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Cognitive Unloading
Why it matters?
Cognitive Load Theory, developed by John Sweller, posits that there is only so much information we can hold in our working memory at any given time. Since we have a limited capacity in this, there are methods that can support our ability to learn and process information more efficiently.
When we reduce the demand on our working memory, we are no longer competing with precious brain real estate to expand your capacity to learn and expand existing skills. This is particularly important when you are building mastery in a certain area or combining mental or behavioral schemas (ie. learning steps for computing or how to ride a bicycle) to make the connections necessary for automation.
When we’re bogged down by excess information, working memory cannot process these single items efficiently – that’s why our default brains are trained to discard copious amounts of sensory information in order to focus on more survival-based needs (or ignoring the children playing across the street when there’s a ball hurtling at your head).
Working memory can generally hold five to nine items (or chunks) of information at a time (note: why phone numbers have 7-digits) before it categorizes that information into long term memory that you can draw upon for new learning.
How it works?
- Define activities that give your life/work the most value.
- Define all the other necessary activities you do outside of these.
- Rank and rate activities by complexity (how hard), value (how important) and resource requirements (how much focus).
- Eliminate / outsource at least 50% of this list.
- On activities to master, reduce the split-attention effect (ie. Multiple screens/tabs, extraneous noise, overstimulation, too many words and images combined together).
- Reduce the problem space into parts or chunks to consume, only merging new information when one schema is understood.
- Extend the capacity of working memory by using both visual and auditory channels (ie. listening to instruction and taking notes).
- Capture the new learning into visual schemas to lock in your long- term memory.
Examples
Here is a reverse example (of what NOT to do):
Decide you want to learn a new language for an upcoming holiday to Vietnam. Though you’ll never use Vietnamese again outside of showing off at the local Pho eatery, you feel like challenging yourself on the weekends to take your mind off work. Buy as many books on the language as you can and go to a noisy cafe every Saturday morning to “learn.”
Have ear phones in as you listen to a recording of a lesson while skimming another book and taking notes of what stands out. Get discouraged and jump to Duolingo for some stimulating visual practice. Keep adding new information each week without testing your long-term memory.
Have decision fatigue at work because your brain is tired and you don’t know why. Go on holiday, barely use the language because everyone on tour speaks English, and lie to yourself that you picked up a new “skill.” Meanwhile, wasting precious brain space to master existing skills for the sake of novel distraction.
Define and eliminate low value activities that are unnecessarily loading your working memory, so that you can focus on high value ones.
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