Cognitive Science

Cognitive Load Theory

Cognitive load refers to the mental effort necessary to complete a task and to effectively transfer learning from ‘working memory’ to ‘long-term memory’. As Wexler writes “the important thing to know about working memory is that its capacity is extremely limited. Studies have found that it can juggle perhaps only four or five items of new information for about 20 seconds before it starts to become overwhelmed and we start to lose our capacity to understand and retain what we are trying to take in.” (Wexler, 2025, p 45)

Cognitive Load can be broken down into three types:

• Intrinsic (ICL): Inherent difficulty of the material itself.
• Extraneous (ECL): Unnecessary mental load caused by poor design or presentation.
• Germane (GCL): Mental effort used to process and store information into long-term memory.

Retrieval Practice (and Spaced & Interleaved Practice, Too)

"Retrieval practice boosts learning by pulling information out of students’ heads, rather than cramming information into students’ heads. Just like students practice an instrument, they need to practice their knowledge, too." https://www.retrievalpractice.org/why-it-works

(If you design retrieval practice in a way that distributes, or spaces out, the practice over time and asks students to retrieve that information in different ways, for different purposes, to solve different types of problems, retrieval practice can also ensure spaced and interleaved practice.)

Transfer

Transfer is often considered the "holy grail" of learning. Transfer focuses on how knowledge acquired in one context can be applied to new situations, moving beyond rote memorization to deep understanding. Effective transfer requires mastering core concepts rather than isolated facts, often achieved through varied practice, active retrieval, and scaffolding.

Types of Transfer:

• Near Transfer: Applying knowledge to contexts closely resembling the original learning environment.
• Far Transfer: Applying knowledge to very different or unexpected situations.

Core Principles for Promoting Transfer:

• Initial Learning: A substantial, deep initial understanding is necessary for any transfer to occur.
• Understanding Principles: Learning how information is organized and understanding underlying principles helps in applying knowledge to new domains.

• Varied Contexts: Practicing in diverse situations (not just one) strengthens the ability to apply skills flexibly.
• Metacognition: Encouraging learners to reflect on their own learning and monitor their understanding enhances their ability to adapt knowledge.