A theory that describes how the human cognitive system processes information, proposing that working memory has limited capacity and that learning is optimized when cognitive load is managed effectively. The theory distinguishes between intrinsic, extraneous, and germane cognitive load.
Developed by John Sweller in the 1980s, combining 'cognitive' from Latin 'cognoscere' (to get to know) and 'load' referring to the amount of mental effort required. The theory emerged from research on problem-solving and instructional design.
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