The cognitive load theory can be used in adult learning in the context of individual cognitive processes that drive the achievement of academic objectives. The value of the analysis of mental processes is revealed due to cognitive psychology as a field that stimulates assessing brain activities and human memory possibilities. The scientific principle of such research is one of the most significant approaches that contribute to evaluating the cognitive load theory from the perspective of its role and influence. Memory limitations are a crucial topic for analysis due to the division of memory into working and long-term (Kalyuga & Singh, 2016). Therefore, from the standpoint of the values of cognitive psychology, the planned research will provide an opportunity to explore the ways to enhance memory. Studying this topic will require assessing the manifestations of the cognitive load theory in a real educational environment and reviewing the practices of utilizing this model as efficiently as possible.
An opportunity to measure information used and transmitted by humans is one of the tasks of cognitive psychology. There are limits on the processing and transmission of data from person to person (Miller, 1956). This, in turn, confirms the relevance of the cognitive load theory and its manifestations in the context of human memory. Since the key principle of cognitive psychology is the assessment of brain activity, the proposed research may be conducted successfully as a study to identify specific boundaries of memory. These findings, thereby, can contribute to calculating the amount of educational materials objectively. The value of cognitive psychology, which lies in the scientific approach, opens up the prospect of using an evaluative method. Miller’s (1956) study can help answer the questions about whether human memory has a limit and how much data it can handle. Therefore, the cognitive load theory is a relevant model for conducting research on this topic.
Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28(4), 831-852. Web.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97. Web.