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 instructional design should minimize extraneous cognitive load to facilitate learning. Extraneous load is generated by the way information is presented, such as unnecessary distractions or complex formatting, which does not contribute to schema construction. Intrinsic load, on the other hand, is inherent to the complexity of the material itself and cannot be altered by instruction. Germane load, the third type, is the effort devoted to processing and understanding the material, leading to the creation of schemas. Effective teaching strategies aim to manage intrinsic load, reduce extraneous load, and promote germane load. For instance, using worked examples can reduce extraneous load by providing clear problem-solving steps, allowing learners to focus on underlying principles.
❓ Según el pasaje, ¿cuál de las siguientes opciones describe mejor el objetivo principal del diseño instruccional en el contexto de la teoría de la carga cognitiva?
A. A. Eliminar la carga intrínseca simplificando el material de aprendizaje.
B. B. Para aumentar la carga cognitiva total y desafiar a los aprendices.
C. C. Para reducir la carga extrínseca y aumentar la carga pertinente mientras se gestiona la carga intrínseca.
D. D. Centrarse únicamente en el formato de presentación sin considerar la complejidad del contenido.
✅ 正确答案
C. To reduce extraneous load and enhance germane load while managing intrinsic load.
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