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.
❓ 文章によると、インストラクショナルデザインにおける潜在的なパラドックスは何か。
A. A. 文脈が欠けている場合、余分な負荷を減らすと内在的負荷が増加する可能性がある。
B. B. 提示スタイルに関係なく、ジャーメイン負荷は常に有益である。
C. C. 複雑な教材は常に高い外的負荷をもたらす。
D. D. 認知負荷理論は作業記憶の役割を無視している。
✅ 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