Cognitive architecture and instructional design：（认知体系结构和教学设计）.pdf

Educational Psychology Review, Vol. 10, No. 3, 1998 Cognitive Architecture and Instructional Design John Sweller,1,4 Jeroen J. G. van Merrienboer,2 and Fred G. W. C. Paas3 Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it. KEY WORDS: cognition; instructional design; learning; problem solving. INTRODUCTION The expansion in knowledge of cognitive structures and processes in recent years has provided a new and very promising source of research hypotheses associated with instructional design principles. This paper re- views aspects of the instructional design literature that have been generated by cognitive load theory, a theory that emphasizes working memory con- straints as determinants of instructional design effectiveness. We begin by discussing human cognitive architect