What is Cognitive Load

1.

This is a theory that reflects that a person taking in new or unusually represented information needs the ability to have time to understand and integrate the new information or unusually used information into their concept of the world. Learn more in: The 10 “C”s Towards Authentically Supporting Doctoral Students: Gracefully and Successfully Supporting Doctoral Students Towards Completing the Capstone Experience

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The amount of information processing activity imposed on working memory. Learn more in: Augmented Reality Gaming in Education for Engaged Learning

3.

Refers to the total amount of mental activity that the working memory can handle. Learn more in: Fostering English-Medium Instruction (EMI) Through Flipped Learning

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A theory proposing that differences in performance were due to the total amount of mental activity used for the storage of information in working memory. Learn more in: Eye Tracking Applications for E-Learning Purposes: An Overview and Perspectives

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With regard to the communication methods commonly used in virtual worlds, the simultaneous visual and auditory processing of information can cause cognitive overload due to one’s limited cognitive processing-capacities ( Chandler & Sweller, 1992 ; Mayer & Moreno, 2003 ; Sweller, 1988 /1999). Of particular relevance for this chapter is the split attention effect of multimedia information processing, which occurs when separate sources of information (e.g., voice, group text chat, private text chat, and watching avatars’ movements) need to be mentally integrated. Learn more in: Field Research in Second Life: Strategies for Discussion Group Facilitation and Benefits of Participation

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The internal system which is employed in the listening process is fairly limited and plays a very important role in the success or failure of listening comprehension. Learn more in: An Evaluation of a Listening Comprehension Program

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The loading of cognitive resources, “which are the alerting, executive, and orienting attentional networks singly or in combination, as well as the memory and representational systems (e.g., working and long-term) from which information may be retrieved and in which it may be held and operated upon” (Foley et al., 2013 AU23: The in-text citation "Foley et al., 2013" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Same as Cognitive demand (see Introduction). Learn more in: Cell Phone Conversation and Relative Crash Risk Update

8.

The amount of work exerted in the brain necessary for the working memory to process and use information. Extraneous cognitive load refers to working to process external stimuli, and germane cognitive load refers to the brain’s processing of information into memory. CAPs reduce cognitive load and improve retention by minimizing competing stimuli to reduce work and improve efficient processing. Learn more in: Content Acquisition Podcasts: Evidence-Based Presentations for Online Literacy Instruction

9.

Cognitive Load refers to the amount of information to be kept and worked with within the Human Working Memory. Learn more in: Examining the Effectiveness of Hyperaudio Learning Environments

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Working memory resources required for processing specific information by an individual user. Cognitive load theory distinguishes between the essential (intrinsic) and wasteful (extraneous) forms of cognitive load, and suggests a variety of techniques and procedures (cognitive load effects) for managing essential and reducing extraneous load in learning. Learn more in: Evaluating and Managing Cognitive Load in Games

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The amount of mental demand associated with a task. Learn more in: Measuring Shared Mental Models in Unmanned Aircraft Systems

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The amount of cognitive resources are required to perform a certain task. Learn more in: Cognitive Performance in Immersive Environments After Acquired Brain Injury

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The amount of demand on working memory during a thinking task. There are three types of cognitive load: intrinsic, extrinsic, and germane. Learn more in: Content Considerations for Blended Learning Experiences

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A multidimensional construct representing the load that performing a task has on an individual’s cognitive system. Learn more in: The Decision Maker's Cognitive Load

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The total amount of mental effort being used in the working memory. Learn more in: Blended Learning for Critical Thinking Skill Training

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A measure of the mental effort required to carry out a given task. Learn more in: Speech-Based UI Design for the Automobile

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The amount of mental effort being used in the working memory. Learn more in: Creating Tactile Graphs for Students With Visual Impairments: 3D Printing as Assistive Technology

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the used amount of working memory resources. Learn more in: The Effect of List-Liner-Based Interaction Technique in a 3D Interactive Virtual Biological Learning Environment

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Refers to cognitive processing induced by a learning task. Learn more in: A Cognitive Load Perspective to Instructional Design for Online Learning

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Refers to the amount of cognitive resources imposed on working memory. Learn more in: Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities

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The demand on a learner’s working memory. Learn more in: Mobile Phone Multitasking and Learning

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The amount of information working memory can hold at one time. There are three sources of cognitive load – intrinsic load, extraneous load, and germane load. Learn more in: Designing Multimedia for Improved Student Engagement and Learning: Video Lectures

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The amount of stress placed on working memory (i.e. the mental processing power required). Learn more in: The Impact of Human Behavior on Cyber Security

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According to cognitive load theory (CLT), three types of cognitive load exist: intrinsic load, extraneous or ineffective load, and germane or effective load. The intrinsic cognitive load refers to cognitive load that is induced by the structure and complexity of the instructional material. Usually, teachers or instructional designers can do little to influence the intrinsic cognitive load. The extraneous cognitive load refers to the cognitive load caused by the format and manner in which information is presented. For example, teachers may unwittingly increase learner’s extraneous cognitive load by presenting materials that “require students to mentally integrate mutually referring, disparate sources of information” (Sweller et al., 1991, p. 353). Finally, the germane cognitive load refers to cognitive load that is induced by learners’ efforts to process and comprehend the material. The goal of CLT is to increase this type of cognitive load so that the learner can have more cognitive resources available to solve problems (Brunken, Plass, & Leutner, 2003; Marcus et al., 1996). Learn more in: Cognitive Functionality of Multimedia in Problem Solving

25.

The amount of mental effort learners invest during the learning process. Which is also closely associated with learner’ working memory capacity. The purpose of instructional design is to optimize the allocation of cognitive load to induce the deep learning process. Learn more in: Instructional Game Design Using Cognitive Load Theory

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The degree of cognitive processes required to accomplish a specific task. Learn more in: Open Student Models

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Demand on working memory to achieve particular learning or tasks. Learn more in: Maximizing the Social Dynamics, Work Processes, and Target Outcomes of Learning Groups Online: A Pre-“Research Design” Exploration

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The amount of mental effort or working memory. Learn more in: Formative Assessment Online via Flipped Interactive Screencasts

29.

The amount of information being processed within one’s working memory. Cognitive overload, then, refers to data exceeding the capacity of an individual’s working memory. Pedagogically, teachers are advised to be mindful of the amount of novel data and tasks assigned to a student, to prevent overload (and stifle learning). Learn more in: Emergent Literacy Development in Adult L2 Learners: From Theory to Practice

30.

The amount of information the brain is able to process. Learn more in: Educator Perceptions of Digital Devices: Multitasking and Distractions in the Classroom

31.

Number of cognitive resources required to process information in a situation given the environment and the individual’s characteristics. Learn more in: How Digital Distractions Influence Learner Information Processing

32.

Cognitive psychologists provide a term ‘cognitive load’ to denote the amount of information and its necessary processing placed on the working memory of a learner (the part of short-term memory involved in conscious perceptual and linguistic processing). The amount that can possibly be processed without causing the cognitive overload depends on the amount of working memory one possesses and how much information can a learner retain in short-term memory. Learn more in: Cognitive Learning with Electronic Media and Social Networking

33.

The amount of information and its necessary processing placed on the working memory of a learner (the part of short-term memory involved in conscious perceptual and linguistic processing). Learn more in: Advances in Describing and Managing Our Environment

34.

The amount of an actor’s cognitive facilities that is required to perform a task or set of tasks. People are inherently limited in the amount of cognitive load they can bear, and thus relieving cognitive load is one of the major goals for a successful software personal assistant design. Learn more in: Interactions Between Formal and Informal Organizational Networks

35.

Amount of information that working memory can hold at one time. Learn more in: Mobile Assessment Applications and Training for Professional Examinations: The Case of Project Management Certifications

36.

Refers to the total amount of mental activity and allocation to a certain task or tasks simultaneously with the task at hand. Learn more in: Advergaming – How Does Cognitive Overload Effect Brand Recall?: Differences between In-Game Advertising (IGA) and Advergames

37.

A theory developed by Sweller (1980), cognitive load theory differentiates cognitive load into three types: intrinsic, extraneous, and germane. Learn more in: Non-Cognitive Signals and Systems: The Science and Technology of Connectedness

38.

The relative mental effort a user must expend in a specific situation or with a particular user interface to accomplish a task. Learn more in: Point-and-Chat®: Instant Messaging for AAC Users

39.

The burden on working memory during information-processing. It can be augmented by the individual’s characteristics, but also by the content or the form and structure of the message. For example, a complex integration of modalities can elicit a cognitive load on the working memory so that the information is less remembered. Learn more in: Divergent News Media in Computer Mediated News Communication

40.

Effort exerted by the working memory during the learning process. Learn more in: Infection Prevention and Control Training-Design of a Workbook Prototype

41.

The amount of working memory which is required to perform a task adequately at a given time. Learn more in: Pedagogical Considerations for Successful Implementation of Virtual Reality in the Language Classroom

42.

The degree of cognitive processes required to accomplish a specific task. Learn more in: A Cognitively-Based Framework for Evaluating Multimedia Systems

43.

According to Cognitive Load Theory (CLT), three types of cognitive load exist: intrinsic load, extraneous or ineffective load, and germane or effective load. The intrinsic cognitive load refers to cognitive load that is induced by the structure and complexity of the instructional material. Usually, teachers or instructional designers can do little to influence the intrinsic cognitive load. The extraneous cognitive load is referred to the cognitive load caused by the format and manner in which information is presented. For example, teachers may unwittingly increase learner’s extraneous cognitive load by presenting materials that “require students to mentally integrate mutually referring, disparate sources of information” (Sweller et al., 1991, p.353). Finally, the germane cognitive load refers to cognitive load that is induced by learners’ efforts to process and comprehend the material. The goal of CLT is to increase this type of cognitive load so that the learner can have more cognitive resources available to solve problems (Brunken, Plass, & Leutner, 2003; Marcus, et al., 1996). Learn more in: Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

44.

Located within the boundaries of working memory, intrinsic, extraneous and the effective load elements with various instructional designs, and a task that can be controlled with the execution emerging multi-dimensional structure (Sweller and at all, 1998). Learn more in: Structuring of Knowledge and Cognitive Load

45.

A term used in cognitive psychology, that refers to the effort being used in the working memory. According to the cognitive load theory, there are three types of cognitive load intrinsic, extraneous, and germane. Learn more in: Reflecting on the Results of the Initiative ETiE for Using Tablets in Primary Schools

46.

In the context of technology-enabled learning, cognitive load refers to the perceived amount of mental effort investment upon interacting with the learning tasks. Learn more in: Design and Evaluation of Mobile Learning from the Perspective of Cognitive Load Management

47.

Amount of mental resources necessary for information processing. Learn more in: Digital Literacy and the Position of the End-User

48.

This is the amount of working memory resources that the learner utilizes while learning. Learn more in: Strategies for Managing Cognitive Load and Enhancing Motivation in E-Learning

49.

The demand for working memory resources required by a learner for achieving goals of specific learning task. Learn more in: Enhancing the Effectiveness of Educational Hypermedia: A Cognitive Load Approach

50.

The mental effort a learner invests in completing a cognitive task. Learn more in: Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK

51.

The loading of cognitive resources, “which are the alerting, executive, and orienting attentional networks singly or in combination, as well as the memory and representational systems (e.g., working and long-term) from which information may be retrieved and in which it may be held and operated upon” (Foley et al., 2013). Learn more in: Cell Phone Conversation and Relative Crash Risk

52.

The amount of working memory available to an individual at a specific time. Learn more in: Strategies for Lessening the Cognitive Load of Graduate Students Engaged in Major Writing Projects

53.

Cognitive load refers to the load on working memory during instruction. Learn more in: Cognitive Load and Disorientation Issues in Hypermedia as Assistive Technology

54.

The burden on working memory during information-processing. It can be augmented by the individual’s characteristics, but also by the content or the form and structure of the message. For example, a complex integration of modalities can elicit a cognitive load on the working memory so that the information is less remembered. Learn more in: Divergent News Media in Computer Mediated News Communication