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Cognitive load during problem solving: effects on learning (1988)
| Venue: | COGNITIVE SCIENCE |
| Citations: | 639 - 13 self |
BibTeX
@ARTICLE{Sweller88cognitiveload,
author = {John Sweller},
title = {Cognitive load during problem solving: effects on learning},
journal = {COGNITIVE SCIENCE},
year = {1988},
volume = {12},
pages = {257--285}
}
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Abstract
Considerable evidence indicates that domain specific knowledge in the form of schemes is the primary factor distinguishing experts from novices in problem-solving skill. Evidence that conventional problem-solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition. A computational model and experimental evidence provide support for this contention. Theoretical and practical implications are discussed.
Keyphrases
problem solving cognitive load schema acquisition problem-solving skill conventional problem experimental evidence cognitive processing capacity primary factor domain specific knowledge cognitive process considerable evidence learning device practical implication means-ends analysis major reason large amount computational model conventional problem-solving activity
