Continuing with excerpts from Visible Learning and the Science of How We Learn (pp 149-150):
“Cognitive load theory research has been very much concerned with teaching procedures that will assist novices. But these same procedures could be far less effective, even time-wasting, when teaching knowledgeable people. This is because their memory systems are operating very differently. To help a novice focus and learn it is essential to contrain the level of information that needs to be processed through working memory. This idea becomes one of the basic notions underpinning applications of load theory. Novices need to concentrate as deeply as they can on specific ideas without encumbrance from other sources.