It concluded that young people were more affected by 'cognitive load', or distraction.

For this bracket, she claimed that matchmakers were advised to stick to 'low cognitive load' openers so the recipient doesn't have to 'think too hard'.

In particular, worked-examples provide instructions to reduce intrinsic cognitive load for the learner initially when there are few schemas are available.

If the instruction fails to provide guidance, low-knowledge learners often resort to inefficient problem-solving strategies that overwhelm working memory and increase cognitive load.

In the 1990s, cognitive load theory was applied in several contexts.