The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional designers often aim to manage cognitive load to optimize learning. According to Sweller's cognitive load theory, learning is hindered when the intrinsic load (inherent complexity of the material) and extraneous load (how the material is presented) exceed the learner's capacity. However, recent studies suggest that a certain level of desirable difficulty, such as interleaving practice or introducing occasional distractions, can enhance long-term retention by promoting deeper processing. This nuanced view challenges the traditional assumption that all reductions in cognitive load are beneficial, implying that instructional strategies must balance clarity with productive challenge to foster durable learning.
❓ 最近の研究がインストラクショナルデザインに与える主な示唆は何か？
A. A. 認知的負荷を減らすことは、学習を向上させるための常に最善のアプローチである。
B. B. 指導方略は、あらゆる形態の困難を排除することを目指すべきである。
C. C. 学習中の一部の困難は長期的な定着を向上させることができるため、バランスが必要である。
D. D. 内発的負荷は、すべての学習状況において外発的負荷よりも重要である。
✅ 正确答案
C. Some challenges during learning can improve long-term retention, so balance is needed.
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