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.
❓ 본문에서 언급된 최근 연구들이 도출한 주요 결론은 무엇인가?
A. A. 불필요한 인지 부하를 줄이는 것은 항상 더 나은 학습 성과로 이어진다.
B. B. 인지 부하 이론은 새로운 증거에 의해 완전히 반증되었다.
C. C. 인지 부하의 적절한 증가는 때때로 장기 학습에 도움이 될 수 있다.
D. D. 모든 경우에 있어서 본질적 부하보다 관련 부하가 더 중요하다.
✅ 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