An interactive layers model of self-regulated learning and cognitive load
- Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated learning and cognitive load that considers sensory memory, working memory, and long-term memory. The model distinguishes between (a) unconscious self-regulated learning initiated by so-called resonant states in sensory memory and (b) conscious self-regulated learning of scheme construction in working memory. In contrast with conscious self-regulation, unconscious self-regulation induces no cognitive load. The model describes conscious and unconscious self-regulation in three different layers: a content layer, a learning strategy layer, and a metacognitive layer. Interactions of the three layers reflect processes of monitoring and control. We first substantiate the model based on a narrative review. Afterwards, we illustrate how the model contributes to re-interpretation of inconsistent empirical findings reported in the existing literature.
Author: | Joachim Thorsten Christian WirthORCiDGND, Ferdinand StebnerORCiDGND, Melanie TrypkeGND, Corinna SchusterORCiDGND, Detlev LeutnerORCiDGND |
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URN: | urn:nbn:de:hbz:294-80632 |
DOI: | https://doi.org/10.1007/s10648-020-09568-4 |
Parent Title (English): | Educational psychology review |
Publisher: | Springer Nature |
Place of publication: | Berlin |
Document Type: | Article |
Language: | English |
Date of Publication (online): | 2021/05/06 |
Date of first Publication: | 2020/09/10 |
Publishing Institution: | Ruhr-Universität Bochum, Universitätsbibliothek |
Tag: | Consciousness; Metacognition; Resonant states; Sensorymemory |
Volume: | 32 |
First Page: | 1127 |
Last Page: | 1149 |
Note: | Dieser Beitrag ist auf Grund des DEAL-Springer-Vertrages frei zugänglich. |
Institutes/Facilities: | Lehrstuhl für Lehr-Lernforschung |
Dewey Decimal Classification: | Sozialwissenschaften / Erziehung, Schul- und Bildungswesen |
open_access (DINI-Set): | open_access |
faculties: | Fakultät für Philosophie und Erziehungswissenschaft |
Licence (English): | Creative Commons - CC BY 4.0 - Attribution 4.0 International |