The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational psychology, cognitive load theory suggests that learning is most effective when instructional materials are designed to minimize extraneous cognitive load, allowing learners to focus on intrinsic and germane loads. Intrinsic load is inherent to the complexity of the material, while germane load relates to the processes of schema construction and automation. Extraneous load, however, is imposed by poor instructional design, such as redundant information or confusing layouts. Research has shown that reducing extraneous load can significantly improve learning outcomes, particularly for novices who lack prior knowledge to compensate for inefficient materials. Conversely, experts may benefit from some degree of desirable difficulty. Therefore, instructional designers must tailor the presentation of information to the learner's level of expertise.
❓ Según el pasaje, ¿cuál es la razón principal para reducir la carga cognitiva extraña en el diseño instruccional?
A. A. Para aumentar la complejidad del material para estudiantes avanzados.
B. B. Para permitir que los aprendices se concentren en procesar el contenido esencial y construir esquemas.
C. C. Eliminar todas las formas de carga cognitiva, incluida la carga intrínseca.
D. D. Reemplazar la carga intrínseca por la carga pertinente en todas las situaciones de aprendizaje.
✅ 正确答案
B. To allow learners to concentrate on processing the essential content and building schemas.
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