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The theories that focus on a special role for cognition suggest that lowering cognitive load and enhancing CSC during speech communication may have special importance in later adulthood and even allow some older adults to function communicatively just as successfully as their younger counterparts.
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The trade-off essentially boils down to the time and energy spent to lower cognitive load, in exchange for increased probability in the desired outcome.
When compared to text reading, studying concept maps may lower cognitive load by organizing concepts to represent relatedness and explicitly labelling links to show relationships [ 83].
A simple arithmetic problem has lower cognitive load than a complex exponential equation.
Using this strategy, learners earned better scores and they reported a significantly lower cognitive load.
List presentation was associated with lower cognitive load and more economic product selections.
These results indicate that for novice learners, learning from examples and problems simultaneously produces better test performance and lower cognitive load than does learning using example-problem pairs.
Group 2 reported lower cognitive load scores on the rating scale and graphical plots using computational approach showed higher instructional efficiency.
We replicated the findings of other researchers that nonspecific problem solving goals lead to lower cognitive load and better learning than specific problem solving goals.
Our results are also consistent with CLT, which proposes that learning tasks that impose a lower cognitive load enable learners to obtain better scores in near-transfer problems as well as in far-transfer problems.
The results indicate that in the low prior knowledge group, learners who were simultaneously given examples and problems performed more effectively and efficiently, and reported significantly lower cognitive load than those who learned from example-problem pairs.
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