A concept from neuropsychology in which the human senses (auditory, visual, haptic, olfactory, gustatory) are each linked to their own memory systems and brain structures.
This insight has given rise to various hopes for the optimisation of learning processes. Not all of these hopes can be empirically confirmed.
Proponents of cognitive load theory assume that the capacity of working memory can be better utilised by engaging both the auditory and visual sensory channels (Sweller, 1999). For example, an illustration is explained through spoken language rather than printed text.
References
Sweller, John (1999): Instructional Design. Camberwell, Victoria: ACER Press (Australian Education Review 43).
Mayer, Richard E. (2001): Multimedia Learning. Cambridge [etc.]: Cambridge Univ. Press