The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational contexts, cognitive load theory suggests that instructional design should minimize extraneous cognitive load to facilitate learning. Extraneous load is generated by the manner in which information is presented to learners, such as unnecessary graphics or redundant text. In contrast, intrinsic load is inherent to the complexity of the material itself, and germane load is devoted to processing and constructing schemas. Research indicates that when extraneous load is high, learners have fewer cognitive resources available for deep understanding, leading to poorer performance on complex tasks. Therefore, effective instructional materials should streamline presentations to reduce irrelevant demands on working memory, allowing learners to focus on essential information.
❓ Según el pasaje, ¿cuál es la razón principal para reducir la carga cognitiva extraña en el diseño instruccional?
A. Para aumentar la complejidad del material de aprendizaje.
B. Para liberar recursos cognitivos para la comprensión profunda y la construcción de esquemas.
C. Para eliminar toda carga cognitiva del proceso de aprendizaje.
D. Para hacer que el material sea más atractivo visualmente para los estudiantes.
✅ 正确答案
To free up cognitive resources for deep understanding and schema construction.
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