The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational psychology, cognitive load theory suggests that learning is most effective when instructional materials are designed to minimize extraneous cognitive load, thereby freeing resources for schema construction. However, recent research has challenged the assumption that reducing cognitive load always enhances learning. For instance, a study by Kalyuga (2011) found that for advanced learners, presenting information in a simplified format can lead to a 'expertise reversal effect', where redundant guidance actually impairs performance. This indicates that the optimal level of cognitive load depends on the learner's prior knowledge. Consequently, instructional designers must adapt materials to the learner's level, rather than applying a one-size-fits-all approach.
❓ What is the main finding of Kalyuga's study mentioned in the passage?
A. Reducing cognitive load always improves learning outcomes.
B. Simplified formats may hinder performance for advanced learners.
C. Cognitive load theory is outdated and no longer applicable.
D. Extraneous cognitive load should be maximized for effective learning.
✅ Correct Answer
B. B) Simplified formats may hinder performance for advanced learners.