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 (CLT) suggests that learning is most effective when instructional materials are designed to minimize extraneous cognitive load, thereby freeing resources for intrinsic load and germane load. Intrinsic load is inherent to the complexity of the material itself, while germane load is the effort devoted to constructing and automating schemas. Recent studies have shown that multimedia presentations can either enhance or hinder learning, depending on how they manage these different types of load. For instance, redundant on-screen text accompanying spoken narration often increases extraneous load, leading to poorer retention. Conversely, well-integrated visuals and audio can reduce split-attention effects, promoting deeper understanding. Thus, educators must carefully balance the presentation of information to optimize cognitive processing.
❓ 文章によると、画面上の重複するテキストと音声ナレーションが学習を妨げる主な理由は何ですか？
A. それは内容をより複雑にすることで、内因性負荷を増加させます。
B. 反復が多すぎることで、関連する認知的負荷を軽減します。
C. それは余計な負荷を生じさせ、限られた作業記憶のリソースを消費します。
D. それは学習者を混乱させることで、スキーマの形成を防ぎます。
✅ 正确答案
It raises extraneous load, which consumes limited working memory resources.
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