The concept of cognitive load, first articulated by Sweller in the 1980s, refers to the total amount of mental effort being used in the working memory. In educational settings, high cognitive load can impede learning, particularly when instructional materials are poorly designed. However, recent research suggests that not all cognitive load is detrimental. Intrinsic load, which is inherent to the complexity of the subject matter, cannot be altered. In contrast, extraneous load, generated by the way information is presented, can be minimized through effective instructional design. By reducing extraneous load, educators free up cognitive resources for germane load, which facilitates the processing and construction of schemas. Thus, the goal of instructional designers is not merely to reduce overall load, but to optimize the allocation of cognitive resources to enhance deeper learning.
❓ Según el pasaje, ¿cuál es el objetivo principal de los diseñadores instruccionales?
A. Para eliminar todas las formas de carga cognitiva durante el aprendizaje.
B. Para reducir la carga intrínseca simplificando la materia.
C. Para gestionar la carga cognitiva de modo que los recursos se utilicen para una construcción efectiva de esquemas.
D. Para aumentar la carga extrínseca para desafiar a los estudiantes avanzados.
✅ 正确答案
To manage cognitive load so that resources are used for effective schema construction
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