雅思阅读

📖 Reading Passage

The concept of 'cognitive load' refers to the amount of mental effort required to process information. In educational psychology, cognitive load theory (CLT) suggests that learning is most effective when instructional design aligns with human cognitive architecture. CLT distinguishes between intrinsic load, which is inherent to the complexity of the material, and extraneous load, which is imposed by the way information is presented. Effective teaching minimizes extraneous load while managing intrinsic load through scaffolding. However, recent studies have challenged the universality of CLT, arguing that its predictions may not hold across all learner populations or task types. For instance, experts may benefit from less guidance, whereas novices require more structured support. This has led to a more nuanced view, emphasizing the interaction between learner expertise and instructional design.