The concept of 'cognitive load' refers to the amount of mental effort being used in the working memory. In educational psychology, cognitive load theory suggests that instructional design should minimize extraneous cognitive load to facilitate learning. Extraneous load is generated by the way information is presented, such as unnecessary diagrams or redundant text, which does not directly contribute to schema construction. In contrast, intrinsic load is inherent to the complexity of the material itself, while germane load is devoted to processing and understanding the underlying structure. Effective teaching materials aim to optimize total cognitive load by reducing extraneous elements, allowing learners to allocate more resources to germane processes. Research indicates that when extraneous load is high, learners' performance on transfer tasks declines, even if the content is logically organized. Therefore, designers must carefully consider the interplay between content complexity and presentation format.
❓ 지문에 따르면, 교수 설계에서 불필요한 인지 부하를 줄이는 주요 목적은 무엇인가?
A. A. 자료의 내재적 난이도를 높여 더 깊은 처리를 유도하기 위함.
B. B. 더 효과적인 스키마 구축과 이해를 위해 정신적 자원을 확보하기 위함이다.
C. C. 인지 부하의 모든 형태(내재적 부하 포함)를 제거하기 위해.
D. D. 내용을 단순화하여 학습자들이 본질적 처리에 참여할 필요가 없도록 한다.
✅ 正确答案
B. To free up mental resources for more effective schema construction and understanding.
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