Académique Documents
Professionnel Documents
Culture Documents
Denetria Middleton
judgment and the span of immediate memory impose severe limitation on the amount of
information we can process or remember (p. 12). Secondly, he thinks that recoding deservers
more attention that it gets; because it is a constant concern to social psychologist, linguists and
more. Lastly, he concluded concepts and measures provide by the theory of information provide
a quantitative way of getting some of these questions.
#4: Kayluga, S. (2010). Schema acquisition and sources of cognitive load. In J.L. Plass,
R.Moreno, & R. Brunken, Cognitive Load Theory (pp. 48-64). New York: Cambridge.
Kalyuga begins the article by defining what Cognitive Load Theory is. Cognitive Load
Theory (CLT) generated principles for efficient instructionorganized knowledge base (p. 48).
This can refer to direct initial instruction principles, an expertise principle, and a small step size
of change principal. Schemas gives us the opportunity to treat information as chunks and reduce
the strain on our working memory and allow efficient use of our cognitive architecture (p. 61).
Teachers are at a disadvantage when teaching because instructional techniques maybe ineffective
due to the fact they ignore limitation of human cognitive processing system. Giving a learner too
much information can cognitively be too much.
In order to improve schema acquisition, instructional techniques should hold learners
cognitive involvement to as little as possible. This gives learners a chance to fully use their
working memory capacity to its potential (p. 64). Kaluga discussed general guidelines for
instruction to help decrease negative effects of extraneous cognitive load.
#5: Laird, J.E., Newell, A., & Rosenbloom, P.S. (1984). Towards Chunking as a General
Learning Mechanism. (pp.188-192).
I selected this article because when I was in middle school my industrial technology
teacher once told me that humans remember things in chunks of seven. Of course back then I did
not believe him. We were preparing for a tech bowl and each person had to remember the
question and answers to a set of 500 questions. As we began to study, I soon learned that chunk
information in sets of seven some how worked. Laird, Newell, and Rosenbloom discuss how
chunking has be a basic organizational unit for human memory (p. 188). In the article, they
conducted three studies to discover if chunking could be a general learning mechanism. At the
end of the experiments they discovered the following: chunking can be used during problem
solving (p. 189), improve aspects of behavior (p. 190), and capable of strategy acquisition (p.
191).