Just a note to point you to Michael Pershan’s motherf*cking gorgeous essay on the history of cognitive load theory, centered on its trailblazer, John Sweller.
Read it now.
I tend to think of Sweller as, like, “that *sshole who thinks he can prove that it’s bad for learning if you think hard.”
On the other hand, any thoughtful teacher with any experience has seen students get overwhelmed by the demands of a problem and lose the forest for the trees, so you know that he’s talking about a real thing.
Michael has just tied it together for me, tracing how Sweller’s point of view was born and evolved, what imperatives it comes from, other researchers who take cognitive load theory in related and different directions, where their imperatives come from, and how Sweller’s relationship to these other directions has evolved as well. I have more empathy for him now, a better sense of his stance, and a better sense of why I see things so differently.
Probably the biggest surprise for me was seeing the connection between Sweller’s point of view on learning, and the imperatives he is beholden to as a scientist. I get so annoyed at the limited scope of his theory of learning, but apparently he defends this choice of scope on the grounds that it supports the scientific rigor of the work. I understand why he sees it that way.
The remaining confusion I have is why the Sweller of Michael’s account, ultimately so clear on the limited scope of his work (“not a theory of everything”) and the methodological reasons for this limited scope, nonetheless seems to feel so empowered to use it to talk about what is happening in schools and colleges. (See this for an example.) Relatedly, I’m having trouble reconciling this careful scientific-methodology-motivated scope limitation with Sweller’s stated goal (as quoted by Michael) to support the creation of new instructional techniques. The problem I’m having is this:
Is his real interest in supporting the work of the classroom or isn’t it?
If it is, well, then this squares both with the fact that he says it is, and that he’s so willing to jump into debates about instructional design as it is implemented in real classrooms. But it doesn’t square with rigorously limiting the scope of his theory, entirely avoiding conversations about obviously-relevant factors like motivation and productive difficulty, which he says he’s doing for reasons of scientific rigor, as in this quote:
Here is a brief history of germane cognitive load. The concept was introduced into CLT to indicate that we can devise instructional procedures that increase cognitive load by increasing what students learn. The problem was that the research literature immediately filled up with articles introducing new instructional procedures that worked and so were claimed to be due to germane cognitive load. That meant that all experimental results could be explained by CLT rendering the theory unfalsifiable. The simple solution that I use now is to never explain a result as being due to factors unrelated to working memory.
On the other hand, if his interest is purely in science, in mapping The Truth about the small part of the learning picture he’s chosen to focus on, then why does he claim he’s doing it all for the sake of instruction, and why does he feel he has something to say about the way instructional paradigms are playing out inside live classrooms?
Michael, help me out?
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