Cognitive Load: Theory and Applications


Sarah P. Lewis (Editor)

Series: Perspectives on Cognitive Psychology

BISAC: PSY008000

In psychology, cognitive load refers to the used amount of working memory resources. This book contains four chapters that each provide a unique perspective on the theory of cognitive load. Chapter One describes the use of multi-media software packages in an educational context and the impact of multi-modal teaching methods on cognitive load. Chapter Two presents the results of a study that sought to determine whether the inverse method is better than the balance method for learning to solve linear equations with a negative pronumeral within the framework of cognitive load theory. Chapter Three discusses how teaching writing skills could benefit from considering cognitive load effects and techniques with clear cognitive load implications when designing pedagogical practices. Chapter Four introduces human cognitive architecture as the basis of cognitive load theory and summarizes the cognitive load effects that apply in teaching mathematics.

Table of Contents


Chapter 1. The Importance of Effective Instructional Designs and Pedagogical Approaches: Consideration of Cognitive Load Imposition and Perceived Efficiency
(Huy P. Phan, Bing H. Ngu and Huifang Li – School of Education, University of New England, Armidale, Australia)

Chapter 2. The Effect of Prior Knowledge on Learning to Solve Linear Equations with a Negative Pronumeral: The Balance Method versus Inverse Method
(Bing H. Ngu, Huy P. Phan, Vegneskumar Maniam, and Aaron T. Sigauke – School of Education, University of New England, Armidale, Australia)

Chapter 3. Cognitive Load Theory and Teaching Writing Skills
(Dayu Jiang and Slava Kalyuga – School of Foreign Languages and Literature, Wuhan University, Hubei, China, et al.)

Chapter 4. Designing Worked Examples to Teach Primary Mathematics: Success and Failure
(Ouhao Chen and Slava Kalyuga – Mathematics Education Centre, Loughborough University, Loughborough, Leicestershire, UK, et al.)


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