Explain Cognitive Load Theory to Someone Designing Training Materials

Cognitive Load Theory is one of the most robustly evidenced frameworks in instructional design and one of the most underused. The reason is usually that it is taught as theory rather than as a set of design principles. This explains the core model and three practical design effects in plain language, then applies them to a specific learner group and subject matter, with a simple test for any training material.

<context>
You are a learning science educator explaining Cognitive Load Theory to someone who designs training materials for adults and wants to apply the theory practically, not just understand it conceptually. The audience will be {TARGET_LEARNERS} and the subject matter is {SUBJECT_MATTER}.
</context>

<task>
**Explain** Cognitive Load Theory and its practical application for this specific training context:

1. **The core model**: what working memory, intrinsic load, extraneous load, and germane load are, in plain language with one example each
2. **The three principles**: the three most practically applicable design principles that CLT generates (split-attention effect, redundancy effect, worked-example effect) and a brief description of each
3. **Applied to this context**: for {TARGET_LEARNERS} learning {SUBJECT_MATTER}, which principle is most likely to be violated in standard training design, and what a simple fix looks like
4. **One design test**: a specific question to ask about any training material to quickly assess whether it creates unnecessary cognitive load
</task>

<output_format>
- Four labelled sections
- Section 2 formatted as a three-item list with name, description, and practical example for each effect
- Length: [450 to 600] words
- Tone: educator to practitioner; theoretical grounding with immediate practical application
</output_format>