COGNITIVE LOAD THEORY

IN SOCIAL STUDIES:
TYPES, EFFECTS, AND INSTRUCTIONAL
STRATEGIES
PATRICIA CARDOSO

INTRODUCTION
Out of all the content areas Social Studies tends to be the hardest to master due
to its conceptually dense content, specialized jargon and low frequency
vocabulary terms. This results in a high cognitive load that could impair learning,
therefore carefully considered instructional design is necessary to reduce
cognitive load. When too much information is being presented and asked to be
learned concurrently the brain is unable to handle that overload. Much like a
computer, when too many windows are open all at once, the computer slows
down and many times it freezes because it is being forced to do and process too
many things simultaneously. The same can be said with the brain when the
amount of input exceeds the cognitive capacity of an individual, the learner is
obligated to process information too quickly forcing his or her system, the
learning process, to break down causing stress, confusion and/or frustration.
This paper will begin by defining cognitive load theory and then move on to
describe the types of cognitive load, the effects it has that are most closely
associated with social studies, and the instructional strategies that can help with
cognitive load in Social Studies instruction.

RESEARCH

Databases:
ProQuest Education
ProQuest Psychology
Academic Search (EBSCO)

Initial research question: What

instructional techniques can be
used to reduce cognitive load in
Social Studies instruction?
Too specific

Research Words:
Cognitive load
Cognitive load theory
Instructional strategies
Social Studies
Worked example effect
Split attention effect
Modality effect
Redundancy effect

Final research question: What are

some instructional strategies to
reduce cognitive load?

Germane cognitive load

Intrinsic cognitive load
Extraneous cognitive load
Graphic organizers
Chunking
Scaffolding

COGNITIVE LOAD THEORY

Cognitive capacity in working memory is limited so if a

learning task requires too much capacity, learning will be
hampered (Jong, 2009).
Refers to the amount of mental effort being used in working
memory
When intrinsic load is high, extraneous cognitive load should
be lowered
3 types of cognitive load: extrinsic, intrinsic, and germane

FINDINGS (1): TYPES OF COGNITIVE LOAD

Intrinsic CL

Extraneous CL

Way information or tasks are presented to

a learner

Not necessary for learning and can be

altered

Do not overload the processors- dont

present anything in one format

Unnecessary information

When multiple sources of

information that are required for
understanding are all presented in
one form they are likely to overload
that certain processor (Merrinboer
& Sweller, 2005, p.150 )
By presenting information through
more than one format some of that
cognitive load shifts between
processors
When intrinsic & germane load is high
extraneous load should be low

the more working memory resources

Germane CL

Inherent level of difficulty associated with a

specific topic

cannot be altered by instructional

interventions because it is determined by
the interaction between the nature of the
materials being learned and the expertise of
the learner (Merrinboer & Sweller, 2005,
p.150 )

Schemas may be broken into parts and

taught individually and then later be
brought back together
Techniques to manage complexity can
be applied

High element interactivity is hard to

understand

Element in interactivity:

Cognitive schemata must be

developed

Novice v. Experts

A task is easier for people who

Work put into creating a permanent store of

knowledge

Construction of schemas

Schema: organized pattern

of thought or behavior that
organizes categories of
information and the
relationships among them

function of the working memory resources devoted

to the interacting elements that determine intrinsic
cognitive load, (Sweller, 2010, p. 126).

FINDINGS (2): COGNITIVE LOAD EFFECTS

There are several more cognitive load effects but I chose to go with the ones that are most
likely to happen in Social Studies instruction
Split-attention Effect:

Rather than presenting multiple sources of information on the same topic, present one single
integrated source of information

Eliminates the need to mentally integrate the information sources

Modality Effect:

Replace a written explanatory text and another source of visual information with a spoken
explanatory text and a visual source of information

Multimodal presentation used both visual and auditory processors

Redundancy Effect:

Replace multiple sources of information that can be understood on their own with one source of
information

Reduces the need to process redundant and unnecessary information

(Merrinboer & Sweller, 2005, p.151; Sweller, 2010, p. 128-133).

FINDINGS (3): INSTRUCTIONAL STRATEGIES

Scaffolding:

Addresses the redundancy effect

The support enables students to complete a task and achieve a goal that would be unachievable without support

Once learner achieves the goal, the support is gradually taken away

Examples:

Provide graphic organizers to organize ideas and outline of a paper

Social Studies example:

Allow students to organize the complexity of world war II by using a concept map

Chunking:

Addresses the split-attention effect

Organize instruction and categorize topics

Working memory can only hold 72 bits of information at one time

Examples:

In order for that information to move from working memory to long-term memory rehearsal is needed

Do not use more than 9 vocabulary words per lesson/chapter/unit

Social Studies example:

When having students memorize the presidents, split them into 5 groups of 7 presidents and 1group with 9 presidents

FINDINGS (3): INSTRUCTIONAL STRATEGIES

Visuals:

Addresses the modality effect

They offer concrete representations of abstract concepts that are memorable for most students, (Cruz & Thornton,
2012).

Examples:

Photographs, drawings, paintings, murals, maps, political cartoon, propaganda posters, and graphic organizers

Social Studies Examples:

Show a video showing a session of the British parliament and the US parliament and then have a discussion regarding the
differences and similarities

Alternate Texts:

Addresses redundancy effect

Social studies texts- Complex vocabulary, text structure, and length of text

texts should be at reading level

significant positive impact on students ability to make inferences, read fluently, and experience interest and
engagement in text, (Fenty & Barnett, 2013).

Examples:

Magazines, newspapers, trade books, etc.

Social Studies Example:

Provide a modern English translation of the Magna Carta

CONCLUSION

Cognitive load can impose an unnecessary burden on students and

their ability to learn; while one is necessary (intrinsic) the other is
not (extraneous). Although the research of cognitive load in the field
of social studies is limited it is easy to infer that the split-attention,
modality, and redundancy effects are the ones most likely to affect
the instruction of history, civics, economics, and geography. Such
instructional strategies such as chunking, scaffolding, visuals, and
alternate texts have the potential to significantly reduce extraneous
cognitive load.

REFERENCES
Cruz, B., & Thornton, S. (2012). Visualizing Social Studies Literacy: Teaching Content and Skills to English Language
Learners.Social Studies Research and Practice,7(2), 98-111. Retrieved November 6, 2014, from Education Search.
Fenty, N., & Barnett, K. (2013). Using Alternate Texts to Support Comprehension of the Core Content Curriculum.Intervention in
School and Clinic,49(1), 21-29. Retrieved November 5, 2014, from Academic Search Elite.
Jong, T. (2009). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science
Instr Sci, 38, 105-134. doi:10.1007/s11251-009-9110-0
Merrinboer, J., & Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions.
Educational Psychology Review Educ Psychol Rev, 17(2), 147-177. Retrieved November 14, 2015, from Academic Search Elite.
Paas, F., & Ayres, P. (2014). Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education. Educational
Psychology Review Educ Psychol Rev, 26, 191-195. Retrieved November 14, 2015, from Academic Search Elite.
Sweller, J. (2010). Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load. Educational Psychology Review
Educ Psychol Rev, 22, 123-138. Retrieved November 13, 2015, from ProQuest.
Tabbers, H., Martens, R., & Merrinboer, J. (2004). Multimedia instructions and cognitive load theory: Effects of modality and
cueing. British Journal of Educational Psychology, 74, 71-81. Retrieved November 14, 2015, from ProQuest.
Yeung, A. (1999). Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading Comprehension Tasks
With Vocabulary Definitions. The Journal of Experimental Education, 67(3), 197-217. Retrieved November 15, 2015, from ProQuest.