Hi!  And welcome to this video on cognitive theories.
In this video we’ll be reviewing cognitive load theory, the cognitive theory of multimedia learning, the signaling principle, the coherence principle,
the spatial contiguity principle and a refutation of a common misconception.
The content of this video is derived from Doctor Richard Mayer’s book The Cambridge Handbook of Multimedia Learning.
The first cognitive theory we’ll be reviewing is cognitive load theory.
Cognitive load theory is the fact that we humans only have a limited working memory capacity (Mayer, 2014).
While our long-term memory is infinite, our working memory only can process so much (Mayer, 2014).
As we’re introduced to new information, our brains begin to assimilate the new information with the knowledge we already have in our long-term memory (Mayer, 2014).
In addition to the information being presented to us formally, we constantly are surrounded by other stimuli through all our different senses (Mayer, 2014).
Because of all this extra stuff, our brains easily can become overloaded (Mayer, 2014).
As we’re introduced to new things, our brains try to categorize the new information with information we already have in our long-term memory, and this creates cognitive load (Mayer, 2014).
There are three categories of cognitive load: intrinsic, extraneous and germane (Mayer, 2014).
Intrinsic cognitive load is how all the different components of what we’re learning work together (Mayer, 2014).
Extraneous cognitive load is all the extra “fluff and stuff” that distracts us from the essential knowledge trying to be learned (Mayer, 2014).
Germane cognitive load deals with the mental power needed to process intrinsic load (not extraneous) and creates deeper learning (Mayer, 2014).
So the intent of cognitive load theory is to ensure we’re being cognizant of how we’re presenting material so we don’t overload learners
and we’re removing everything not immediately relevant so deeper learning can occur (Mayer, 2014).
Next up is the cognitive theory of multimedia learning.
The cognitive theory of multimedia learning is the concept that we learn better when both words and pictures are used together (Mayer, 2014).
The idea stems from our ability to process information in two ways simultaneously, called dual the dual channel assumption (Mayer, 2014).
Returning to the idea of working memory capacity, our brains have a finite amount of information they process before being overloaded (Mayer, 2014).
However, that limitation only is via one method of absorption (Mayer, 2014).
If we incorporate another method of delivery at the same time, our working memory capacity expands (Mayer, 2014).
The cognitive theory of multimedia learning mirrors that of cognitive load theory in that we need to remove all the extra “fluff and stuff” that isn’t directly relevant to the concept being taught (Mayer, 2014).
By doing this, our learners’ brains can allocate all their power to focus on processing the concepts and create deeper learning (Mayer, 2014).
he next three principles we’ll review are ways we can minimize extraneous processing.
First we’ll discuss the signaling principle.
The signaling principle is the concept that we learn better when signs are added to learning that direct our attention to the important information (Mayer, 2014).
I’ll use my career as as an example.
I’m an executive assistant and I’m on a professional development committee that offers training to executive assistants.
Our upcoming course is on Microsoft Excel.
Now let’s say the first thing we teach in the course is the simple subtotaling feature.
We can tell the learners to go to the Data tab and click on Subtotal.
If learners haven’t used that feature before, they could be moving their eyes back-and-forth frantically trying to find where to click.
This creates a lot of extra processing that takes away from their learning.
But watch this.
By adding an easy circle where learners should click, our eyes immediately are drawn to the Data tab and the Subtotal feature.
The signaling principle is one method we can use to minimize extraneous cognitive load (Mayer, 2014).
Next up is the coherence principle.
The coherence principle really is simple and pretty much summarizes cognitive theory.
The coherence principle is the fact that we learn more efficiently and more deeply when we remove extraneous material from our learning (Mayer, 2014).
We’ve already addressed this both in our review of cognitive load theory and our review of the cognitive theory of multimedia learning.
Extra elements, pictures and anecdotes may be neat, but if they’re not immediately relevant to the concept being taught,
they’re taking away from processing that can be used for deeper learning (Mayer, 2014).
We’ll use the Microsoft Excel professional development training as an example.
Let’s say we want to show how to do a simple link to another sheet.
Here we have a template for a financial report and we’re trying to show we’re referencing cell H8 on the Calculations tab.
Now for someone trying to learn just how to do a simple cell reference, looking at this could be incredibly overwhelming.
None of the other information is relevant to the essential concept being taught.
Now watch what happens when we remove all the extra “fluff and stuff”.
Now we easily can focus attention that to create a simple link referencing a cell in a different tab, all we need to type is equal sign, then click on the cell we want to reference and hit Enter.
Someone new to this concept easily can see what’s happening in the formula bar.
There’s nothing to distract us from the essential concept we’re trying to learn.
That other financial report may have looked cooler, but for the immediate task at hand, removing all the extraneous material allows the essential concept to be more coherent.
Next we’ll review the spatial contiguity principle.
The spatial contiguity principle is the fact that we learn more efficiently and deeper when related words and pictures are presented close to each other (Mayer, 2014).
When information is spaced apart, our eyes have to flip back-and-forth to make sense of it (Mayer, 2014).
This extra movement is unnecessary and takes away processing power that should be used for deeper learning (Mayer, 2014).
Using our Microsoft Excel example, let’s pretend we’re showing how to create simple charts.
Here we show bar chart on the past seven years’ revenues.
Now the user would have difficulty moving back-and-forth between the bar and the corresponding dollar amount.
However, if we put the corresponding data immediately next to the bar, we can focus our attention on what each bar means.
Making sure information is presented together is essential for minimizing extraneous cognitive load (Mayer, 2014).
Our next and last topic is a refutation of a common misconception.
I’ve mentioned that I’m an executive assistant.
Many people believe those in the administrative profession, people like executive assistants, are just glorified receptionists — that all they do is answer calls and schedule meetings.
However, this isn’t true!
If all administrative professionals did were answer calls and schedule meetings, most of the day-to-day operations of the office wouldn’t be done.
Administrative professionals manage office supply inventory and have to do that within budget, prepare correspondence in its many formats,
liaise on incoming material, manage on and off-site file systems as well as cloud-based file systems, prepare expenses,
act as gatekeeper to protect their manager’s time and productivity and generally function as a jack-of-all-trades and the go-to-person in the office.
This is in addition to answering phone calls and scheduling meetings.
When speaking of executive assistants, the scope of the role expands dramatically as a strategic business partner with their executives.
This encompasses board meetings, event planning, goal-setting and strategy development.
Administrative professionals don’t just answer phones and schedule meetings.
The scope of our roles is vast and varied.
We do everything we can so our managers and executives can spend more time and effort focusing on what they need.
So that finishes our review of cognitive load theory, the cognitive theory of multimedia learning, the signaling principle, the coherence principle,
 the spatial contiguity principle, as well as a refutation of a common misconception.
Thank you for joining us.
