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A new paper challenging Cognitive Load Theory has just been published. I've been hoping to read a good criticism of CLT for some time but unfortunately this is not it. THREAD ⬇️ 🧵

The paper basically argues that Cognitive Load theory (CLT) is an outdated framework, rooted in 1980s cognitive psychology, and needs to be replaced by a richer, more holistic view of the brain and learning. Fair enough, let's see what they have to say...

Although I don't think the argument that just because something is old, it is 'outdated'. Indeed, the authors offer Darwin's theory of evolution as analogous to challenges to existing orthodoxies.

Anyway, the authors ultimately advocate for a "new" approach to understanding learning, grounded in modern neuroscience and philosophy (ok again, this sounds interesting)

The main claims are that: 1. Learning is emergent, self-organizing, and not strictly linear. 2. The brain actively predicts and processes information, rather than reacting passively. 3. Emotional salience and attention play a key role in memory formation and learning.

So I think the 3rd point is sort of fair and worth exploring but the first two are not ones contradicted by Sweller, or at least not that I recognise.

2. The brain actively predicts and processes information, rather than reacting passively. 3. Emotional salience and attention play a key role in memory formation and learning.

I think the two most strongest criticisms of CLT in the paper are these two claims, however they are not new: 1. The theory’s reliance on Geary and biologically primary vs. secondary knowledge.

2. CLT does not adequately account for the emotional and motivational aspects of learning, which are essential for engagement and memory. I've read these criticisms before and I think they are worth exploring in more detail.