雅思阅读

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The concept of 'cognitive load' refers to the amount of mental effort required to process information. In educational psychology, cognitive load theory suggests that learning is hindered when the total load exceeds the learner's working memory capacity. This is particularly relevant in multimedia learning, where learners must integrate visual and auditory information simultaneously. According to Mayer's cognitive theory of multimedia learning, effective instructional design should reduce extraneous load (irrelevant information) and manage intrinsic load (complexity inherent to the material), while fostering germane load (effort devoted to schema construction). Research has shown that presenting information in a segmented manner, rather than as a continuous stream, can significantly improve comprehension, especially for novice learners. However, experts may benefit from less scaffolding, as their prior knowledge allows them to handle higher intrinsic load without overload.