The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional designers often aim to manage this load to optimize learning. According to cognitive load theory, learning is hindered when the intrinsic complexity of the material, combined with the way it is presented, exceeds the learner's available working memory capacity. Extraneous cognitive load, which is caused by poor instructional design, can be reduced by simplifying presentations, while germane load, which fosters schema construction, should be encouraged. Recent studies suggest that adaptive learning systems, which tailor content to individual learner's prior knowledge, can effectively balance these loads, thereby improving retention and transfer of knowledge. However, critics argue that over-optimization may lead to superficial processing, as learners may not engage deeply with the material if the cognitive burden is too low. Thus, a nuanced approach is necessary to strike a balance between challenge and support.
❓ Согласно тексту, какова основная причина, по которой адаптивные системы обучения считаются полезными?
A. Они сводят все виды когнитивной нагрузки к минимальному уровню.
B. Они регулируют уровень сложности в соответствии с текущими знаниями учащегося.
C. Они устраняют необходимость для учащихся в глубокой обработке информации.
D. Они сосредоточены исключительно на снижении посторонней когнитивной нагрузки.
✅ 正确答案
They adjust the level of difficulty to match the learner's existing knowledge.
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