What is CHUNKING???

retrieved from- Unidata (2010) https://www.unidata.ucar.edu/software/netcdf/workshops/2010/netcdf4/Chunking.html


Week 3 Question 2

The authors (Lidwell, Holden, & Butler, Performance Load, 2003) use the word “Chunking” as a possible solution to over worked performance loads. The term is defined as a strategy of breaking down large sums of information into smaller amounts that is structured systematically into collections. Using the chunking theory, it will assist in reducing the cognitive load of the performance load theory making goals more achievable. This is so the brain can understand new and important information easier and digest greater quantities. Due to the brains memory capabilities only storing limited amounts of information at any time. Chunking makes tasks easier and there for completed in prompt timing.

The idea is that grouping together information that are similar or that form patterns makes it easier for the brain to recall information in a later date. It is vital that the information that is “chunked” together also appeals to the users learning motives. The author should present the information in way that has meaning to a broad range of subjects.

Often if information is broken down or “patterned” then individuals can recall information greater, for example the phone number* 0448305113 is less likely to be remembered instantly when heavily compiled. However if we break the number into pieces it is easier to recall, 0448 305 113 or 0, 4, 4, 8, 3, 0, 5, 1, 1, 3. Similarly in the format of dethatching larger sums of written data with the use of headings, subheadings and titles the reader can understand the important and relevant information. (Miller, 1956)

By breaking down information in the form of “chunking” the individual can obtain greater amounts in adequate time. “The reason the brain needs this assistance is because working memory … holds a limited amount of information at one time.” (Malamed, 2010) When information is formed into smaller pieces, the memory is activated greater with less efforts, meaning vital information is not lost.


Retrieved From: studyspo (2015) https://au.pinterest.com/kristenoetter/studyspo/



*randomised phone number



Lidwell, W., Holden, K., & Butler, J. (2003). Performance Load. Universal Principles of Design, 148‐149.

Malamed, C. (2010). Chunking Information for Instructional Design. (C. Malamed, Producer) Retrieved from The Learning Coach: eLearning Coach:http://theelearningcoach.com/elearning_design/chunking-information/

Miller, G. (1956). The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information. Psychological Review , 63, 81-97.

Feature image: Alyssa Lam (2016) https://www.freshu.io/alyssa-lam/15-studying-hacks-for-the-upcoming-school-year





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