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 reduce extraneous cognitive load, thereby freeing resources for the essential processing of new information. However, recent studies have challenged the assumption that simplifying visual aids always benefits learners. For instance, research by Mayer and Moreno (2010) demonstrated that adding redundant on-screen text to narrated animations can increase extraneous load, but removing it entirely may leave learners without sufficient scaffolding for complex topics. This suggests that the optimal level of instructional support depends on the learner's prior knowledge and the complexity of the subject matter, indicating that a one-size-fits-all approach to reducing cognitive load is insufficient.
❓ What is the main conclusion drawn by the author regarding cognitive load theory?
A. A) Simplifying instructional materials always enhances learning outcomes.
B. B) The effectiveness of reducing cognitive load varies with learner characteristics and task complexity.
C. C) Adding redundant text to animations is always detrimental to learning.
D. D) Cognitive load theory has been completely disproven by recent research.
✅ 正确答案
B) The effectiveness of reducing cognitive load varies with learner characteristics and task complexity.
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