The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional design often aims to manage this load to optimize learning. According to cognitive load theory, learning is hindered when the intrinsic complexity of the material, combined with the way it is presented, exceeds the learner's cognitive capacity. Extraneous cognitive load, which is caused by poor instructional design, can be reduced by simplifying the presentation, while germane load, which is dedicated to processing and understanding the material, should be encouraged. However, recent studies suggest that a moderate level of challenge, rather than minimal load, may enhance long-term retention, as it promotes deeper processing and schema construction. This has led to a debate about whether instructional methods should always minimize cognitive load or strategically introduce difficulty to foster robust learning.
❓ 文章によると、認知負荷理論に関する研究者間の主な意見の相違は何ですか？
A. A. 外的負荷が常に学習に有害であるかどうか。
B. B. インストラクショナルデザインは常に認知負荷を最小限に抑えることを目指すべきか、それとも意図的な課題を導入することもあるべきか。
C. C. 本質的な複雑さを、学習成果に影響を与えずに削減できるかどうか。
D. D. 関連負荷が外在負荷よりも重要であるかどうか。
✅ 正确答案
B. Whether instructional design should always aim to minimize cognitive load or sometimes introduce deliberate challenges.
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