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 learning is most effective when instructional materials are designed to minimize extraneous cognitive load, thereby freeing resources for schema construction. However, recent research indicates that a certain level of desirable difficulty, such as interleaving practice or introducing occasional spacing, can enhance long-term retention despite increasing intrinsic load. This paradox challenges the simplistic assumption that lower load always leads to better outcomes, implying that the optimal level of load depends on the learner's expertise and the complexity of the task.
❓ この文章によると、認知負荷の伝統的な見解に対する主な課題は何ですか？
A. A. 認知的負荷が低いほど、常に学習成果が向上する。
B. B. 学習におけるある程度の困難は、実際には長期的な定着を向上させることができる。
C. C. 余計な負荷は、どんなことがあっても最小限に抑えるべきである。
D. D. 熟達した学習者における作業記憶の容量は無制限である。
✅ 正确答案
B. Some difficulty in learning can actually improve long-term retention.
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