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.
❓ 著者が認知負荷理論に関して導き出した主な結論は何ですか？
A. A) 教材を簡素化することは、常に学習効果を高める。
B. B) 認知負荷を軽減する効果は、学習者の特性や課題の複雑さによって異なる。
C. C) アニメーションに冗長なテキストを追加することは、常に学習に有害である。
D. D) 認知負荷理論は最近の研究によって完全に否定されている。
✅ 正确答案
B) The effectiveness of reducing cognitive load varies with learner characteristics and task complexity.
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