cognitive-load-theory
Installation
SKILL.md
Cognitive Load Theory
Overview
Working memory holds ~4 chunks of novel information — a hard limit. Instruction that exceeds it produces no learning regardless of effort. CLT (Sweller 1988) identifies three load types: intrinsic (task complexity), extraneous (poor presentation), germane (schema-building effort). Target: minimize extraneous, manage intrinsic by sequencing low-to-high element-interactivity, maximize germane.
Composes with metacognition (learners aware of limits pace themselves), deep-work (same working-memory conditions), and api-and-interface-design (UX design = instructional design).
When to Use
- Designing training, documentation, onboarding, or instructional material
- Learners aren't understanding despite good intent and reasonable material
- Diagnosing why a course / tutorial / interface is underperforming
- Someone says "cognitive load," "working memory," "too much at once," "this is overwhelming"
Not when: audience is already expert (expertise-reversal); bottleneck is motivational not cognitive.