Cognitive Load & Working Memory

Cognitive Load

Intrinsic load (task complexity) 3

Extraneous load (poor design) 2

Germane load (schema-building effort) 2

Instructional Design

Working Memory (Baddeley)

Intrinsic Extraneous Germane

Slots used / capacity

0 / 4

Est. learning gain

Items presented

Items encoded

How it works

Cognitive Load Theory (Sweller, 1988) models working memory as a fixed-capacity buffer (Miller's "magic number" ≈ 4±1 chunks for adults, Cowan 2001) that three kinds of demand compete for:

Total load  L = I + E + G
I = intrinsic load  — inherent complexity/interactivity of the material
E = extraneous load — imposed by poor presentation (split-attention, redundancy)
G = germane load     — effortful processing that builds long-term schemas

Capacity C ≈ 4 slots.  If L ≤ C: item is encoded.
If L > C: overflow — items are dropped before encoding (shown falling off the tray).

Estimated learning gain follows the theory's central prediction: germane load is the load that produces learning, but only once intrinsic + extraneous load leave room for it:

gain ≈ (usable germane share) × (1 − overflow penalty)
usable germane = min(G, max(0, C − I − E))

Intrinsic load — raise it for genuinely harder material (interacting elements that must be held in mind together); this can't be designed away, only managed by segmenting.
Extraneous load — raise it to simulate bad design: separated text/diagram (split-attention effect), redundant narration+text, decorative noise. This is the load instructional design should minimize.
Germane load — effortful integration (self-explanation, worked-example study) that actually builds schemas — but only the portion left after I+E fit under capacity counts.
Split-attention / Worked example buttons apply Sweller's two classic manipulations directly to extraneous and germane load.
Present new item — pushes one information chunk into working memory; watch it queue, encode, or overflow depending on total load vs. capacity.

Real-world relevance: this is the model behind multimedia-learning design guidelines (Mayer's principles), worked-example effects in maths/science instruction, and why cramped slide decks with narrated bullet text hurt learning more than a clean diagram.

Intrinsic chunk Extraneous chunk Germane chunk

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Cognitive Load & Working Memory Simulator