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.
❓ 지문에 따르면, 인지 부하 이론 하에서 교수 자료를 설계하는 주요 목표는 무엇인가?
A. A) 모든 인지 부하(내재적 부하 포함)를 제거하여 학습을 수월하게 만든다.
B. B) 외재적 인지 부하를 증가시켜 학생들에게 더 엄격한 도전을 제공하기 위해.
C. C) 내재적 부하를 효과적으로 관리하면서 외재적 부하를 최소화하기 위해.
D. D) 생성적 처리에만 집중하고 내재적 부하를 고려하지 않는 것.
✅ 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