognitive overload. Recall Darren’s experiences with this and how he solved the problem.