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.
❓ Según el pasaje, ¿cuál es la posible paradoja en el diseño instruccional?
A. A. Reducir la carga extraña puede aumentar la carga intrínseca si falta contexto.
B. B. La carga pertinente siempre es beneficiosa independientemente del estilo de presentación.
C. C. Los materiales complejos siempre resultan en una alta carga extrínseca.
D. D. La teoría de la carga cognitiva ignora el papel de la memoria de trabajo.
✅ 正确答案
A. Reducing extraneous load may increase intrinsic load if context is missing.
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