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, thereby freeing resources for the intrinsic load necessary to understand complex material. Research by Sweller and colleagues has shown that overly complex presentations, such as split-attention diagrams with separate text and visuals, can overwhelm learners, reducing their ability to integrate information. Conversely, integrated formats that place related elements together can enhance schema acquisition and transfer. However, recent studies caution that reducing cognitive load too much may hinder deep processing, as some desirable difficulties, such as interleaving problems, can improve long-term retention despite increasing initial load. Thus, instructional design must balance load reduction with optimal challenge.
❓ Según el pasaje, ¿cuál es un posible inconveniente de reducir excesivamente la carga cognitiva en el diseño instruccional?
A. A. Puede conducir a una peor retención a largo plazo debido a la falta de dificultades deseables.
B. B. Siempre aumenta la carga cognitiva extrínseca.
C. C. Hace que los estudiantes dependan más de materiales de atención dividida.
D. D. Impide por completo la adquisición de nuevos esquemas.
✅ 正确答案
A. It may lead to poorer long-term retention due to lack of desirable difficulties.
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