Cognitive Architecture and Instructional Design: 20Years Later
Cognitive Architecture and Instructional Design: 20Years Later
复制标题
认知建筑与教学设计：20年后
DOI：
10.1007/s10648-019-09465-5
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发表时间：
2019-06-01
影响因子：
10.1
通讯作者：
Paas, Fred
中科院分区：
文献类型：
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作者：
Sweller, John;van Merrienboer, Jeroen J. G.;Paas, Fred
认知负荷理论是20世纪80年代提出的一种基于人类认知结构几个无争议方面的教学设计理论。我们对工作记忆和长时记忆的许多特征以及它们之间的关系的了解在该理论引入之前已经建立了几十年。奇怪的是，这些知识对教学设计领域的影响有限，大多数教学设计建议的进行就好像工作记忆和长期记忆不存在一样。相反，认知负荷理论强调，所有新的信息首先由容量和持续时间有限的工作记忆处理，然后存储在无限的长期记忆中供以后使用。一旦信息存储在长期记忆中，工作记忆的容量和持续时间限制就会消失，从而改变我们的功能。到20世纪90年代末，使用该理论收集了足够的数据，以保证扩展分析，导致Sweller等人的出版物（Educational Psychology Review，10，251-296，1998）。从那时起，广泛的进一步的理论和实证工作已经进行，本文试图总结过去20年的认知负荷理论，并勾勒出未来的研究方向。
Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of many of the characteristics of working memory, long-term memory and the relations between them had been well-established for many decades prior to the introduction of the theory. Curiously, this knowledge had had a limited impact on the field of instructional design with most instructional design recommendations proceeding as though working memory and long-term memory did not exist. In contrast, cognitive load theory emphasised that all novel information first is processed by a capacity and duration limited working memory and then stored in an unlimited long-term memory for later use. Once information is stored in long-term memory, the capacity and duration limits of working memory disappear transforming our ability to function. By the late 1990s, sufficient data had been collected using the theory to warrant an extended analysis resulting in the publication of Sweller et al. (Educational Psychology Review, 10, 251-296, 1998). Extensive further theoretical and empirical work have been carried out since that time and this paper is an attempt to summarise the last 20years of cognitive load theory and to sketch directions for future research.