====== Intrinsic Cognitive Load ======

===== Theory =====

**Intrinsic cognitive load** is the result of inherent complexity of the information which needs to be processed. For example, when translating a number of words intrinsic cognitive load is quite small, but when translating same number of words forming part of a sentence intrinsic cognitive load is higher since not only meanings of individual words, but also their relations must be analyzed.

Still, it should be noted that there is **no objective measure** of element interactivity, since what exactly will be considered as an //element// depends on learners existing schemata and how developed and automatized they are. Unlike a novice, an experienced learner with an appropriate schema will be able to manipulate multiple elements and their relationships as one and will therefore experience reduced element complexity and intrinsic load.(([[http://www.sciencedirect.com/science/article/pii/S0959475205000459|Ginns, Paul. Meta-analysis of the modality effect. Learning and Instruction 15, no. 4: 313-331. August 2005.]]))
===== Practice =====

Earlier it was considered that intrinsic cognitive load

  * "//cannot be manipulated through instructional design without changing nature of the task or compromising understanding.//"(([[http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?hid=9&sid=4191521b-8514-4e1c-8d4f-147ab1d31063%40sessionmgr11&vid=2|Ayres, P. Impact of reducing intrinsic cognitive load on learning in a mathematical domain. Applied Cognitive Psychology, 20(3), 287-298. 2006.]]))

Still, recent findings suggest it is possible to reduce intrinsic cognitive load using techniques like

  * **simple-to-complex** sequencing(([[http://ou-nl.academia.edu/PaulKirschner/Papers/281917/Taking_the_Load_Off_a_Learners_Mind_Instructional_Design_for_Complex_Learning|van Merrienboer, Jeroen J. G., Paul A. Kirschner, and Liesbeth Kester. Taking the Load Off a Learner’s Mind: Instructional Design for Complex Learning. Educational Psychologist 38, no. 12003: 5. 2003.]])),
  * **modular presentation** of solution procedures(([[http://www.springerlink.com/index/JL14Q60710WN5088.pdf|Gerjets, Peter, Katharina Scheiter, and Richard Catrambone. Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures. Instructional Science 32, no. 1/2: 33-58. January 2004.]])), or
  * **simplified whole tasks**(([[http://www.springerlink.com/index/JL14Q60710WN5088.pdf|Gerjets, Peter, Katharina Scheiter, and Richard Catrambone. Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures. Instructional Science 32, no. 1/2: 33-58. January 2004.]])).