Doctor Ruth C Clark, Frank Nguyen, Professor John Sweller
The authors offer principles to follow in examining teachers' training content and its effectiveness, and to support the development of more efficient learning environments.
The work explains the concept of 'cognitive load' - the amount of information that can be processed in a learner's short-term memory at any one time - and discusses the three 'conditions' of cognitive load: intrinsic cognitive load (contained in the training goal(s)), extraneous cognitive load (information that is "nice to know" but not "need to know"), and germane cognitive load (information needed to support the training goal(s).)
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