Abstract
Cognitive load theory was devised for conditions under which people must deal with large amounts of interrelated information, and hence it has implications for both training and practice. This chapter discusses the cognitive architecture that underlies the theory and some of its consequent general design guidelines before applying it to medical education and practice. There are particular structures and functions of biologically secondary knowledge that constitute those aspects of human cognitive architecture relevant to instructional design. The chapter introduces cognitive load theory with a focus on cognitive architecture that incorporates those components of human cognition that are relevant to instructional issues and related areas; types of cognitive load; techniques for measuring cognitive load; and cognitive load effects based on empirical evidence. The development of cognitive load theory remains an iterative process as new research continues to refine the theory as well as its applicability across domains.
| Original language | English |
|---|---|
| Title of host publication | Researching medical education (2nd, rev. ed.) |
| Editors | J. Cleland, R.E. Mayer |
| Publisher | Wiley |
| Chapter | 27 |
| ISBN (Electronic) | 9781119839446 |
| ISBN (Print) | 9781119839415 |
| DOIs | |
| Publication status | Published - 2022 |