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 (CLT) suggests that learning is most effective when instructional materials are designed to minimize extraneous cognitive load, thereby freeing resources for essential and generative processing. For instance, when a diagram is accompanied by redundant text that merely repeats the visual information, it can increase extraneous load, hindering comprehension. Conversely, well-structured materials that integrate multiple sources of information spatially and temporally can reduce unnecessary mental effort. However, CLT also acknowledges that some level of intrinsic load, which stems from the complexity of the subject matter itself, is unavoidable. Thus, instructional designers must carefully balance these types of load to optimize learning outcomes, particularly in complex domains such as science and mathematics.
❓ 文章によると、認知負荷理論に基づいて教材を設計する際の主な目的は何ですか？
A. A) 認知負荷を、内在的負荷を含めてすべて排除し、学習を努力なしで行えるようにすること。
B. B) 学習者により厳しい挑戦を与えるために、外的負荷を増加させること。
C. C) 内因性負荷を効果的に管理しながら、外因性負荷を最小限に抑えること。
D. D) 内因性負荷を考慮せずに、生成処理のみに焦点を当てること。
✅ 正确答案
C) To minimize extraneous load while managing intrinsic load effectively.
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