Facilitating Flexible Problem Solving: A Cognitive Load Perspective |
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| Authors: | Slava Kalyuga Alexander Renkl and Fred Paas |
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| Institution: | (1) School of Education, University of New South Wales, Sydney, NSW, 2052, Australia;(2) University of Freiburg, Freiburg, Germany;(3) Erasmus University Rotterdam, Rotterdam, The Netherlands |
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| Abstract: | The development of flexible, transferable problem-solving skills is an important aim of contemporary educational systems.
Since processing limitations of our mind represent a major factor influencing any meaningful learning, the acquisition of
flexible problem-solving skills needs to be based on known characteristics of our cognitive architecture in order to be effective
and efficient. This paper takes a closer look at the processes involved in the acquisition of flexible problem-solving skills
within a cognitive load framework. It concludes that (1) cognitive load theory can benefit from putting more emphasis on generalized
knowledge structures; (2) there are tradeoffs between generality and power with respect to specific versus generalized knowledge
structures; (3) generalized knowledge structures of “medium” generality are essential for flexible expertise; and (4) cognitive
load theory could provide a valuable framework for considering essential attributes of flexible expertise. |
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