Cognitive Load Theory: MCQ Test on Working Memory and Learning
Questions: 30
Questions
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1. What does cognitive load refer to?
- a) The amount of information a person can hold in their long-term memory
- b) The amount of mental effort used during problem-solving
- c) The capacity of sensory memory
- d) The ability to retrieve information from memory
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2. What is the central idea of cognitive load theory?
- a) The learning process is unaffected by memory limitations
- b) Human cognitive processing capacity is limited and affects learning
- c) Information is learned best through trial and error
- d) People can multitask efficiently without cognitive overload
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3. The term "intrinsic cognitive load" refers to:
- a) The mental effort required to process new information
- b) The mental effort required to process unfamiliar or complex tasks
- c) The mental effort used to retrieve information from long-term memory
- d) The effect of extraneous information on working memory
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4. What is extraneous cognitive load?
- a) The cognitive effort associated with learning material
- b) The cognitive load created by irrelevant or unnecessary information
- c) The cognitive effort involved in recalling information from memory
- d) The cognitive load associated with well-organized information
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5. What is germane cognitive load?
- a) The cognitive load related to irrelevant information
- b) The cognitive effort used to create new learning schemas
- c) The cognitive load involved in storing information in long-term memory
- d) The mental effort required to deal with distractions
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6. Which of the following best describes working memory?
- a) A storage system for long-term information
- b) A mental system that handles sensory input
- c) A cognitive system that processes and temporarily holds information
- d) A cognitive system that processes learned knowledge
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7. The capacity of working memory is best described as:
- a) Unlimited
- b) Limited to about 7 ± 2 chunks of information
- c) A fixed capacity that cannot be increased
- d) Unaffected by the amount of information processed
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8. What is the role of long-term memory in cognitive load theory?
- a) It plays no role in learning processes
- b) It stores information that has been processed by working memory
- c) It is the primary source of all new learning
- d) It is responsible for cognitive overload
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9. Which type of cognitive load is reduced by breaking down complex tasks into simpler steps?
- a) Intrinsic cognitive load
- b) Germane cognitive load
- c) Extraneous cognitive load
- d) Long-term memory load
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10. The split-attention effect occurs when:
- a) Visual and auditory information are integrated seamlessly
- b) The learner is presented with too much information in one format
- c) The learner must split attention between multiple sources of information
- d) The learner is distracted by irrelevant material
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11. What is the worked example effect?
- a) Learning is more effective when learners work on problems without prior examples
- b) Learning is enhanced when learners study worked examples before problem-solving
- c) Learning is enhanced when learners engage in complex problem-solving tasks
- d) Learning is not affected by the presence of worked examples
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12. Which principle of cognitive load theory involves presenting information in both visual and verbal forms?
- a) The redundancy effect
- b) The multimedia principle
- c) The split-attention effect
- d) The modality effect
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13. What does the modality effect suggest?
- a) Learning is better when information is presented visually only
- b) Learning is more effective when information is presented both visually and auditorily
- c) Learning is more effective when information is presented in written form only
- d) Learning is better when learners process information through written text
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14. What is the goal of cognitive load theory in educational settings?
- a) To increase the amount of information processed by long-term memory
- b) To reduce the amount of irrelevant or unnecessary cognitive load
- c) To encourage learners to multitask during problem-solving
- d) To increase intrinsic cognitive load for better retention
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15. The redundancy effect occurs when:
- a) Information is presented in multiple formats without adding value
- b) The same information is repeated without further elaboration
- c) Learners are provided with extra visual aids to reduce cognitive load
- d) Learners are given simple tasks to engage their cognitive processes
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16. The cognitive load theory suggests that learning will be most effective when:
- a) Cognitive overload is maximized
- b) Information is structured and presented in manageable chunks
- c) Learners are given continuous distractions to stimulate memory
- d) The material is presented in a challenging and complex format
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17. What does the theory of cognitive load suggest about the importance of schema development?
- a) Schema development should be avoided to reduce memory overload
- b) Schema development is irrelevant to the learning process
- c) Schema development allows learners to organize information efficiently and reduce cognitive load
- d) Schema development should occur after cognitive overload occurs
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18. What is a key element of the cognitive load theory regarding cognitive effort?
- a) Cognitive effort should always be maximized for learning
- b) Cognitive effort should only be focused on processing sensory input
- c) Cognitive effort should be managed to prevent cognitive overload
- d) Cognitive effort has no effect on learning outcomes
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19. The cognitive load theory emphasizes the importance of:
- a) Multitasking to increase cognitive load
- b) Providing visual and auditory information simultaneously to support learning
- c) Reducing cognitive effort by simplifying tasks and instructions
- d) Presenting information in a random and unstructured format
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20. What is the role of automation in cognitive load theory?
- a) Automation reduces the need for cognitive processing in tasks that are practiced
- b) Automation increases cognitive load by requiring multitasking
- c) Automation allows learners to avoid long-term memory storage
- d) Automation does not impact cognitive load or learning efficiency
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21. Which of the following is true about cognitive load theory and working memory?
- a) Working memory has unlimited capacity for processing complex tasks
- b) Working memory is crucial in processing information but has limited capacity
- c) Working memory is not involved in learning processes
- d) Working memory only processes information without making decisions
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22. The process of cognitive offloading is best described as:
- a) Offloading memory tasks to external tools to reduce cognitive load
- b) Keeping all mental tasks within working memory for efficient processing
- c) Engaging in multitasking to enhance memory retention
- d) Using irrelevant information to ease the cognitive process
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23. What is the effect of cognitive overload on learning?
- a) Cognitive overload improves memory retention
- b) Cognitive overload can hinder learning by overwhelming working memory
- c) Cognitive overload is not related to the learning process
- d) Cognitive overload improves long-term memory storage
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24. The modality effect occurs when:
- a) Information is presented only in text form
- b) Information is presented in both auditory and visual formats
- c) Information is overloaded to improve memory retention
- d) Information is presented without any supporting material
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25. According to cognitive load theory, which of the following is true?
- a) Working memory has unlimited capacity
- b) Cognitive load is affected by the complexity of the task
- c) Long-term memory cannot store information
- d) Working memory can hold an infinite amount of information
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26. According to cognitive load theory, how can cognitive overload be avoided?
- a) By increasing the intrinsic cognitive load
- b) By reducing extraneous cognitive load
- c) By using more visual aids and distractions
- d) By increasing the complexity of tasks
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27. According to cognitive load theory, what is a key strategy for reducing cognitive load during learning?
- a) Providing learners with as much information as possible
- b) Using techniques to simplify complex information and tasks
- c) Giving learners problems to solve before explaining the concepts
- d) Allowing learners to study independently without guidance
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28. Which strategy is most effective for minimizing cognitive load in learners?
- a) Giving learners all the information at once to make connections
- b) Providing information in smaller, manageable steps and guiding the learning process
- c) Encouraging learners to process complex information without assistance
- d) Making information more difficult to process to increase memory retention
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29. What is the effect of cognitive overload on learning?
- a) Cognitive overload improves memory retention
- b) Cognitive overload can hinder learning by overwhelming working memory
- c) Cognitive overload is not related to the learning process
- d) Cognitive overload improves long-term memory storage
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30. The modality effect occurs when:
- a) Information is presented only in text form
- b) Information is presented in both auditory and visual formats
- c) Information is overloaded to improve memory retention
- d) Information is presented without any supporting material
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