Free Psychology Books: Cognitive Load Theory by Sweller et al.

Cognitive Load Theory

Human structures and functions are the product of evolution by natural selection. Everything, from structures such as our opposable thumb to functions such as oxygen/ carbon dioxide transfers in our lungs, exists due to a long history of evolution over countless generations. While the evolution of our physical structures and functions tend to dominate our awareness when we consider our evolutionary history, the evolution of the human mind tends to take a back seat. We less frequently think of the human mind as an entity that evolved and even more rarely consider the consequences of an evolutionary view of human cognition. There are some important educational consequences that flow from considering brain structures and their resultant cognitive functions as the product of evolution by natural selection. Considering human cognition from an evolutionary perspective can yield novel insights into the functioning of the human mind and those insights may, in turn, yield instructional insights (Sweller, 2003, 2004; Sweller & Sweller, 2006). 

In this chapter we will consider the two categories of knowledge introduced above that we have evolved to acquire, biologically primary and biologically secondary knowledge. How we acquire those two categories of knowledge and the consequent instructional implications will be analysed. The distinction between biologically primary and biologically secondary knowledge was suggested by Geary (2007, 2008). By distinguishing between these categories of knowledge, Geary has provided a unique base for educational psychology. He differentiates between biologically secondary knowledge that is learnable and teachable and biologically primary knowledge that is learnable but not teachable because it is usually learned without being explicitly taught. In the process, he explains many otherwise puzzling findings. Indeed, his formulation has the potential to not only change instructional design but to change our view of ourselves. 

The contrast between primary and secondary knowledge constitutes the core of Geary’s treatment. We have evolved to assimilate biologically primary knowledge. In some ways, it can be seen as instinctive knowledge that we are programmed to acquire and so does not need to be taught. On the other hand, we also can assimilate biologically secondary knowledge; but because it is knowledge we have not had to deal with [......]

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