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, first proposed by John Sweller in the 1980s, suggests that learning is most effective when instructional designs align with human cognitive architecture. The theory distinguishes between intrinsic load, which is inherent to the complexity of the material, and extraneous load, which is generated by the way information is presented. Extraneous load can be reduced by well-designed instructional materials, freeing up working memory resources for schema construction. Recent research has further explored the role of germane load, which is the effort devoted to processing and understanding the material. However, critics argue that measuring these distinct types of load separately remains a methodological challenge, as they may overlap in practice.
❓ 文章によると、認知負荷理論について正しいものは次のうちどれか。
A. A. 学習におけるあらゆる種類の認知負荷を排除するために開発されました。
B. B. それは、効果的な教授設計によって余計な負荷を最小限に抑えられることを示唆している。
C. C. それは、内在的負荷が常に学習に有益であると主張している。
D. D. それは、方法論上の問題が一切なく、研究者によって完全に検証されている。
✅ 正确答案
B. It suggests that extraneous load can be minimized through effective instructional design.
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