Cognitive Approach

Cognitive load theory

Section A Model Answer

Question

Describe Cognitive Load Theory with reference to one human behavior. [4]

Model Answer

Cognitive Load Theory (Sweller) relates to the amount of mental effort held in working memory. It identifies three types of load: intrinsic load (the inherent difficulty of the material), extraneous load (mental effort caused by poor task presentation), and germane load (effort used to build schemas). Since working memory has a strictly limited capacity, learning is hindered if the total cognitive load exceeds this threshold. This explains why students struggle to take notes while listening to a complex lecture. The intrinsic load of the new concepts combined with the extraneous load of splitting attention exceeds the student's working memory capacity. Because no resources are left for germane load, they experience cognitive overload, which reduces their ability to process information. This demonstrates how exceeding working memory capacity impairs learning, which has significant implications for instructional design.

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Section B Model Answer

Scenario

The Master Scenario: "The Workspace Study" A university department designs a new "collaborative innovation hub" to improve student performance. The room features open seating, bright lighting, and digital whiteboards. Researchers observe that when students work in this specific environment, their problem-solving speed increases by 20%. However, they also notice that students from different cultural backgrounds use the space differently, and those who feel "out of place" in the high-tech setting often perform worse than they did in traditional libraries.

Question

Explain how cognitive load theory explains why some students performed worse in the innovation hub. [6]

Model Answer

CLT suggests that working memory has a limited capacity and identifies three loads: intrinsic (task difficulty), extraneous (distractions), and germane (effort for schema formation). In the hub, students experience high extraneous load due to bright lights and open seating. This reduces the resources available for germane load—the effort needed to learn the new technology. This explains the performance drop by showing that the total cognitive load exceeded the students' working memory capacity, leading to cognitive overload and a failure to form the new schemas required to complete the task.

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Exam Technique Guides

Overview

Section A vs Section B: Key Differences

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Section A

How to Write the Perfect Section A Response (4 marks)

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Section B

How to Write the Perfect Section B Response (6 marks)

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