Cooper (December, 1998), says “Cognitive Science… is an instructional theory… [covering] the mental processes of learning, memory and problem solving”. He quotes some early theorists, “(e.g. Sweller, 1988; 1994)… the fundamental tenet of cognitive load theory is that the quality of instructional design will be raised if greater consideration is given to the role and limitations of working memory.”
Cooper (December, 1998) explains the design process does not rely on any “underlying meaning or logic” and provides examples where if these “can be identified” the meaning can be communicated in “chunks” of information. This plan can be linked to the “three metaphors of communication: transmission of information; ritual; transformation” (Pea, cited by Wilson & Cole, 1996). Pea says transmission is “the dominant idea” in the ritual of communication, where the content of the message is often less important than the medium and style of expression”.
These ideas about ritual, medium and style of delivery in some ways reflect the concept of aesthetic usability, including visual, in design – or, as Donald Norman (2002) says: “aesthetics matter… attractive things work better”. Cooper (December, 1998) explains when designing ‟a large set of elements to remember it is often helpful to combine the elements to form a smaller number of groups“. In this “chunking” process Cooper (December, 1998) says each interior group becomes ‟a chunk“.
When chunking “sets of information” the consistency concept may be useful to consider, as Lidwell, Holden and Butler, (20013) say “aesthetic consistency” can sometimes create an individual identity for information which helps it be remembered.So, in using internal and external consistency (Lidwell, Holden and Butler, 20013) a styled transformation of the message may allow (both “the “sender” and) “receiver” of the information to open themselves up… to [further] inquiry, observation, and reflection” (Wilson & Cole, 1996). By incorporating aesthetic consistency into the information chunking process, the chance of being “remembered [in the important long-term memory may] be greatly enhanced”.
Reference
Cole, P. and Wilson, B. G. (1996). Cognitive Teaching Models. New York, NY, USA: Scholastic Press.
Cooper, G. (December, 1998). Improving traditional instruction: Cognitive Load theory. Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved from http://dwb4.unl.edu/Diss/Cooper/UNSW.htm
Lidwell, W., Holden, K., & Butler, J. (2003). Aesthetic-Usability Effect. Universal principles of design. Massachusetts: Rockport. Retrieved from Learning Portfolio Module 2, S1, 2015.
Norman, D. (2002). Emotion and design: Attractive things work better. Interactions Magazine. [On-line Magazine]. I (4), 36-42. Retrieved from jnd.org.
Wilson, B. G. & Cole, P. (1996). Cognitive teaching models. In D. H. Jonassen (ed.), Handbook of research for educational communications and technology. New York: Simon & Schuster MacMillan.


