Cognitive Loading

What is it, What problems can it cause and how to manage it,

Photo by Brett Jordan on Unsplash

When we talk about cognitive loading, we refer to the process of absorbing and processing information. Cognitive loading refers to the amount of mental effort and resources it takes to gain and comprehend new information.

It also has to do with the number of elements that are being presented and processed by the brain at once.

For example, when studying for an exam, cognitive loading may occur when presented with a large volume of material in a short amount of time. The student is then expected to process the material effectively and make connections between the different facts, ideas and theories. This requires a high degree of mental effort and the student may become overwhelmed if the material is too voluminous or too complex.

Cognitive loading also occurs when we are attempting to learn a new skill or task. It may be difficult to comprehend the instructions and understand what is expected of us. In this situation, our cognitive load is increased if there are too many variables involved in the task at hand.

In the field of education, cognitive loading can be a useful measure of the effectiveness of instruction and the effectiveness of the learning process. By understanding how cognitive loading affects the learner, teachers can create lessons that reduce the cognitive load, making learning more effective.

Millers 7 plus or minus 2

George Miller's famous concept of 7 plus or minus 2 refers to the limited capacity of our working memory, which can only hold a certain number of chunks of information at once.

Miller proposed that the average person can hold around seven chunks of information at a time, with a range of plus or minus two. This means that we have a limited capacity to process and retain new information, and if we exceed this capacity, we may experience cognitive overload and difficulties with learning and memory retention.

Miller's concept has important implications for educators, as it suggests that it may be more effective to break down complex information into smaller chunks that can be processed and retained more easily. By designing lessons that take into account the limitations of working memory, educators can help students avoid cognitive overload and improve their ability to learn and retain new information.

The concept of 7 plus or minus 2 highlights the importance of cognitive limitation and the need for effective strategies to manage cognitive loading in educational settings and in daily life. By recognizing and addressing the limitations of our working memory, we can optimize our cognitive resources and improve our ability to learn, process information, and achieve our goals.

In conclusion, cognitive loading is an important concept to understand when it comes to learning and the effectiveness of instruction. It refers to the resources required for understanding and processing new information, and it has an important influence on the way we learn. By recognizing how cognitive loading affects students, teachers and educators can create an effective learning environment.

How to work with your brain.

The brain avoids cognitive loading by using various strategies such as chunking, simplification, and categorization.

Chunking is a process in which the brain breaks down information into smaller, more manageable pieces. This makes it easier to remember and process.

Simplification involves removing unnecessary details so that only essential information is retained.

Categorization allows the brain to group related information together, making it easier to remember.

Additionally, the brain uses a process called schema formation, which helps it to connect new information to existing knowledge and create meaning. Through these processes, the brain is able to minimize cognitive loading and more efficiently process and learn new information.

One of the most common learning tools is the use of mnemonics.

Mnemonics help us remember and recall information by associating it with something else.

For example, the acronym HOMES can help us remember the names of the Great Lakes: Huron, Ontario, Michigan, Erie and Superior.

The sentence arranged like a telegram. Please Come On Sunday So Come Please, Try John Come Early, Other Matters, Please Postpone, is a reminder for the Geological Eras.

Pre-Cambrian, Cambrian, Ordovician, Silurian, Devonian, Carboniferous, Permian, Triassic, Jurassic, Eocene, Oligocene. Miocene, Pliocene, Pleistocene

And of course So, Many, Volcanoes, Erupt, Mouldy Jam And Some Usulaly Niffy, Phew!, reminds us of the objects in the Solar System.

What problems does cognitive over-loading cause?

Cognitive loading can cause a range of problems, including mental exhaustion, poor performance, and decreased motivation.

When our cognitive load is too high, we may struggle to retain and process new information, which can lead to poor mental performance. This can be particularly problematic in educational settings where students may become overwhelmed and lose interest in learning.

Finally, cognitive over-loading can also contribute to stress and anxiety, as individuals may worry about their ability to effectively process and remember information.

Ten trips for managing congnitive loading

1. Chunk information into manageable pieces

2. Simplify complex information by removing unnecessary details

3. Categorize related information together

4. Use mnemonic devices for memory recall

5. Connect new information to existing knowledge

6. Take breaks and allow time for rest and mental recuperation

7. Use visualization techniques to aid memory retention

8. Break down complex tasks into smaller, more manageable steps

9. Practice active listening and note-taking to aid in information retention

Alan /|\