Multiple empirical studies and instructional frameworks demonstrate that cognitive factors such as working memory capacity, visual load, and cognitive load management directly shape textual learning and recall.
The claim is specific, empirical, and testable. Retrieved papers across multiple domains (multimedia learning, cognitive load theory, health literacy, and reading comprehension) consistently support the idea that specific cognitive effects, such as working memory limitations, extraneous load, and instructional design principles, heavily influence how text is processed, learned, and recalled. No papers refute this fundamental psychological and educational consensus.