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.
❓ 지문에 따르면, 약간 체계적이지 않은 텍스트가 일부 학생들의 학습을 향상시킬 수 있는 이유는 무엇인가?
A. A. 그들은 외부 부하를 증가시켜 기억 통합을 강화한다.
B. B. 그들은 내재적 부하를 줄여 자료를 더 이해하기 쉽게 만든다.
C. C. 그들은 사전 지식을 가진 학습자, 특히 더 깊은 처리를 장려함으로써 관련 부하를 촉진한다.
D. D. 그들은 콘텐츠의 구조를 단순화하여 인지 과부하를 제거한다.
✅ 正确答案
C. They promote germane load by encouraging deeper processing, especially in learners with prior knowledge.
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