According to Mayer and Moreno (1998) and Mayer (2003), the Cognitive Theory of Multimedia Learning is based on several assumptions. First, working memory includes auditory and visual channels, which are equivalent to the phonological loop and visuospatial sketchpad of Baddeley's (1986) working memory theory. Second, each working memory subsystem has a limited capacity, consistent with cognitive load theory (Sweller, 1988, 1994). Third, humans are knowledge-building processors who produce meaningful learning when they attend to relevant incoming information, organize the information into coherent representational structures, and then integrate it with other existing knowledge (Mayer, 1996, 1999). Fourth, connections can only be made if the corresponding visual and verbal representations are in working memory at the same time, which is similar to Paivio's (1986; Clark and Paivio, 1991) dual encoding theory.