The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional design aims to manage this load to optimize learning. According to Sweller's cognitive load theory, learning is hampered when the load exceeds the learner's cognitive capacity. This can occur when information is presented in a complex or disorganized manner, or when the learner must process multiple interacting elements simultaneously. Strategies such as segmenting information, using worked examples, and reducing extraneous content have been shown to alleviate excessive load. However, recent studies suggest that a certain level of desirable difficulty, or productive struggle, may enhance long-term retention, challenging the notion that cognitive load should always be minimized. Thus, effective instruction may require a balance between reducing unnecessary load and introducing challenges that promote deeper processing.
❓ 지문에 따르면, 인지 부하 이론에 대한 최근 연구들의 주요 시사점은 무엇인가?
A. 인지 부하는 최적의 학습을 보장하기 위해 항상 최소화되어야 한다.
B. B) 어느 정도의 난이도를 도입하는 것이 장기 기억력을 향상시킬 수 있으므로, 부하를 최소화하는 것이 항상 이상적인 것은 아니다.
C. C) 작업 예시는 인지 부하를 증가시키기 때문에 비효과적이다.
D. D) 인지 부하 이론은 최근 연구에 의해 완전히 반증되었다.
✅ 正确答案
B) Introducing some level of difficulty may improve long-term memory, so minimizing load is not always ideal.
IELTS Reading Tips
Skim the questions first, underline keywords, then locate in the passage
Watch for paraphrasing; correct answers are often reworded
Be wary of absolute statements (all, always, never) — usually wrong
Pay attention to content after transition words (however, but, yet)
Manage time: about 20 minutes per passage; skip difficult questions first