Cognitive Load Theory:
The Cognitive Load Theory explains the basis of many studies that measured the ability to memorize chunks of information. This theory has shown evidence that the working or short term memory is limited to about 7 chunks whereas the long term memory is practically unlimited.
Using tools or techniques to enhance this ability with the goal of faster learning must fail. What we can expect from applying such tools or methods is to use this theoretical maximum amount in its best way. Studies that have shown the results of such tools and methods as increasing learning results up to 300% are either wrong or, if they are right, we need to have a look at the basis where the study came from! For students with disabilities, the cognitive load theory and its applications in diagnostic assessment can be instrumental for teachers in instructional practice and curriculum design.
We discover the problem that our students of every age and educational status have difficulties in memorizing the same things their parents did about 20 years before in the same or less time. Assuming that there is no serious difference in natural IQ or damages of any kind, we must search for the root of this problem. In other studies we learn that the average IQ increases relatively continuous. How does this fit?
The answer is simple. Students have much more information input in one day than their parents had! They listen to their MP3, see videos, consume commercials, surf through the Internet, see TV shows, chat, send SMS and so on. They are busy the whole day! A study in eastern Germany found that one student aged 15 took in 2006 on his way to school in one morning as much information as he did in 1986 on the same way to the same school in 24 to 26 (depending on the way he takes) days! This factor of about 25 times as much information indicates, that, calculated with the numbers we get from the Cognitive Load Theory, this student today has no real chance to learn anything in his first lesson each day he goes to school. Thus it is not the tool or the method; it’s the problem of information overflow that we need to solve.