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.
❓ 지문에 따르면, 교수 설계자들의 주요 목표는 무엇인가?
A. 학습 중 모든 형태의 인지 부하를 제거하기 위해
B. 주제를 단순화하여 내재적 부하를 줄이기 위해
C. 인지 부하를 관리하여 자원이 효과적인 스키마 구축에 사용되도록 한다
D. 고급 학습자에게 도전을 주기 위해 외재적 부하를 증가시키기 위해
✅ 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