Managing Cognitive Load in Verbal and Pictorial Representations

Managing Cognitive Load in Verbal and Pictorial Representations

Slava Kalyuga (University of New South Wales, Australia)
Copyright: © 2009 |Pages: 26
DOI: 10.4018/978-1-60566-048-6.ch006
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Abstract

Chapter VI describes specific evidence-based methods for managing cognitive load in verbal and pictorial information representations. According to the major forms of memory storage, there are verbal and pictorial representational modes, whereas according to major forms of sensory input, there are auditory and visual information modalities. The chapter will consider sources of cognitive load involving different modes and modalities of multimedia information presentations. When learners process text and visuals that could not be understood in isolation, the process of integrating verbal and pictorial representations is required for comprehension. When text and pictures are not appropriately located close to each other or not synchronized in time, integrating these referring sources of information may increase working memory load and inhibit learning. Instructional design techniques dealing with such split attention situations may enhance learning. Reducing split-attention in paper-based and on-screen text and graphics was one of the first and most commonly mentioned applications of cognitive load theory. Using dualmode presentations that involve different processing channels of human cognitive system is an alternative approach to dealing with split attention situations. This chapter discusses means for coordinating verbal and pictorial sources of information in space and time, eliminating redundant components of presentations, segmenting instructional presentations in units that could be processed with less cognitive load, and other techniques. The chapter also describes interactions between instructional efficiency of different formats of multimedia presentations and levels of learner expertise in specific task domains.

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Dedication
Slava Kalyuga
Table of Contents
Foreword
Richard E. Mayer
Chapter 1
Slava Kalyuga
One of the major components of our cognitive architecture, working memory, becomes overloaded if more than a few chunks of information are processed... Sample PDF
Human Cognitive Processes
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Chapter 2
Cognitive Load Theory  (pages 34-57)
Slava Kalyuga
Cognitive load theory is a learning and instruction theory that describes instructional design implications of human cognitive architecture outlined... Sample PDF
Cognitive Load Theory
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Chapter 3
Slava Kalyuga
Cognitive studies of expertise that were reviewed in Chapter I indicated that prior knowledge is the most important 1earner characteristic that... Sample PDF
The Expertise Reversal Effect
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Chapter 4
Slava Kalyuga
Main implication of the expertise reversal effect is the need to tailor instructional techniques and procedures to changing levels of learner... Sample PDF
Assessment of Task-Specific Expertise
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Chapter 5
Slava Kalyuga
Availability of valid and usable measures of cognitive load involved in learning is essential for providing support for cognitive load-based... Sample PDF
Evaluation of Cognitive Load
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Chapter 6
Slava Kalyuga
Chapter VI describes specific evidence-based methods for managing cognitive load in verbal and pictorial information representations. According to... Sample PDF
Managing Cognitive Load in Verbal and Pictorial Representations
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Chapter 7
Slava Kalyuga
Most sophisticated multimedia learning environments include various interactivity features. Interactive multimedia learning environments respond... Sample PDF
Managing Cognitive Load in Interactive Multimedia
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Chapter 8
Slava Kalyuga
According to dual-coding theory, when learning concrete concepts, adding pictorial representations could be superior to verbal-only descriptions... Sample PDF
Managing Cognitive Load in Dynamic Visual Representations
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Chapter 9
Slava Kalyuga
Instructional simulation and games are usually used as substitutes for actual equipment, processes, real-life problems, and social situations. They... Sample PDF
Optimizing Cognitive Load in Instructional Simulations and Games
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Chapter 10
Slava Kalyuga
Personalized adaptive multimedia environments provide individual learners or learner groups with experience that is specifically tailored to them.... Sample PDF
Tailoring Multimedia Environments to Learner Cognitive Characteristics
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Chapter 11
Slava Kalyuga
This chapter describes some specific adaptive procedures for tailoring levels of instructional guidance to individual levels of learner... Sample PDF
Adapting Levels of Instructional Support to Optimize Learning Complex Cognitive Skills
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Chapter 12
Slava Kalyuga
The rapid diagnostic approach to evaluating levels of learner task-specific expertise was introduced in Chapter IV and used in several studies that... Sample PDF
Adaptive Procedures for Efficient Learning
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Summary of Section I
Summary of Section II
Summary of Section II
General Conclusion
Glossary of Terms
About the Author