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.
❓ この文章によると、インストラクショナルデザイナーの主な目的は何ですか？
A. 学習中のあらゆる形態の認知的負荷を排除するために
B. 主題を簡素化することで内因性負荷を軽減するため
C. 認知負荷を管理し、リソースが効果的なスキーマ構築に使用されるようにするため。
D. 上級学習者に挑戦を与えるために、外的負荷を増加させる。
✅ 正确答案
To manage cognitive load so that resources are used for effective schema construction
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