Intervista a John Sweller

In this interview John Sweller explains the Cognitive Load Theory and its importance for learning and teaching processes. This theory is a prominent development of the studies on the limitation of working memory. A large number of randomized controlled experiments have enabled the introduction of new and specific concepts. The concept of cognitive load has assumed great importance, which is cataloged in extraneous, intrinsic and germane cognitive load. Considering the function of long-term memory, he suggests a criterion for meaningful learning: all learning results in a change in long-term memory. He also discusses the function and importance of the worked-examples and criticizes some dogmatic aspects of constructivism.