cognitive-load-theorylisted

# Cognitive Load Theory ## Overview Working memory holds ~4 chunks of novel information — a hard limit. Instruction that exceeds it produces no learning regardless of effort. CLT (Sweller 1988) identifies three load types: **intrinsic** (task complexity), **extraneous** (poor presentation), **germane** (schema-building effort). Target: minimize extraneous, manage intrinsic by sequencing low-to-high element-interactivity, maximize germane. Composes with [`metacognition`](../metacognition/SKILL.md) (learners aware of limits pace themselves), [`deep-work`](../deep-work/SKILL.md) (same working-memory conditions), and `api-and-interface-design` (UX design = instructional design). ## When to Use - Designing training, documentation, onboarding, or instructional material - Learners aren't understanding despite good intent and reasonable material - Diagnosing why a course / tutorial / interface is underperforming - Someone says "cognitive load," "working memory," "too much at once," "this is overwhelming" **Not when:** audience is already expert (expertise-reversal); bottleneck is motivational not cognitive. ## Coaching Novices (Adaptive Front Door) - **Engine mode:** user has a concrete design problem → run The Process directly. - **Coach mode:** user is unfamiliar → guide step by step. In Coach mode, respond one step at a time. Each [WAIT] is a hard stop — output only that step's question, then stop. 1. **One-line:** when learners aren't getting it, check if working-memory