Cognitive load theory and complex learning:: Recent developments and future directions
Cognitive load theory and complex learning:: Recent developments and future directions
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DOI：
10.1007/s10648-005-3951-0
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发表时间：
2005-06-01
影响因子：
10.1
通讯作者：
Sweller, J
中科院分区：
文献类型：
--
作者：
van Merriënboer, JJG;Sweller, J
传统的认知负荷理论（Cognitive Load Theory， CLT）关注的是如何减少外来的认知负荷，使现有的认知资源充分用于学习。本文通过将认知过程与生物进化过程联系起来，加强了CLT的认知基础。本文讨论了与当前教学设计观点相关的CLT的最新发展，即现实任务应该是复杂学习的推动力。首先，这些任务的复杂性或内在认知负荷往往很高，因此需要新的方法来管理认知负荷。其次，复杂学习是一个漫长的过程，需要考虑学习者的动机状态和专业知识发展水平。第三，这种观点需要更先进的方法来测量专业知识和认知负荷，以便教学能够灵活地适应学习者的个人需求。本文回顾了实验研究，以说明这些最新发展。为今后的研究提供了指导方针。
Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load. Second, complex learning is a lengthy process requiring learners' motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to individual learners' needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided.