Sweller - 1988 - Cognitive load during problem solving

referenceArchiveUUID: "3ba7cd29-c8f4-4d69-8f5a-d1950debd86f"
fullTitle: "Cognitive load during problem solving: Effects on learning"
authors: ["John Sweller"]

Foundational paper introducing Cognitive load theory from John Sweller. Also central to the literature on the Worked example effect:

1. Domain expertise is largely a matter of the possession of schemas (“a structure which allows problem solvers to recognize a problem state as belonging to a particular category…that normally require particular moves”)
2. Schema acquisition may be diminished by the heavy cognitive load of traditional novice problem-solving practice (i.e. “means-ends analysis”)
   • a few experiments from the nascent Cognitive load theory literature are cited; I haven’t reviewed these yet; the main take-away is that when goals become less important in problem solving, students seem to acquire schemas more effectively
   • experimental support w.r.t. worked examples vs. problem solving is provided by Sweller & Cooper - 1985 - Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
3. Yet we heavily emphasize problem-solving practice as a learning method in education. Uh oh.

Q. According to this paper, what’s a “schema”?
A. “a structure which allows problem solvers to recognize a problem state as belonging to a particular category…that normally require particular moves” ☉

Q. Central claim?
A. Expertise is largely about schema acquisition, but it’s hard for novices to acquire schemas during problem solving when they’re burning so much cognitive capacity on means-ends analysis. ☉