The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational psychology, cognitive load theory suggests that learning is most effective when instructional materials are designed to minimize extraneous cognitive load, thereby freeing resources for schema construction. However, recent research has challenged the assumption that reducing cognitive load always enhances learning. For instance, a study by Kalyuga (2011) found that for advanced learners, presenting information in a simplified format can lead to a 'expertise reversal effect', where redundant guidance actually impairs performance. This indicates that the optimal level of cognitive load depends on the learner's prior knowledge. Consequently, instructional designers must adapt materials to the learner's level, rather than applying a one-size-fits-all approach.
❓ 根据文中提到的Kalyuga的研究，其主要发现是什么？
A. 認知的負荷を減らすことは、常に学習成果を向上させる。
B. B) 簡略化された形式は、上級学習者のパフォーマンスを妨げる可能性がある。
C. C) 認知負荷理論は時代遅れであり、もはや適用できない。
D. D) 効果的な学習のためには、外的認知負荷を最大化すべきである。
✅ 正确答案
B) Simplified formats may hinder performance for advanced learners.
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