The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional designers often aim to manage cognitive load to optimize learning. According to cognitive load theory, learning is hindered when the intrinsic load (complexity of the material) and extraneous load (how the material is presented) exceed the learner's capacity. However, recent studies suggest that a moderate level of germane load, which involves the mental resources devoted to processing and understanding the material, can enhance long-term retention. For instance, a 2021 experiment found that students who were exposed to slightly disorganized texts performed better on delayed tests than those given neatly structured content, provided they had prior knowledge of the subject. This paradoxical effect implies that some difficulty can foster deeper cognitive processing, but only when the learner already possesses a schema to integrate the new information.
❓ 根据文章所述，为何略微杂乱无章的文本可能提升某些学生的学习效果？
A. A. 它们增加了额外负荷，从而增强了记忆巩固。
B. B. 它们降低了内在认知负荷，使材料更易于理解。
C. C. 它们通过鼓励更深层次的处理来促进相关认知负荷，尤其是在具有先前知识的学习者中。
D. D. 它们通过简化内容结构来消除认知过载。
✅ 正确答案
C. They promote germane load by encouraging deeper processing, especially in learners with prior knowledge.