psychologists, Alan Baddeley and Graham Hitch proposed that the components of working memory are in place at 6 years of age. They found a clear difference between adult and child knowledge. These differences were due to developmental increases in processing efficiency. Children lack general knowledge, and this is what creates increased cognitive load in children. Children in impoverished families often experience even higher cognitive load in learning environments than those in middle-class families. These children do not hear, talk, or learn about schooling concepts because their parents often do not have formal education. When it comes to learning, their lack of experience with numbers, words, and concepts increases their cognitive load. As children grow older they develop superior basic processes and capacities. They also develop metacognition, which helps them to understand their own cognitive activities. Lastly, they gain greater content knowledge through their experiences. These elements help reduce cognitive load in children as they develop. Gesturing is a technique children use to reduce cognitive load while speaking. By gesturing, they can free up working memory for other tasks. Pointing allows a child to use the object they are pointing at as the best representation of it, which means they do not have to hold this representation in their working memory, thereby reducing their cognitive load. Additionally, gesturing about an object that is absent reduces the difficulty of having to picture it in their mind. Poverty As of 2013 it has been theorized that an impoverished environment can contribute to cognitive load. Regardless of the task at hand, or the processes used in solving the task, people who experience poverty also experience higher cognitive load. A number of factors contribute to the cognitive load in people with lower socioeconomic status that are not present in middle and upper-class people. Embodiment and interactivity Bodily activity can both be advantageous and detrimental to learning depending on how this activity is implemented. Cognitive load theorists have asked for updates that makes CLT more compatible with insights from embodied cognition research. As a result, Embodied Cognitive Load Theory has been suggested as a means to predict the usefulness of interactive features in learning environments. In this framework, the benefits of an interactive feature (such as easier cognitive processing) need to exceed its cognitive costs (such as motor coordination) in order for an embodied mode of interaction to increase learning outcomes. Application in driving and piloting