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.
❓ 文章によると、「望ましい困難」の概念が教育設計に与える主な示唆は何か。
A. A. インストラクショナルデザインは、学習を最大化するために常に認知的負荷を最小化すべきである。
B. B. 認知的負荷を増やすことは、常に長期的な保持を向上させる。
C. C. 認知的負荷を増大させるいくつかの課題は、長期的には学習に利益をもたらすことがある。
D. D. 外的認知負荷は、それが高い場合、学習にとって有益である。
✅ 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