Reading 6 - Evolution of Human Cognitive Architecture

Human Memory
Human memory is divided into a limited working memory (short-term) and a much bigger and complex long term memory where information is stored for future use. Over the years, short term memory has not evolved into supporting more and more information simultaneously, rather, evolution has had no effect on it. Why? We explore the possible reasons in this article by John Sweller.

Low and High Element Interactivity Material
New information can be divided in two categories. Low Element Interactivity Material does not require cognitive activity and can be learned with simpler learning procedures like rote learning. For example, peoples' names or their telephone numbers, etc. High Elements Interactivity Material, on the other hand, require processing their many components simultaneously before learning can take place. Since working memory has limited capacity, High Interactivity Elements can get difficult to learn if the concepts exceed memory limitations.

Information

_______________|________________

|                                                                                                                |

High Element Interactivity                                                                  Low Element Interactivity

      (must be learned simultaneously)                                                       (can be learned as isolated chunks)

    (High Cognitive Load)                                                                      (Low Cognitive Load)

Schemas

A schema is a data structure for storing information in long term memory. Once some material has been well learned, it is placed in long term memory in the form of a schema. This schema can be later loaded into working memory without facing limitations that are applicable to new information being processed in working memory. Therefore, it becomes easier to learn High Element Interactivity Material when its components are already present in long term memory in the form of schemas. Conversely, if someone wants to learn something, it is important that they focus on acquiring schemas. Once schemas are formed and enough practice is done, it becomes easier to process information without much cognitive load. For example, when someone practices driving more and more, they can perform other tasks simultaneously as well (like talking to other people) which are usually difficult in the beginning when the cognitive load of learning to drive is higher. This is referred to as Automation.

The Cognitive Matrix of Continua

According to John Sweller, there are five continua or scales of cognitive activity. A person can be anywhere on these scales depending on how new the information is or how well it has already been learned. These scales as described in the reading are:

1. Learning Continuum. that ranges from new material to well-learned material. 
2. Central Executive Function Continuum. As learning happens one moves from having no central executive function to schema-based central executive function. A central executive function can be thought of as rules that are followed while processing similar information. When the information is new no problem.
3. Problem-Solving Search Continuum. When information is new, problem-solving search is required since no schemas have been formed yet. Once, the material is well learned, one moves from left to right side of the continua and no search is required.
4. Elements Combinations Continuum. To be able to process new information random element combinations are made but once it becomes a familiar combination of elements becomes ordered.
5. Working Memory Limitations Continuum. Working memory limitations apply to new information however not to well-learned material as its processing is driven by schema-based central executive function and not random problem-solving search that needs to happen in working memory.