The following text discusses cognitive load theory.
Working memory has limited capacity for processing new information. Cognitive load theory applies this constraint to instructional design: well-designed materials reduce extraneous processing demands, freeing capacity for learning-relevant processes. "Worked examples"—solutions presented step-by-step—have proven more effective than problem-solving practice for novices. As expertise develops, however, worked examples become redundant, and active problem-solving yields greater benefits.
Which choice best describes the overall structure of the text?
It explains a theory, notes an instructional application, and qualifies the application's scope.
It provides a complete history of educational psychology.
It argues that worked examples should always be used.
It compares different types of standardized tests.
Correct Answer: A
Choice A is the best answer. The text explains cognitive load theory, notes instructional application (worked examples), and qualifies when application changes (expertise reversal effect).
- Evidence: The text explains theory: "Cognitive load theory applies this constraint." It notes application: "'Worked examples'... proven more effective." It qualifies: "As expertise develops, however, worked examples become redundant."
- Reasoning: The structure is Theory -> Application -> Boundary Condition (When it stops working).
- Conclusion: This matches "explains a theory, notes an instructional application, and qualifies the application's scope."
💡 Strategy: Track the flow: Theory -> Do this -> But stop doing it when they get smart.
Choice B is incorrect because history isn't provided. Choice C is incorrect because the text qualifies when examples become redundant. Choice D is incorrect because tests aren't compared.