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| Cognitive Load 2025 Illustration by Geoffrey W Sutton & ai |
Cognitive load refers to the mental effort required to process information within working memory, which has limited capacity. Cognitive Load Theory (CLT), developed by Sweller (1988), identifies three types of load (Sweller et al., 1998):
Intrinsic load: The complexity inherent to the material itself.
Extraneous load: The way information is presented, which can either hinder or help learning.
Germane load: The effort invested in creating and automating schemas for long-term retention.
Examples
Workplace: A project manager juggling multiple deadlines may experience high intrinsic load from complex tasks, and extraneous load if updates are poorly communicated across platforms. Streamlining communication (e.g., using a centralized dashboard) can reduce extraneous load and improve performance.
School: A student learning algebra may struggle with intrinsic load due to unfamiliar concepts. If the textbook uses cluttered visuals or unclear instructions, extraneous load increases. Using worked examples and visual aids can enhance germane load and facilitate schema development.
Criticisms
Although widely adopted, critics argue that CLT suffers from conceptual ambiguity and measurement challenges. Schnotz and Kürschner (2007) contend that the distinctions between intrinsic, extraneous, and germane load are not always clear-cut, leading to contradictory interpretations of empirical findings. They also caution that reducing cognitive load may sometimes impair learning, especially when it limits productive struggle or engagement with complex material.
Additionally, Sweller and Chandler (1991) acknowledge that CLT must generate practical instructional applications to remain scientifically valid.
Cognitive Load and Related Concepts
Cognitive Load and Cognitive Load Theory
Self-Interruptions and Cognition
Post Author
Geoffrey W. Sutton, Professor Emeritus of Psychology at Evangel University, holds a master’s degree in counseling and a PhD in psychology from the University of Missouri-Columbia. His postdoctoral work encompassed education and supervision in forensic and neuropsychology. As a licensed psychologist, he conducted clinical and neuropsychological evaluations and provided psychotherapy for patients in various settings, including schools, hospitals, and private offices. During his tenure as a professor, Dr. Sutton taught courses on psychotherapy, assessment, and research. He has authored over one hundred publications, including books, book chapters, and articles in peer-reviewed psychology journals. His website is https://suttong.com
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References
Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469–508. https://doi.org/10.1007/s10648-007-9053-4
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Sweller, J., & Chandler, P. (1991). Evidence for cognitive load theory. Cognition and Instruction, 8(4), 351–362. https://www.jstor.org/stable/3233599
Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205
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