Types
Cognitive load theory has broad implications for instructional design. This theory provides a general framework for instructional designers for it allows them to control the conditions of learning, within an environment, or more generally within most instructional materials. Specifically, it provides empirically-based guidelines that help instructional designers to decrease extraneous cognitive load during learning, and refocus that learner's attention toward germane materials, increasing germane (schema related) cognitive load. This theory differentiates between three types of cognitive load: intrinsic cognitive load, germane cognitive load, and extraneous cognitive load.
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Famous quotes containing the word types:
“Science is intimately integrated with the whole social structure and cultural tradition. They mutually support one other—only in certain types of society can science flourish, and conversely without a continuous and healthy development and application of science such a society cannot function properly.”
—Talcott Parsons (1902–1979)
“... there are two types of happiness and I have chosen that of the murderers. For I am happy. There was a time when I thought I had reached the limit of distress. Beyond that limit, there is a sterile and magnificent happiness.”
—Albert Camus (1913–1960)
“Our children evaluate themselves based on the opinions we have of them. When we use harsh words, biting comments, and a sarcastic tone of voice, we plant the seeds of self-doubt in their developing minds.... Children who receive a steady diet of these types of messages end up feeling powerless, inadequate, and unimportant. They start to believe that they are bad, and that they can never do enough.”
—Stephanie Martson (20th century)