Cognitive Load Theory: The transient information, split attention, redundancy, and modality effects

The transient information, split attention, redundancy, and, modality effects

Cognitive load theory is a model of human cognition that splits the way we learn into two parts, working memory and long-term memory. 

Working memory can be described as out conscious thought at any moment in time, and is limited in two ways; it is restricted to about four items (+/- 1 or 2) at any one time, and has a limited duration in that once something else has our attention the information is gone.

Long-term memory is where information that we have memorised is stored as schema.  As we learn and memorise new item of information, we build these new items into existing schema and in this way schemas in long-term memory grow into multidimensional ‘chunks’.  Importantly, there is no known limit to how many or how complex schemas can be.

The power of having information in the form of schemas in long-term memory is that schema in long-term memory can be drawn into working memory and only take up the space of four items.

Cognitive Load Theory: A Model of Cognition

Research into cognitive load theory has identified many implications for instruction called ‘effects’ (such as the worked example effect which I have written about here).  In this blog I want to discuss four of these effects which I think every teacher can apply to their instruction all of the time.  These effects are the transient information effect, the split attention effect, the redundancy effect, and the modality effect.

The Transient Information Effect:

The transient information effect occurs when learners are being asked to integrate multiple items of sequential transient (spoken or video) information. In this case the item and duration limits of working memory are exceeded. Earlier information disappears from the learners working memory and therefore can’t be integrated with the more recent information being presented.

The Split Attention Effect:

The split attention effect occurs when learners are being asked to direct their attention to two or more sources of information that are separated by space (in different locations) or time.  A good example of this is having to flip backwards and forwards in a book to understand something.  The limits of working memory are exceeded because learners have to hold partial information in working memory whilst they switch, and then integrate another source of information.

The Redundancy Effect:

The redundancy effect occurs when learners are presented with information which is not related to the intended learning, or when presented with duplicates of essentially the same information.  Valuable working memory capacity is used as learners either search for connections between relevant and irrelevant information, or attempt to integrate the same information simultaneously.  An Example of when the redundancy effect occurs is when a teacher reads verbatim notes from a PowerPoint slide.

The Modality Effect:

Working memory appears to have two channels, one for auditory information and anther for visual information. These two channels are not isolated, but work together when processing and integrating new information.  When these auditory and visual channels are encoded together (called dual coding), a ‘double trace’ aids later retrieval.  In addition to this, when done effectively working memory capacity can be increased (but not doubled).  There are some important caveats to ensure that dual coding is applied effectively.

·      The auditory and visual information must rely on each other effectively

·      The information complexity needs to be high.

·      The auditory component needs to be short enough to be processed in working memory.

If you want to learn more about the modality effect then I suggest getting hold of a copy of Dual Coding With Teachers by Oliver Caviglioli.

Application:

The cognitive load theory effects describe above can be applied to instruction using the following principles:

• Focus: Have a laser-sharp focus on what you want your students to learn for a given lesson, or sequence of lessons.
• Cut and Declutter: Once you have focused on what you want your students to learn remove (or avoid adding) any information that is redundant and has the potential to unnecessarily exceed working memory limits.  Then declutter and simplify the presentation of information.  I have written about this process here.
• Reduce Transient Information: Ensure that all key transient information is recorded permanently for students to access.
• This includes any videos or animations.
• Add Modality: If it makes sense to, add simple diagrams and present information in the form of knowledge organizers.  In general it is better to avoid cluttered photos or busy videos because these include a lot of redundant and distracting information which take up valuable working memory capacity.
• Synchronise and Reduce Transiency: Present all relevant information at the same time, and ensure that all key information is written down for learners.  Then make sure that any verbal explanations are directly relevant to what the visuals that students are looking at.  It is important that any verbal explanations are kept short (ideally short enough to be only one element in working memory).

Applying the transient information the split attention, the redundancy, and the modality effects

See here If you want to learn more about cognitive load theory

I hope you find this blog post useful.

Dan (@dan_braith)