phycology

• Cognitive load refers to the total amount of mental effort being used in the working memory during learning.
• Split attention occurs when instructions impose a split between the processing demands within working memory.
• The cognitive load theory suggests that there are three types of cognitive loads: intrinsic, extraneous, and germane.
• Intrinsic cognitive load is inherent in the material itself and cannot be reduced by instructional design.
• Extraneous load refers to the cognitive effort expended on processing elements irrelevant to the learning of educational content material.
• Extraneous cognitive load can be minimized through effective instructional design.
• Germane load refers to the cognitive effort expended on processing that enhances learning and understanding of instructional content.
• Extraneous cognitive load can be minimized through effective instructional design.
• Germane cognitive load refers to the cognitive effort required to process information relevant to the learning of educational content material.
• Germane load refers to the cognitive effort required to process information relevant to the learning of educational content material.
• Cognitive load theory proposes that students have limited capacity for information processing and that this capacity must not exceed their limits.
• Germane cognitive load involves the development of schemas or knowledge structures related to the task at hand.
• Intrinsic cognitive load is determined by the inherent complexity of the material being learned.
• Intrinsic cognitive load is determined by the inherent complexity of the material being learned.
• Learning styles refer to individual differences in how people prefer to take in new information or approach tasks.
• Intrinsic cognitive load is determined by the inherent complexity of the material being learned.
• Intrinsic cognitive load is determined by the inherent complexity of the material being learned.
• Cognitive load theory proposes that working memory has limited capacity and can only process a certain amount of information at once.
• Cognitive load theory proposes that working memory has limited capacity and can only process a certain amount of information at once.
• Long-term memory involves storing information over longer periods of time and includes explicit (declarative) and implicit (non-declarative) memories.
• Long-term memory involves storing information over longer periods of time and includes explicit (declarative) and implicit (non-declarative) memories.
• Long-term memory involves storing information over longer periods of time and includes explicit (declarative) and implicit (non-declarative) memories.
• Cognitive load theory proposes that working memory has limited capacity and can only process a certain amount of information at once.
• Working memory has two components: the central executive and slave systems (visuospatial sketchpad, episodic buffer, phonological loop).
• Visual-spatial learners tend to think in pictures rather than words and may have difficulty with abstract concepts.
• Working memory plays an important role in short-term memory tasks such as remembering phone numbers or recalling names.