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 complexity of the material, combined with the way it is presented, exceeds the learner's working memory capacity. This can occur when extraneous information is included, or when the material is not well-structured. However, by reducing extraneous load and focusing on essential elements, educators can facilitate schema construction. Recent studies suggest that multimedia presentations, when carefully designed, can reduce cognitive load by integrating verbal and visual information, thereby enhancing comprehension. Nevertheless, the effectiveness of such designs depends on individual differences, such as prior knowledge and spatial ability, which can moderate the benefits of reduced load.
❓ この文章によると、学習を妨げる重要な要因は何ですか？
A. A) 教室におけるマルチメディアプレゼンテーションの活用。
B. B) 教材に無関係な情報を含めること。
C. C) 個人の既存知識と空間能力。
D. D) 作業記憶におけるスキーマの構築。
✅ 正确答案
B) The inclusion of extraneous information in instructional materials.
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