Cognitive Load During Problem Solving
Effects on Learning
Bibliographic Data
| ID | 23312958 |
|---|---|
| Authors | John Sweller (0000-0001-7855-9160, UNSW Sydney, corresponding author) |
| Year | 1988 |
| Volume | 12 |
| Issue | 2 |
| Pages | 257-285 |
| Publication date | 1988-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cognitive Science (JOURNAL) |
| Journal identifiers | ISSN: 0364-0213 • E-ISSN: 1551-6709 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1207/s15516709cog1202_4 |
| OpenAlex | W2130736456 |
| Language | EN |
| Citations received | 933 |
| References cited | 25 |
Considerable evidence indicates that domain specific knowledge in the form of schemas 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.
Cognition · Cognitive Load · Cognitive psychology · Cognitive science · Machine learning · Schema (genetic algorithms) · Artificial Intelligence · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Visual and Cognitive Learning Processes
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| Unique citing works | 933 |
|---|---|
| Citations per year | 25,92 |
| Citation span | 1990 - 2026 (37) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 863 |