# Cognitive Load Theory - References Cognitive load theory (CLT) explains why people do worse work when you overload working memory. In Owlery terms: too much simultaneous WIP, unclear priorities, and constant interrupts turn capability into noise. This reference note supports: - [[Cognitive Load]] - [[Working Memory Limits - Deep Dive]] - [[Work Readiness Check (DoR + Full Kit) (10 min)]] - [[WIP and Focus Check (10 min)]] ## Keystone references - Sweller (1988) “Cognitive load during problem solving: Effects on learning.” DOI page: https://doi.org/10.1207/s15516709cog1202_4 PDF (publisher): https://onlinelibrary.wiley.com/doi/pdfdirect/10.1207/s15516709cog1202_4 - Sweller, van Merriënboer & Paas (1998) “Cognitive architecture and instructional design.” (landmark synthesis) DOI: https://doi.org/10.1023/A:1022193728205 - Sweller, van Merriënboer & Paas (2019) “Cognitive Architecture and Instructional Design: 20 Years Later.” (open access) https://doi.org/10.1007/s10648-019-09465-5 ## Practical summaries / entry points - Maastricht University / EUR catalogue entry for the 2019 open access paper: https://pure.eur.nl/en/publications/cognitive-architecture-and-instructional-design-20-years-later ## Notes If you want a workplace translation, CLT usually shows up as: - incomplete readiness (missing inputs, decisions, access) that creates churn - context switching that adds "reconstruction cost" - parallel work that multiplies coordination overhead - meetings that inject new work mid-thread A useful move is not “work harder”, it’s “reduce load”: - shrink the slice - make the next step explicit - externalise memory (artefacts, decisions, contracts)