An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks

Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary's (Educational Psychologist 43, 179-195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment. Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory limitations may have reduced significance when acquiring novel

Effects of the information environment on group discussions and decisions in the hidden-profile paradigm

Research on the Information Sampling Model (ISM) revealed that information items that are known to all group members at the outset (shared information) are more likely to be mentioned during discussion than information items that are only known to individual members (unshared information) (Stasser & Titus, 1985; Wittenbaum, Hollingshead, & Botero, 2004). In prior studies involving the ISM, groups typically functioned in a very specific information environment: All information items were provided in form of unique cues, which described only one of the choice alternatives among which the groups had to choose. Because this specific information environment may impact group discussions and decisions, we included an experimental condition incorporating common cues. In contrast to unique cues, common cues provide information on each and every choice option. As expected, groups in the common-cue condition showed a weaker sampling advantage for shared information, and chose the hidden-profile alternative more often than groups in the classic unique-cue condition

Effects of the information environment on group discussions and decisions in the hidden-profile paradigm

Research on the Information Sampling Model (ISM) revealed that information items that are known to all group members at the outset (shared information) are more likely to be mentioned during discussion than information items that are only known to individual members (unshared information) (Stasser & Titus, 1985; Wittenbaum, Hollingshead, & Botero, 2004). In prior studies involving the ISM, groups typically functioned in a very specific information environment: All information items were provided in form of unique cues, which described only one of the choice alternatives among which the groups had to choose. Because this specific information environment may impact group discussions and decisions, we included an experimental condition incorporating common cues. In contrast to unique cues, common cues provide information on each and every choice option. As expected, groups in the common-cue condition showed a weaker sampling advantage for shared information, and chose the hidden-profile alternative more often than groups in the classic unique-cue condition