The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional design aims to manage this load to optimize learning. According to 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. Extraneous cognitive load, which is generated by poor instructional formats, can be reduced by careful design, freeing resources for the essential processing of information. However, recent studies suggest that some level of desirable difficulty, such as interleaving different topics, can enhance long-term retention despite increasing initial cognitive effort. This paradox indicates that the relationship between cognitive load and learning outcomes is not linear, and that optimal learning may require a balance between reducing unnecessary load and introducing productive challenges.
❓ According to the passage, what is the main implication of the 'desirable difficulty' concept for instructional design?
A. A. Instructional design should always minimize cognitive load to maximize learning.
B. B. Increasing cognitive load always improves long-term retention.
C. C. Some challenges that increase cognitive load can benefit learning in the long run.
D. D. Extraneous cognitive load is beneficial for learning when it is high.
✅ 正确答案
C. Some challenges that increase cognitive load can benefit learning in the long run.
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