The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational psychology, it is widely accepted that instructional design should manage cognitive load to optimize learning. According to Sweller's cognitive load theory, there are three types: intrinsic, extraneous, and germane. Intrinsic load is inherent to the complexity of the material, while extraneous load is generated by the way information is presented. Germane load, on the other hand, is the effort devoted to constructing and automating schemas. Research suggests that reducing extraneous load can free up cognitive resources, thereby enhancing germane load and promoting deeper understanding. However, overly simplified presentations may inadvertently increase intrinsic load by failing to provide necessary context, leading to a paradox in instructional design.
❓ 根据文章所述，教学设计中潜在的悖论是什么？
A. A. 如果缺少上下文，减少无关负荷可能会增加内在负荷。
B. B. 无论呈现方式如何，认知负荷总是有益的。
C. C. 复杂材料总是导致较高的外部认知负荷。
D. D. 认知负荷理论忽视了工作记忆的作用。
✅ 正确答案
A. Reducing extraneous load may increase intrinsic load if context is missing.