2 docs tagged with "education"

Cognitive Load Theory (CLT) is a mental model that explains the limitations of human working memory during information processing. Developed by John Sweller in 1988, it distinguishes between Intrinsic Load (inherent complexity), Extraneous Load (inefficient presentation), and Germane Load (deep learning effort). Understanding Cognitive Load allows decision-makers and designers to minimize "mental friction," optimizing how teams learn new skills, how users interact with software, and how complex problems are decomposed into manageable "chunks" without exceeding our finite mental bandwidth.

Working Memory is the cognitive system that temporarily holds and manipulates information during complex mental tasks. First proposed by Alan Baddeley and Graham Hitch in 1974, this mental model explains the "mental workspace" where thinking actually happens — the buffer between sensory input and long-term storage. Understanding Working Memory allows educators to design better learning materials, managers to communicate more effectively, and individuals to optimize their cognitive performance by respecting the brain's finite processing capacity.