Individual Differences and Cognitive Load Theory.

 Plass, J.L. & Kalyuga, S., & Leutner, D. (2010). Individual Differences and Cognitive Load Theory. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive Load Theory, ch. 4. New York: Cambridge


Aptitude treatment interactions: When different instructional treatment condiitions result in different learning outcomes depending on student aptitudes.
Individual differences by:


 - information gathering: learning styles, learning preferences, personality types
 - information processing:  cognitive controls, cognitive abilities, intelligence and prior knowledge
 - regulation of processing: motivation, metacognition/self-regulation


Expertise reversal effect (prior knowledge): 
prior knowledge is one of the most important effects on learner's cognitive loa during learning
According to CLT(Cognitive Load Theory), load in working memory depends on the schemas acquired before.
Difference between an expert and novice learner's cognitive load during learning is due to the schemas acquired by the experts.
Instructions like texts with diagrams, worked examples, narration instead of written text, become be unnecessary for the experts, and can result in increase in cognitive load.
expertise reversal effect occurs when instructions effective for novices become ineffective for experts due to redundant information.
split attention effect took place only for novice learners.
Instructions are more effective for high level knowledge learners when presented as:
   diagram alone instead of diagram-text, 
   single modality presentation of text and graphics instead of dual modality,
   problem solving instead of worked example instruction,
   exploratory learning  instead of  worked example instructions 


Spatial abilities
spatial relations: ability to mentally rotate objects
spatial orientation: ability to imagine how visual images might look from different perspectives
visualization: ability to manipulate visual patterns, and identify mental images
-Mayer (1994, 1995) found that temporal contiguity effect (advantages of concurrent presentation of text and animations over successive presentation) was strong for high-spatial ability  with low prior knowledge students.
-high-spatial ability performs better learning when given instructions with high intrinsic load


Self-Regulation
process of monitoring and regulating one's learning
high cognitive load can result in failure for self-regulation
dependent on prior knowledge: experts show better self-regulation strategies while novices can't due to high intrinsic load
becomes extraneous load: but when scaffolds (by a tutor) and goals are well defined this can be reduced


Using above knowledge in designing instructional environments: learner adapted instructional systems:
1) instructions can differ in formats for different levels of learners
2) instructions can be presented in different ways to the same individual at different stages of learning as s/he becomes more knowledgable


Rapid diagnostic methods: 
1- The first method: learners require to indicate their first step for a solution; different first steps for different levels of expertise
2- Rapid verification method: learners are given possible (correct or incorrect) series of steps for a solution, and require to rapidly choose among these steps.