Intrinsic cognitive load
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Intrinsic cognitive load is the inherent level of difficulty associated with instructional materials.
The term "Intrinsic cognitive load" was first described by Chandler and Sweller (1991). According to Chandler and Sweller, all instruction has an inherent difficulty associated with it (e.g., the calculation of 2 + 2, versus solving a differential equation ). This inherent difficulty may not be altered by an instructor. However many schemas may be broken into individual "subschemas" and taught in isolation, to be later brought back together and described as a combined whole (Clark, Nguyen, and Sweller, 2006).
[edit] See also
[edit] References
- Chandler, P. & Sweller, J. (1991). "Cognitive Load Theory and the Format of Instruction". Cognition and Instruction 8 (4): 293-332.
- Clark, R., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer. ISBN 0-7879-7728-4.
