The DOI matches its Crossref record; 57 of the 58 references it cites were found in a registry or an index; none of the 38 sources its claims cite is checked for support yet.
Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research
Open accessOverview
AI snapshot
Written from the paper’s full text.
TL;DR
This editorial introduces a special issue arguing that cognitive load theory (CLT) and self-regulated learning (SRL) research can be combined into a joint paradigm, with the cue-utilization framework as a bridging basis. It proposes that learners need diagnostic cues to monitor learning and regulate mental effort, and it positions six studies and two commentaries as a first step toward that agenda.
Key findings
- The paper argues that CLT and SRL share common ground: both are based in learning and memory psychology, use subjective estimates such as mental effort and judgments of learning, and focus on self-directed learning.
- The cue-utilization framework is proposed as the main bridge: monitoring and regulation judgments are inferential, and accuracy depends on cue diagnosticity and cue utilization.
- The special issue contains six studies and two commentaries, organized around three research questions about what cues influence CL/SRL ratings, how cue use in CL and SRL is related, and how to design effective cue prompts.
- The editorial states that developing a combined CLT-SRL theoretical approach and research paradigm will probably take at least as long as the 25 years it took to bring CLT and SRL research to their current state.
Methods
- Design: conceptual/editorial introduction to a special issue, not an empirical study.
- The paper reviews fundamentals of CLT and SRL, analyzes similarities and differences, and presents the cue-utilization framework as a basis for integration.
- It then positions the six special-issue studies and two commentaries within a proposed joint CLT-SRL research agenda.
Limitations
- The paper states that the special-issue studies and commentaries “should be seen as a very first step” in executing the joint research agenda.
- It notes that the first two studies use tasks of relatively low ecological validity, though they are described as apt for answering the research questions.
- The paper reports Sweller and Paas’s commentary objection that combining SRL and CLT is difficult because self-regulation is considered a biologically primary skill and therefore unteachable, whereas CLT stresses biologically secondary, domain-specific knowledge requiring explicit instruction.
- Evident from the text: as an editorial, it presents no new empirical data and does not test the proposed joint paradigm directly.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
33 Not checked yet · 23 Own interpretation · 12 No basis given · 1 Own method
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“can be combined into one joint research paradigm that is relevant for contemporary and future developments in education.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Theories, however, show considerable overlap (e.g., Pintrich, Wolters, & Baxter, 2000;Winne & Hadwin, 2008) and in all of them monitoring and control (regulation) of learning play a central role.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 3. Self-Regulated Learning Theory
What the sources say
- Not checked yetcites Pintrich, Wolters, & Baxter, 2000
- Not checked yetcites Winne & Hadwin, 2008
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“In short, their findings show that cognitive load can reduce the experience of physical and emotional feelings.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 5. The studies in this special issue
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Intrinsic load can be managed, for example, by simple-to-complex ordering of learning tasks (Pollock, Chandler, & Sweller, 2002).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
What the sources say
- Not checked yetcites Pollock, Chandler, & Sweller, 2002 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Then, extraneous load and intrinsic load must be lowered to free up processing resources necessary for learning.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“They showed that students who generated drawings improved both their monitoring and regulation of learning more than those who did not generate drawings.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 5. The studies in this special issue
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We argue that the cue-utilization framework described above is a particularly relevant bridging aspect.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 4. Similarities and differences between CLT and SRL: bridging the gap
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Contrary to what Sweller and Paas (2017) argue, we see evidence that SRL skills are trainable and improvable through practice (e.g., Thiede et al., 2003;Van Loon et al., 2014).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
What the sources say
- Not checked yetcites Thiede et al., 2003
- Not checked yetcites Van Loon et al., 2014 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Within this framework, monitoring and regulation judgments are described as inferential in nature, depending on the cues students infer from available information when making metacognitive judgments.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 3. Self-Regulated Learning Theory
What the sources say
- Not checked yetcites Koriat, 1997 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Extraneous load can be reduced, for example, by the use of goal-free tasks (Ayres, 1993), worked examples (Renkl, 2002) and completion tasks (Van Merrienboer, Schuurman, de Croock, & Paas, 2002), by integrating different sources of information (Ginns, 2006), by using multiple modalities (Ginns, 2005), and by reducing redundancy (Diao & Sweller, 2007).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 31
- It may state two separate claims as one. 24
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In CLT research, estimates mainly relate to ratings of invested mental effort as a proxy for overall cognitive load.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 4. Similarities and differences between CLT and SRL: bridging the gap
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“When students' monitoring is poor, they will terminate study prematurely or study concepts that do not need restudying.This will jeopardize their learning outcomes.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 3. Self-Regulated Learning Theory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 3. Self-Regulated Learning Theory
What the sources say
- Not checked yetcites Koriat, 1993 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Extraneous load is a result of superfluous processes that do not contribute to learning.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“These cue prompts can also improve regulation of learning and lead to improved learning outcomes (Thiede et al., 2003).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 3. Self-Regulated Learning Theory
What the sources say
- Not checked yetcites Thiede et al., 2003
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 1. Introduction
What the sources say
- Not checked yetcites Sweller, van Merri€ enboer, & Paas, 1998
- Not checked yetcites Bjork, Dunlosky, & Kornell, 2013 source
- Not checked yetcites Winne & Hadwin, 1998
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Cue diagnosticity and cue utilization are thus two important concepts to improve self-regulated learning.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 3. Self-Regulated Learning Theory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 4. Similarities and differences between CLT and SRL: bridging the gap
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“An elemental independent variable in both CLT and SRL research is the subjective estimate students generate about their learning.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 4. Similarities and differences between CLT and SRL: bridging the gap
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
What the sources say
- Not checked yetcites Sweller, van Merri€ enboer, & Paas, 1998
- Not checked yetcites Van Merri€ enboer & Sweller, 2005
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 5. The studies in this special issue
What the sources say
- Not checked yetcites Van Loon et al. (2)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The results overall revealed that negative feedback led to higher ratings of mental effort than positive feedback, despite the lack of differences in performance.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 5. The studies in this special issue
What the sources say
- Not checked yetcites [1] Ackerman, 2015, Meta-Reasoning: What can we learn from meta-memory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the 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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 5. The studies in this special issue
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > Abstract
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
What the sources say
- Not checked yetcites Paas and van Merri€ enboer, 1994
- Not checked yetcites Gerjets, Scheiter, & Catrambone, 2006 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 1. Introduction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 4. Similarities and differences between CLT and SRL: bridging the gap
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 1. Introduction
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 1. Introduction
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 3. Self-Regulated Learning Theory
What the sources say
- Not checked yetcites Thiede et al., 2003
- Not checked yetcites Thiede & Anderson, 2003
- Not checked yetcites Van Loon et al., 2014 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 2. Cognitive Load Theory
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 3. Self-Regulated Learning Theory
What the sources say
- Not checked yetcites Dunlosky & Rawson, 2012
- Not checked yetcites Bjork et al., 2013 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 4. Similarities and differences between CLT and SRL: bridging the gap
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This model emphasizes the need for unravelling cue use and designing effective cue prompts to improve cue use.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 4. Similarities and differences between CLT and SRL: bridging the gap
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“According to estimations, more information has been produced in the last 30 years than in the 5000 preceding years (Jungwirth, 2002).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 1. Introduction
What the sources say
- Not checked yetcites Jungwirth, 2002
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 7. Conclusions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
What the sources say
- Not checked yetcites Korbach et al., 2017 source
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
What the sources say
- Not checked yetcites De Bruin et al., 2017 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The model presented in Fig. 2 can then be used to determine diagnosticity and utilization of the cues generated through the prompt.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 7. Conclusions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Such objective measures may help to identify biases in learners' subjective measures.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Only when learners decide to invest mental effort when regulating learning, will learning outcomes improve.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These two elements are intricately related and therefore should be studied simultaneously, as well as looking at the interaction between them.”
§ Bridging Cognitive Load and Self-Regulated Learning Research > 6. Towards a joint research agenda
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The authors state this as an assumption.
The different types of cognitive load are additive.
“CLT assumes that the different types of cognitive load are additive.”
The paper relies on this without support.
Students generally have difficulty monitoring their learning and making effective study decisions.
“Students greatly vary how effective they are in steering their own learning, but generally, students have difficulty monitoring their learning and making effective study decisions.”
The paper relies on this without support.
The cues that students use are often not diagnostic of their actual learning.
“Unfortunately, the cues that students use are often not diagnostic of their actual learning.”
The paper relies on this without support.
A second threat to monitoring and regulation accuracy is a selection problem; when diagnostic cues are available but not used by students.
“A second threat to monitoring and regulation accuracy is a selection problem; when diagnostic cues are available but not used by students.”
The paper relies on this without support.
Multimedia environments provide digital functionality to incorporate cue prompts and to provide feedback on the quality of the cues generated.
“Multimedia environments provide digital functionality to incorporate cue prompts, but also to provide feedback on the quality of the cues generated.”
The paper relies on this without support.
A mobile phone application can provide a summary of relevant data and analyze the discrepancy between students' reflection and actual learning.
“If students, for example, at the end of a study day are asked to reflect on the quality of their learning, a mobile phone application can provide a summary of relevant data (e.g., length of study sessions, quality of summaries, and quiz performance) and analyze the discrepancy between students' reflection and actual learning.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“De Bruin and van Merriënboer (2017) suggested the use of Koriat ' s cue-utilisation framework (1997) as a bridge between cognitive load theory and models of self-regulated learning and as a basis for doing research on teaching self-regulation.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as De Bruin and van Merriënboer (2017)
Citations
Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048 · cited 2×
“Cognitive Load Theory (CLT) was initially developed in the 1980s (Sweller, 1988).”
BackgroundCognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Metamemory: A Theoretical Framework and New Findings
Nelson, T. O. (1990) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60053-5 · Cited by 2,583
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
van Merriënboer, J. J. G., & Sweller, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3951-0 · Cited by 2,206
Paas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150
Metacognition in Educational Theory and Practice
Hacker, D. J., Dunlosky, J. T., & Graesser, A. C. (1998) · Routledge eBooks · doi:10.4324/9781410602350 · Cited by 2,138
Studying as Self-Regulated Learning
(1998) · Metacognition in Educational Theory and Practice · doi:10.4324/9781410602350-19 · Cited by 1,589
Self-Regulated Learning: Beliefs, Techniques, and Illusions
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013) · Annual Review of Psychology · doi:10.1146/annurev-psych-113011-143823 · Cited by 1,468
Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning
Koriat, A. (1997) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.126.4.349 · Cited by 1,363
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.122 · Cited by 1,198
Cited by
Sorted by citations
Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337
Klepsch, M., Schmitz, F., & Seufert, T. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01997 · Cited by 601
The interplay between self-regulation in learning and cognitive load
Seufert, T. (2018) · Educational Research Review · doi:10.1016/j.edurev.2018.03.004 · Cited by 227
Dong, A., Jong, M. S., & King, R. B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.591203 · Cited by 312
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda
de Bruin, A. B. H., Roelle, J., Carpenter, S. K., Baars, M., & EFG-MRE (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09576-4 · Cited by 196
Metadata
- Authors
- de Bruin, A. B. H., & van Merriënboer, J. J. G.
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2017-10
- Volume
- 51
- Pages
- 1-9
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2710084815
- Cited by
- 146
- References
- 58
- Citations by year
- 2026: 17 · 2025: 18 · 2024: 20 · 2023: 15 · 2022: 20 · 2021: 14 · 2020: 16 · 2019: 12 · 2018: 9 · 2017: 5
- FWCI
- 14.96
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Learning and Instruction (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion, other-oa)
- Research Publications (Maastricht University) (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- cognitive load theory, student self-regulation, diagnostic cues, cognitive effort, learning monitoring, instructional design, lifelogging, research agenda
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
