Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research

Probably not a substantial claim: may not pass S3 (load-bearing).

In CLT research, estimates mainly relate to ratings of invested mental effort as a proxy for overall cognitive load.

“In CLT research, estimates mainly relate to ratings of invested mental effort as a proxy for overall cognitive load.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

When students' monitoring is poor, they will terminate study prematurely or study concepts that do not need restudying, jeopardizing their learning outcomes.

“When students' monitoring is poor, they will terminate study prematurely or study concepts that do not need restudying.This will jeopardize their learning outcomes.”

May combine two claims.

Students do not have direct access to the quality of their cognitive states, but need to infer cues informative of their learning and performance.

“That is, students do not have direct access to the quality of their cognitive states, but need to infer cues informative of their learning and performance (Koriat, 1993).”

• cites Koriat, 1993 sourceNot checked yet

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Extraneous load is a result of superfluous processes that do not contribute to learning.

“Extraneous load is a result of superfluous processes that do not contribute to learning.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Germane load is caused by effortful learning processes that deal with intrinsic cognitive load by adding elements to working memory that are relevant for learning.

“Germane load, finally, is caused by effortful learning processes that deal with intrinsic cognitive load by adding elements to working memory that are relevant for learning, either from longterm memory (i.e., elaboration) or from the learning context (i.e., generalization from multiple cases).”

May combine two claims.

These cue prompts can improve regulation of learning and lead to improved learning outcomes.

“These cue prompts can also improve regulation of learning and lead to improved learning outcomes (Thiede et al., 2003).”

• cites Thiede et al., 2003Not checked yet

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Classified as probably not a substantial claim. May combine two claims.

These issues relate to models of instructional design and cognitive load, and models of Self-Regulated Learning.

“Specifically, these issues relate to models of instructional design and cognitive load, which deal with learning in complex and information-rich environments (Sweller, van Merri€ enboer, & Paas, 1998), and models of Self-Regulated Learning (SRL), which deal with students' monitoring and control of their learning processes (Bjork, Dunlosky, & Kornell, 2013;Winne & Hadwin, 1998).”

• cites Sweller, van Merri€ enboer, & Paas, 1998Not checked yet

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• cites Bjork, Dunlosky, & Kornell, 2013 sourceNot checked yet

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• cites Winne & Hadwin, 1998Not checked yet

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May combine two claims.

Cue diagnosticity and cue utilization are two important concepts to improve self-regulated learning.

“Cue diagnosticity and cue utilization are thus two important concepts to improve self-regulated learning.”

May combine two claims.

Specific to CLT research is its focus on learning to solve problems and the acquisition of complex cognitive skills; SRL research typically studies conceptual knowledge acquisition.

“Specific to CLT research is its focus on learning to solve problems and the acquisition of complex cognitive skills (e.g., mathematics, science, engineering).By comparison, SRL research typically studies conceptual knowledge acquisition, such as vocabulary learning, idiom learning or text comprehension.”

Probably not a substantial claim: may not pass S4 (based).

An elemental independent variable in both CLT and SRL research is the subjective estimate students generate about their learning.

“An elemental independent variable in both CLT and SRL research is the subjective estimate students generate about their learning.”

Classified as probably not a substantial claim.

Working memory load is affected by different processes yielding intrinsic, extraneous, or germane cognitive load.

“Working memory load is affected by different processes yielding intrinsic, extraneous, or germane cognitive load (Sweller, van Merri€ enboer, & Paas, 1998;Van Merri€ enboer & Sweller, 2005).”

• cites Sweller, van Merri€ enboer, & Paas, 1998Not checked yet

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• cites Van Merri€ enboer & Sweller, 2005Not checked yet

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May combine two claims.

Both age groups improved self-evaluations after performance feedback, although older children better discriminated between incorrect and correct responses and younger children continued to provide inappropriately high self-rewards after feedback.

“Their results showed that both age groups improved self-evaluations after performance feedback, although the older children better discriminated between incorrect and correct responses and the younger children continued to provide inappropriately high self-rewards after feedback.”

• cites Van Loon et al. (2)Not checked yet

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May combine two claims.

Negative feedback led to higher ratings of mental effort than positive feedback, despite the lack of differences in performance.

“The results overall revealed that negative feedback led to higher ratings of mental effort than positive feedback, despite the lack of differences in performance.”

• cites [1] Ackerman, 2015, Meta-Reasoning: What can we learn from meta-memoryNot checked yet

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May combine two claims.

Sidi et al. found that high cognitive load (through time pressure) or low perceived importance of the task compromised both cognitive and metacognitive processes when working on screen but not on paper.

“Their results reveal that high cognitive load (through time pressure) or under low perceived importance of the task, working on screen but not on paper compromised both cognitive and metacognitive processes.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Intrinsic load is a direct function of the complexity of the performed task and the expertise of the learner; it cannot be altered without altering the task to be learned or by the act of learning itself.

“Intrinsic load is a direct function of the complexity of the performed task and the expertise of the learner; it cannot be altered without altering the task to be learned (e.g., by simplification) or by the act of learning itself.”

Probably not a substantial claim: may not pass S4 (based).

Use of diagnostic cues when monitoring learning leads to better regulation of learning activities and of mental resources allocated, and thus to more efficient learning and higher learning outcomes.

“Use of these diagnostic cues when monitoring learning will lead to better regulation of learning activities and of mental resources allocated, and thus to more efficient learning and higher learning outcomes.”

May combine two claims.

Germane load can be optimized by increasing variability over tasks and evoking self-explanation.

“Germane load can be optimized, for example, by increasing variability over tasks (Paas and van Merri€ enboer, 1994) and evoking self-explanation (Gerjets, Scheiter, & Catrambone, 2006).”

• cites Paas and van Merri€ enboer, 1994Not checked yet

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• cites Gerjets, Scheiter, & Catrambone, 2006 sourceNot checked yet

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May combine two claims.

Human expertise comes from knowledge organized by cognitive schemas, not from an ability to engage in reasoning with many elements that have not been organized in long-term memory.

“Human expertise comes from knowledge organized by these schemas, not from an ability to engage in reasoning with many elements that have not been organized in long-term memory -human working memory simply is not able to process many elements.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Both CLT and SRL research are based in the psychology of learning and memory, both use subjective estimates of learners about study behavior, and both focus on the self-directed learning situation.

“Both are based in the psychology of learning and memory, both use subjective estimates of learners about study behavior (i.e., invested mental effort, judgments of learning), and both focus on the self-directed learning situation.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Combining CLT and SRL research would allow for covering a broad range of learning tasks, relating to issues of self-regulation and design of instruction simultaneously.

“Both CLT and SRL research have generated robust insights and combining them would allow for covering a broad range of learning tasks, relating to issues of self-regulation and design of instruction simultaneously.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Effectively teaching yourself to program requires the ability to monitor own learning and the ability to control or regulate own behavior on the basis of rich and complex information.

“Effectively teaching yourself to program thus requires the ability to monitor own learning and the ability to control or regulate own behavior on the basis of rich and complex information.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

This change in learning conditions changes the goals of education with less emphasis on transmission of information, and more emphasis on development of domain-general skills, such as literacy skills and self-directed learning skills.

“This change in learning conditions changes the goals of education with less emphasis on transmission of information, and more emphasis on development of domain-general skills, such as literacy skills and self-directed learning skills.”

May combine two claims.

Effective cue prompts when learning texts include generating keywords, providing summaries, and completing empty diagrams prior to monitoring learning.

“Effective cue prompts when learning texts are generating keywords (Thiede et al., 2003), providing summaries (Thiede & Anderson, 2003), and completing empty diagrams of the texts (Van Loon et al., 2014) prior to monitoring learning of the texts.”

• cites Thiede et al., 2003Not checked yet

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• cites Thiede & Anderson, 2003Not checked yet

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• cites Van Loon et al., 2014 sourceNot checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Working memory limitations only apply to novel information obtained through sensory memory; working memory has no known limitations when dealing with information retrieved from long-term memory.

“The theory emphasizes that these working memory limitations only apply to novel information obtained through sensory memory.Working memory has no known limitations when dealing with information retrieved from long-term memory.”

May combine two claims.

Accurate monitoring and regulation of learning is paramount to optimizing learning and performance, but formal training is scarce.

“Accurate monitoring and regulation of learning is paramount to optimizing learning and performance (Dunlosky & Rawson, 2012), but formal training is scarce (Bjork et al., 2013).”

• cites Dunlosky & Rawson, 2012Not checked yet

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• cites Bjork et al., 2013 sourceNot checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In SRL research, subjective estimates relate to both the experienced level or quality of learning and to the next steps that learners consider needed in the learning process.

“In SRL research, subjective estimates relate to both the experienced level or quality of learning (e.g., monitoring judgments) and to the next steps that learners consider needed in the learning process (e.g., control or regulation judgments).”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

This model emphasizes the need for unravelling cue use and designing effective cue prompts to improve cue use.

“This model emphasizes the need for unravelling cue use and designing effective cue prompts to improve cue use.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The amount of available information has increased dramatically, with more information produced in the last 30 years than in the 5000 preceding years.

“According to estimations, more information has been produced in the last 30 years than in the 5000 preceding years (Jungwirth, 2002).”

• cites Jungwirth, 2002Not checked yet

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Classified as probably not a substantial claim.

Learning routine aspects of tasks requires prompts that generate cues about the fluency of these routine aspects.

“For example, learning routine aspects of tasks will require prompts that generate cues about the fluency of these routine aspects (e.g, can they be performed effortless, fast, parallel to other tasks e performance accuracy as such is not a valid cue).”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Maranges et al. (2017) demonstrate how affect plays a role in issues of self-regulation and cognitive load, and how these topics can be combined to come to a more holistic approach to SRL-CLT research.

“The work by Maranges et al. (2017) is also relevant in relation to RQ 2b.It demonstrates how affect plays a role in issues of selfregulation and cognitive load, and how these topics can be combined to come to a more holistic approach to SRL-CLT research.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

In a future where massive amounts of information are continuously available, issues of self-regulated learning and cognitive load are omnipresent and will become inseparable.

“In a future where massive amounts of information will be continuously available providing learners with abundant opportunities to self-teach knowledge and skills, issues of self-regulated learning and cognitive load are omnipresent and will become inseparable.”

Probably not a substantial claim: may not pass S2 (checkable).

Further development of objective measures of different types of cognitive load is required.

“As indicated before, this also requires the further development of objective measures of e different types of e cognitive load, such as secondary task performance, eyetracking and pupillometric analysis, as well as physiological data such as heart rate, neuronal activity, or electrodermal activity (Korbach et al., 2017).”

• cites Korbach et al., 2017 sourceNot checked yet

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Probably not a substantial claim: may not pass S2 (checkable).

A thorough analysis of both the criterion task and of the optimal way to generate cues that indicate where students stand in relation to the criterion task is needed to design effective cue prompts.

“A thorough analysis of both the criterion task and of the optimal way to generate cues that indicate where students stand in relation to the criterion task is needed to design effective cue prompts (De Bruin et al., 2017).”

• cites De Bruin et al., 2017 sourceNot checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Glogger-Frey et al. (2017) provide an example of how self-regulated learning might increase extraneous cognitive load, but improve awareness of knowledge gaps.

“The study by Glogger-Frey et al. (2017) provides an interesting example of how self-regulated learning might increase extraneous cognitive load, but improve awareness of knowledge gaps.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Self-teaching programming skills contains strong elements of self-regulated learning and of cognitive load.

“As explained, self-teaching programming skills contains strong elements of self-regulated learning (e.g., it asks for continuous monitoring of goal achievement and regulation of learning activities) and of cognitive load (e.g., it requires individuals to manage their cognitive load effectively and efficiently; it is done on devices using multimedia).”

Classified as probably not a substantial claim.

The model presented in Fig. 2 can be used to determine diagnosticity and utilization of the cues generated through the prompt.

“The model presented in Fig. 2 can then be used to determine diagnosticity and utilization of the cues generated through the prompt.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Cue prompts can be used to teach students to accurately rate invested mental effort, and learn to distinguish between germane and intrinsic/germane load.

“In relation to CLT aspects, cue prompts can be used to teach students to accurately rate invested mental effort, and learn to distinguish between germane and intrinsic/germane load; a distinction crucial for learning.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The diagnosticity and utilization of cues when monitoring and regulating learning, and when managing mental effort are essential to enable learners to cope and learn in such an environment.

“We describe how the diagnosticity and utilization of cues when monitoring and regulating learning, and when managing mental effort are essential to enable learners to cope and learn in such an environment.”

Classified as probably not a substantial claim.

Objective measures may help to identify biases in learners' subjective measures.

“Such objective measures may help to identify biases in learners' subjective measures.”

Probably not a substantial claim: may not pass S4 (based).

Only when learners decide to invest mental effort when regulating learning, will learning outcomes improve.

“Only when learners decide to invest mental effort when regulating learning, will learning outcomes improve.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The strength of combining CLT and SRL research paradigms would lie in enabling learners to use their estimates of both mental effort and learning to better regulate their learning processes when engaging in a broad range of tasks.

“The strength of combining CLT and SRL research paradigms would lie in enabling learners to use their estimates of both mental effort and learning to better regulate their learning processes when engaging in a broad range of tasks (from vocabulary learning to complex skill acquisition).”

Classified as probably not a substantial claim.

The two elements of self-regulated learning and cognitive load in self-teaching programming skills are intricately related.

“These two elements are intricately related and therefore should be studied simultaneously, as well as looking at the interaction between them.”