In cognitive psychology, few concepts have had as profound an impact as the principle of chunking. This fundamental idea has shaped our understanding of how the human mind processes information, and its applications extend far beyond psychology, influencing fields as diverse as digital marketing and learning theory.
From Chunking to Microlearning Optimizing Information Processing in the Digital Age
The Theory of Chunking
The concept of chunking was introduced by cognitive psychologist George A. Miller in his seminal 1956 paper “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information,” which built on his research into communication systems during the Second World War. The emerging field of cognitive psychology was challenging the dominant behaviorist paradigm of the time, and Miller was particularly interested in the capacity of human cognition and the limits of our ability to process information.
In his experiments, Miller found that regardless of whether he was testing for auditory tones, taste sensations, or visual information, humans consistently demonstrated a capacity to hold about seven items in short-term memory. This led to his well-known conclusion that our immediate memory span is limited to “seven, plus or minus two” chunks of information.
However, Miller’s most significant insight was not a specific number but the concept of chunking itself. He observed that by grouping individual pieces of information into larger, meaningful units, people could effectively increase their information-processing capacity.
One common example is how we remember phone numbers. Rather than recalling ten separate digits, we typically group them into the area code, the first three digits, and the last four. This is chunking in action, allowing us to manage and recall information more effectively.
Indeed, Miller’s work influenced the design of phone numbers. But the implications of chunking extended far beyond this, laying the groundwork for future research in cognitive load theory, educational psychology, and human–computer interaction.
Chunking in Digital Marketing
The principle of chunking has found new relevance in the field of digital marketing, particularly in shaping the online customer journey. Marketers have recognized that by breaking down the path to purchase into manageable chunks, they can guide consumers more effectively through the decision-making process.
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Social media platforms with character limits, such as X, inherently embody the principle of chunking by forcing marketers to craft concise, impactful messages. Even on platforms without such strict limits, successful social media strategies often involve presenting information in brief, easily consumable formats.
Another powerful application of chunking in digital marketing is its use as a decision aid, a concept frequently highlighted by advertising expert Rory Sutherland. Sutherland (2011) points out that binary decisions are cognitively easier to make than decisions along a continuum. For instance, instead of presenting a wide array of options all at once, an e-commerce site might first ask users to choose between two broad categories, then progressively narrow down the options. By chunking the decision process into a series of simpler choices, marketers can guide consumers through the purchase journey more effectively, reducing decision fatigue and increasing conversion rates. This strategy also allows them to better understand and influence the decision-making process at each stage.
Chunking in Elective Learning
The principle of chunking has also revolutionized the landscape of elective, self-directed learning, particularly in the form of mobile applications that leverage chunking to make complex skills more accessible and less overwhelming for learners.
These apps make learning more accessible and tap into the psychological benefits of chunking. Learners experience a sense of progress as they complete each small unit, which can boost motivation and encourage continued engagement (Bandura, 1977).
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Microlearning as an Extension of Chunking in Corporate Training
Microlearning serves as a practical application and extension of chunking principles. It doesn’t just involve breaking content into small units; it implements chunking across multiple parameters:
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Temporal Chunking: Microlearning often incorporates spaced repetition, a principle first identified by Ebbinghaus (1885) and elaborated by Smolen et al. (2016). Ebbinghaus is best remembered today for his “Forgetting Curve,” which demonstrates how information is lost over time when there is no attempt to actively recall it. He demonstrated that paced repetition enhances retention by preventing the fatigue associated with massed practice.
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Adaptive Chunking: Advanced microlearning systems adjust the size and complexity of chunks based on learner performance, aligning with principles of adaptive learning (Brusilovsky & Peylo, 2003). This personalization ensures learners are consistently challenged at an appropriate level, fostering what Mihaly Csikszentmihalyi (1990) termed “flow.”
The structure of microlearning, with its bite-sized units, capitalizes on what Dweck (2006) calls a “growth mindset.” Each completed unit provides a small win, reinforcing the learner’s belief in their ability to make progress and master new skills.
Moreover, the flexibility inherent in microlearning aligns well with self-determination theory (Deci & Ryan, 1985). By giving learners more control over when and how they engage with content, microlearning can enhance feelings of autonomy, a key factor in intrinsic motivation.
Here is an exercise to test your memory.
Test Your Short-Term Memory Retention
Note: Clicking on this link will direct you to a secured third-party website.
Conclusion
From Miller’s groundbreaking research to the applications in digital marketing, elective learning, and microlearning discussed here, the principle of chunking has proven to be a versatile and powerful tool for managing information. Understanding and applying this principle is crucial for effective communication, marketing, and learning strategies.
The journey from chunking to microlearning illustrates how fundamental cognitive principles can evolve and adapt to meet the challenges of the digital age, continually reshaping how we process, share, and acquire knowledge. Chunking doesn’t just make content more manageable; it optimizes information processing to align with our cognitive architecture and motivational needs.
References :
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Brusilovsky, P., & Peylo, C. (2003). Adaptive and intelligent web-based educational systems. International Journal of Artificial Intelligence in Education, 13(2-4), 159-172.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Ebbinghaus, H. (1885). Über das gedächtnis: untersuchungen zur experimentellen psychologie. Duncker & Humblot.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97.
Smolen, P., Zhang, Y., & Byrne, J. H. (2016). The right time to learn: mechanisms and optimization of spaced learning. Nature Reviews Neuroscience, 17(2), 77-88.
Sutherland, R. (2011). The Wiki Man. Random House.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Jason Pearce is the President of Newgen Enterprise. With over 30 years of experience in publishing and technology consulting he has a keen interest in accessible learning content.
Email Jason at jason.pearce@newgen-ent.com or connect through LinkedIn.