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Abstract Dixon (1991) and Goldman (1991) have provided thoughtful commentaries on Chandler and Sweller (1991). The general issue they raise concerns the scientific procedures we should use when conducting research in cognition and instruction. It is an issue of great importance, and we welcome the opportunity provided by their criticisms to discuss the techniques we use. To clarify the findings based on cognitive load theory, we begin by indicating the essential characteristics of a theory concerned with cognition and instruction, followed by a brief history of cognitive load theory to make clear that it has these characteristics. These statements will then be used to address specific comments made by Goldman and Dixon.
Sweller et al. (Sun,) studied this question.
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