An Interactive Layers Model of Self-Regulated Learning and Cognitive Load

Joachim Wirth; Ferdinand Stebner; Melanie Trypke; Corinna Schuster; Detlev Leutner

doi:10.1007/s10648-020-09568-4

An Interactive Layers Model of Self-Regulated Learning and Cognitive Load

Research output: Journal contributions › Scientific review articles › Research

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An Interactive Layers Model of Self-Regulated Learning and Cognitive Load. / Wirth, Joachim; Stebner, Ferdinand; Trypke, Melanie et al.
In: Educational Psychology Review, Vol. 32, No. 4, 01.12.2020, p. 1127-1149.

Research output: Journal contributions › Scientific review articles › Research

Bibtex

@article{02bac3743fec4885adc9a2a3ecedbcbf,

title = "An Interactive Layers Model of Self-Regulated Learning and Cognitive Load",

abstract = "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.",

keywords = "Consciousness, Metacognition, Resonant states, Sensory memory, Psychology",

author = "Joachim Wirth and Ferdinand Stebner and Melanie Trypke and Corinna Schuster and Detlev Leutner",

year = "2020",

month = dec,

day = "1",

doi = "10.1007/s10648-020-09568-4",

language = "English",

volume = "32",

pages = "1127--1149",

journal = "Educational Psychology Review",

issn = "1040-726X",

publisher = "Springer New York",

number = "4",

}

RIS

TY - JOUR

T1 - An Interactive Layers Model of Self-Regulated Learning and Cognitive Load

AU - Wirth, Joachim

AU - Stebner, Ferdinand

AU - Trypke, Melanie

AU - Schuster, Corinna

AU - Leutner, Detlev

PY - 2020/12/1

Y1 - 2020/12/1

N2 - 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.

AB - 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.

KW - Consciousness

KW - Metacognition

KW - Resonant states

KW - Sensory memory

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=85090502519&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/3e4289bc-66d1-38cb-ba9f-3cff6683307b/

U2 - 10.1007/s10648-020-09568-4

DO - 10.1007/s10648-020-09568-4

M3 - Scientific review articles

AN - SCOPUS:85090502519

VL - 32

SP - 1127

EP - 1149

JO - Educational Psychology Review

JF - Educational Psychology Review

SN - 1040-726X

IS - 4

ER -