INSTRUCTIONAL DESIGNERS MUST BE aware of the relationship between short term memory (also known as working memory) and long term memory in the human brain when designing instructional materials. Cognitive Load Theory, as defined by Sweller (1988), states that optimum learning occurs in humans when the load on working memory is kept to a minimum to best facilitate the changes in long term memory. 

Working memory in humans can be likened to the RAM of the computer on the left while long term memory can be likened to the CD-RW on the right. As the processing load in the computer's RAM increases, transfer of information to and from the CD-RW slows.

Sweller's Cognitive Load Theory builds upon the research of Miller (1956). Miller determined that working memory is limited to seven chunks of information at the same time. Sweller found that learning requires a connection to the schematic structures of long term memory. If the schema connection in long term memory is not made, the learner will likely forget the material, and learning will not occur. In order to achieve the schematic change, and move from clumsy to effortless performance, the learner must become more familiar with the material he is studying. As a result of this familiarization, the cognitive processes associated with the material become altered, and the material is handled more efficiently by working memory which, in turn, facilitates the connection to long term memory schemas. Therefore, instructional designers should group or chunk information in smaller portions so working memory is not overloaded and information can be passed to long term memory more efficiently allowing learning to occur.

Overextending working memory with more than seven chunks of information at one time leads to confusion or forgotten information. Whereas seven or fewer chunks of information can be processed efficiently by working memory to better facilitate the transfer to long term memory.

Here are some instructional design recommendations provided by Sweller (1999).

1. Change problem solving methods to avoid means-ends approaches that impose a heavy working memory load by using goal-free problems or worked examples.
2. Physically integrate multiple sources of information whenever possible to eliminate the need for learners to have to mentally integrate that information which increases the load on working memory.
3. Reduce redundancy and repetitive information whenever possible so that the load on working memory is lessened.
4. Use auditory and visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding. This helps increase the capacity of working memory.

 Mike Miller
Graduate Student
SDSU Educational Technology