The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional designers often aim to manage cognitive load to optimize learning. According to Sweller's cognitive load theory, learning is hindered when the intrinsic complexity of the material, combined with the way it is presented, exceeds the learner's available working memory capacity. For example, a poorly designed diagram that requires excessive visual searching can impose an unnecessary 'extraneous load,' leaving fewer resources for the 'germane load' that facilitates schema construction. Conversely, reducing extraneous load through clear, well-structured presentations can free up cognitive resources, thereby enhancing comprehension and retention. However, recent studies suggest that some level of desirable difficulty, such as interleaving different problem types, may actually improve long-term learning despite increasing initial cognitive load, challenging the simplistic notion that lower load is always better.
❓ この文章で言及されている最近の研究によって導き出された主な結論は何ですか？
A. A. 無関係な負荷を減らすことは、常により良い学習成果につながる。
B. B. 認知負荷理論は、新たな証拠によって完全に否定された。
C. C. 認知的負荷の適度な増加は、長期的な学習に有益な場合がある。
D. D. いかなる場合においても、内在的負荷よりも関連的負荷の方が重要である。
✅ 正确答案
C. A moderate increase in cognitive load can sometimes benefit long-term learning.
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