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

Autor/inn/en	Wirth, Joachim; Stebner, Ferdinand; Trypke, Melanie; Schuster, Corinna; Leutner, Detlev
Titel	An Interactive Layers Model of Self-Regulated Learning and Cognitive Load
Quelle	In: Educational Psychology Review, 32 (2020) 4, S.1127-1149 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wirth, Joachim) ORCID (Stebner, Ferdinand) ORCID (Schuster, Corinna) ORCID (Leutner, Detlev)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-020-09568-4
Schlagwörter	Self Management; Learning Processes; Difficulty Level; Short Term Memory; Long Term Memory; Metacognition; Sensory Experience; Models + Suchen Sie Ihr Suchwort? Selbstmanagement; Learning process; Lernprozess; Schwierigkeitsgrad; Kurzzeitgedächtnis; Langzeitgedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sinnerfahrung; Analogiemodell
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: (1) unconscious self-regulated learning initiated by so-called resonant states in sensory memory; and (2) 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01