期刊名称：Informing Science: The International Journal of an Emerging Transdiscipline
印刷版ISSN：1547-9684
电子版ISSN：1521-4672
出版年度：2011
卷号：14
页码：33-45
出版社：Informing Science Institute
摘要：In instructional psychology, cognitive load theory has applied knowledge of processing limita-tions of human cognitive system to enhance effectiveness of instructional procedures and infor-mation presentation formats. Underlying assumptions and principles of cognitive load theory are based on a recently proposed evolutionary perspective that regards both human cognitive archi-tecture and biological evolution as natural information processing systems. This paper explores a possibility of extending the established conceptual framework of cognitive load theory to broader processes of informing with the aim of enhancing their effectiveness. The paper discusses general implications of fundamental characteristics of human cognitive architecture for informing science and offers recommendation for improving the process of informing based on cognitive load con-siderations. Evidence-based guidelines for managing cognitive load when designing and using educational technology tools are also reviewed
关键词：informing; cognitive load theory; human cognitive architecture; evolutionary perspec-tive; natural information processing systems; instructional psychology; instructional design; sources of cognitive load; ICT-based learning
