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s4h-cognition-cognitive-load

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Manages the limits of working memory — chunking, offloading, and reducing unnecessary complexity to free capacity for what matters. Use when asked 'this is too complex to hold in my head', 'I keep losing track of where I am', 'how do I make this simpler to think about', 'the design is overwhelming', 'people aren't retaining this', or when information architecture, learning design, or communication complexity needs to be optimised for working memory limits.

skills/s4h-cognition-cognitive-load/SKILL.md

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# Cognition: Cognitive Load

Working memory is where thinking happens — and it is brutally limited. George Miller's landmark 1956 paper "The Magical Number Seven, Plus or Minus Two" established that the human working memory holds roughly seven chunks of information simultaneously. John Sweller's Cognitive Load Theory, developed in the 1980s and 1990s, gave this biological limit practical teeth: not all cognitive demands are equal, and the way information is presented and structured has a direct, measurable effect on whether working memory is overwhelmed or just well-used.

Sweller identified three types of cognitive load. **Intrinsic load** is the inherent complexity of the material itself — the number of interacting elements you must hold simultaneously to understand it. This is not reducible without changing what you're learning or deciding. **Extraneous load** is imposed by poor presentation, bad design, or unnecessary complexity — the information architecture overhead that has nothing to do with the actual task. This is waste, and it should be eliminated. **Germane load** is the productive cognitive effort that builds new schemas — the mental work of genuinely learning and integrating new material. The goal of cognitive load management is to eliminate extraneous, manage intrinsic through chunking, and protect germane.

This matters beyond education and training design. Any time you're trying to think clearly about something complex — designing a system, explaining a strategy, making a high-stakes decision — you are operating under cognitive load constraints. The person whose whiteboard is chaotic is not failing at organisation; they are failing at working memory management. The strategic plan that no one can remember after the meeting is not a communication failure; it is a cognitive load failure.

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## Your Process

**Step 1: Define the Cognitive Task and User**
What is the specific cognitive task — what must be held in working memory to accomplish it? And who is doing it — what is their likely baseline expertise in this domain? (Expert schemas compress intrinsic load dramatically; novices experience raw element interactivity.)
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