عنوان مقاله [English]
نویسندگان [English]چکیده [English]
Assuming that the reduction in external cognitive load, managing the internal cognitive load, and doing so concurrently leads to an increase in memorization and retention of English Grammar, a sample of 136 male 7th graders in Karaj was randomly selected and then divided into four groups of equal size. Three of these groups were subjected to three different levels of cognitive load, while the fourth was the control group. Pre-tests showed that all four groups were identical in memorization and retention. However, the post-tests revealed that reducing the external cognitive load, managing the internal cognitive load, and doing so concurrently increases both memorization and retention, whereas reducing the external cognitive load alone had no effect.