Cognitive architecture and instructional design¶
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Cited by¶
5 citations across 5 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Constructivist Learning
- Rather than presenting learners with finished systems, constructivism asks them to actively construct increasingly sophisticated mental models by connecting new experiences to existing schemas and progressively reorganizing those schemas, in line with the cognitive architecture and instructional-design framework Sweller, van Merriënboer, and Paas (1998) developed for managing intrinsic, extraneous, and germane cognitive load.
This sourceSystematizes cognitive load theory (intrinsic, extraneous, germane load) and the worked-example-to-problem fade (supports D48-051).
- Rather than presenting learners with finished systems, constructivism asks them to actively construct increasingly sophisticated mental models by connecting new experiences to existing schemas and progressively reorganizing those schemas, in line with the cognitive architecture and instructional-design framework Sweller, van Merriënboer, and Paas (1998) developed for managing intrinsic, extraneous, and germane cognitive load.
- Differentiated Instruction
- Differentiated instruction attempts to manage the complexity of heterogeneous classrooms by systematizing the variation of task, grouping, and support along principled dimensions rather than ad-hoc — though Sweller, van Merriënboer, and Paas (1998) caution that the cognitive load imposed on teachers managing multiple concurrent instructional tracks is itself a binding constraint, and that poorly designed differentiation can also raise extraneous load on learners.
This sourceSystematizes cognitive load theory (limited working memory, schema construction, extraneous vs. germane load).
- Differentiated instruction attempts to manage the complexity of heterogeneous classrooms by systematizing the variation of task, grouping, and support along principled dimensions rather than ad-hoc — though Sweller, van Merriënboer, and Paas (1998) caution that the cognitive load imposed on teachers managing multiple concurrent instructional tracks is itself a binding constraint, and that poorly designed differentiation can also raise extraneous load on learners.
- Pedagogy
- If a neural-network curriculum that orders training data from easy to hard improves generalization, then a curriculum that orders human practice problems from easy to hard should improve generalization — and the empirical literature on worked-example-to-problem transitions confirms this directly, as Sweller, van Merriënboer, and Paas (1998) systematize through cognitive load theory by showing how the sequencing and fading of worked examples calibrates instruction to a learner's working-memory bandwidth.
This sourceSystematizes cognitive load theory and the worked-example-to-problem fade as the calibration of instruction to working-memory bandwidth — the formal account of why the easy-to-hard sequencing the prime imports into ML curricula generalizes back to human practice.
- If a neural-network curriculum that orders training data from easy to hard improves generalization, then a curriculum that orders human practice problems from easy to hard should improve generalization — and the empirical literature on worked-example-to-problem transitions confirms this directly, as Sweller, van Merriënboer, and Paas (1998) systematize through cognitive load theory by showing how the sequencing and fading of worked examples calibrates instruction to a learner's working-memory bandwidth.
- Scaffolding
- In cognitive-load terms, scaffolds reduce extraneous load (freeing cognitive resources for the germane work of schema construction) without removing the intrinsic challenge that drives learning, a load-management argument Sweller, van Merriënboer, and Paas (1998) develop in their canonical synthesis of cognitive-load theory and instructional design.
This sourceCanonical cognitive-load-theory review: develops dual-constraint architecture (working-memory limits plus attentional/processing limits) and the implications for instructional design.
- In cognitive-load terms, scaffolds reduce extraneous load (freeing cognitive resources for the germane work of schema construction) without removing the intrinsic challenge that drives learning, a load-management argument Sweller, van Merriënboer, and Paas (1998) develop in their canonical synthesis of cognitive-load theory and instructional design.
Domain-specific¶
- Cognitive Load
- the intrinsic-extraneous-germane decomposition, where intrinsic load is inherent to task complexity given an agent's prior knowledge, extraneous load arises from suboptimal presentation or format, and germane load represents the cognitive effort devoted to the schema-acquisition demand — building durable mental representations that reduce future load.
This sourceComprehensive review establishing the three-component model and design principles.
- the intrinsic-extraneous-germane decomposition, where intrinsic load is inherent to task complexity given an agent's prior knowledge, extraneous load arises from suboptimal presentation or format, and germane load represents the cognitive effort devoted to the schema-acquisition demand — building durable mental representations that reduce future load.
Verification¶
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