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.
❓ Согласно тексту, в чём заключается потенциальный парадокс в разработке учебных материалов?
A. A. Снижение посторонней нагрузки может увеличить внутреннюю нагрузку, если отсутствует контекст.
B. B. Когнитивная нагрузка, связанная с усвоением материала, всегда полезна независимо от стиля представления.
C. C. Сложные материалы всегда приводят к высокой внешней нагрузке.
D. D. Теория когнитивной нагрузки игнорирует роль рабочей памяти.
✅ 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