Editing Cognitive load (section)

===Intrinsic===
''Intrinsic cognitive load'' is the inherent level of difficulty associated with a specific instructional topic. The term was first used in the early 1990s by Chandler and Sweller.<ref name="Chandler & Sweller, 1991">{{cite journal |last1=Chandler |first1=Paul |last2=Sweller |first2=John |title=Cognitive Load Theory and the Format of Instruction |journal=Cognition and Instruction |date=December 1991 |volume=8 |issue=4 |pages=293–332 |doi=10.1207/s1532690xci0804_2 |s2cid=35905547 |url=https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1133&context=edupapers }}</ref> According to them, all instructions have an inherent difficulty associated with them (e.g., the calculation of 2 + 2, versus solving a [[differential equation]]). This inherent difficulty may not be altered by an instructor. However, many schemas may be broken into individual "subschemas" and taught in isolation, to be later brought back together and described as a combined whole.<ref>{{cite journal |last1=Kirschner |first1=Paul A. |last2=Sweller |first2=John |last3=Clark |first3=Richard E. |s2cid=17067829 |title=Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching |journal=Educational Psychologist |date=June 2006 |volume=41 |issue=2 |pages=75–86 |doi=10.1207/s15326985ep4102_1 |hdl=1874/16899 |url=https://research.ou.nl/ws/files/1015152/Why%20minimal%20guidance%20during%20instruction%20does%20not%20work.pdf }}</ref>