雅思阅读

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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 hindered when the intrinsic load of a task, combined with the extraneous load imposed by instructional design, exceeds the learner's available working memory capacity. Effective instructional materials should therefore minimize extraneous load, allowing learners to allocate more cognitive resources to the essential processing of information. However, recent studies have challenged the universality of this theory, proposing that the optimal level of cognitive load may vary depending on individual differences such as prior knowledge and learning style. For instance, novice learners often benefit from highly structured guidance, whereas experts may perform better with less scaffolding, as redundant information can increase their cognitive burden without enhancing understanding.