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Building Expertise: Cognitive Methods for Training and Performance Improvement by Ruth Colvin Clark

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Chapter 5. How Working Memory Works

All instruction requiring learners to deal with novel information must be processed by a structure that is minute in capacity and that retains the new information for no more than a few seconds. These limitations should be a central consideration of instructional design.

JOHN SWELLER, "IMPLICATIONS OF COGNITIVE LOAD THEORY," 2005

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