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

2020 ◽  
Vol 32 (4) ◽  
pp. 1127-1149
Author(s):  
Joachim Wirth ◽  
Ferdinand Stebner ◽  
Melanie Trypke ◽  
Corinna Schuster ◽  
Detlev Leutner
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Self Regulation ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
Self Regulated Learning ◽  
Regulated Learning

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.

Multimodal constructs – multimodal constructions? The role of constructions in the working memory

2017 ◽  
Vol 3 (s1) ◽  
Author(s):  
Thomas Hoffmann
Keyword(s):  
Working Memory ◽  
Empirical Evidence ◽  
Human Cognition ◽  
Long Term Memory ◽  
Symbolic System ◽  
Term Memory ◽  
The Status ◽  
Precise Role

AbstractLanguage is a symbolic system, whose basic units are arbitrary and conventionalized pairings of form and meaning. In fact, in light of substantive empirical evidence, Construction Grammar approaches advocate the view that not only words but all levels of grammatical description – from morphemes, words, and idioms to abstract phrasal patterns as well as larger discourse patterns – comprise form-meaning pairings, which are collectively referred to as constructions. In this paper, I will discuss the status of multimodal usage-events (multimodal constructs) for the potential entrenchment of multimodal constructions and their implications for human cognition in general. As I will argue, constructionist approaches need to pay more attention to the role of the working memory in assembling and interpreting constructions. Drawing on verbal as well as gesture constructions, I will show that it is essential to distinguish entrenched constructions that are stored in the long-term memory from form-meaning pairings that are assembled in the working memory (online constructions). Once this distinction is made, the precise role of multimodal constructs and the nature of multimodal constructions can finally be disentangled.

scholarly journals 0119 The Role of Aging and Working Memory in Emotional-Long Term Memory Formation

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A47-A47
Author(s):  
N Sattari ◽  
L Whitehurst ◽  
K Vinces ◽  
S Mednick
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Memory Consolidation ◽  
Memory Formation ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Improvement ◽  
Condition Interaction

Abstract Introduction It is widely accepted that “offline” processes during sleep contributes to memory. Working Memory (WM) capacity, which reflects “online” memory processing, is an important factor influencing cognitive functioning, which declines with age. In younger individuals, a positive association is reported between WM-capacity and declarative memory improvement. Methods We examined the relation between WM and long-term memory consolidation, among younger [N=105, 18-25yr] and older adults (N=119, 60-85yr). Subjects completed an OSPAN WM task, encoded a Word-Paired Association (WPA) task in the morning (Test1), and were tested on the WPA in the afternoon (Test2) after a 90-minute polysomnographically-recorded nap or wake. Half of the subjects were exposed to negatively valenced word-pairs (EWPA) while the other half were exposed to neutral word-pairs (NWPA). Subjects rated valence of the word-pairs at Test1 and Test2. We compared the four groups (young-EWPA, young-NWPA, old-EWPA and old-NWPA) on WM and WPA in both wake and sleep. Results In both wake and sleep, in the WPA, ageXword-condition interaction was found (p=.004). Post-hoc analysis revealed that in wake, younger-EWPA had higher performance (p=.03) than younger-NWPA, however, older-EWPA had lower performance (p=.03) than older-NWPA. Additionally, we found an ageXword-condition interaction whereby youngers showed no change in ratings, while older adults rated word-pairs more positively both in wake (p=.03) and sleep (p=.002) at Test 2. Youngers had higher WM performance (p=.007), also their WM performance was positively associated with WPA both for Neutral (p=.03) and Emotional (p=.01). WM and WPA among older adults was not related. In younger-EWPA, Stage2-sleep-minutes was positively associated to WPA improvement (p=.03) where this association was negative among older-EWPA (p=.02). In older-NWPA, Stage2-sleep-minutes was positively associated with WPA (p=.004). Conclusion Our findings indicate an association between WM and emotionally-salient memory formation that is modulated by age. Older adults, but not younger, showed the emotional bias previously reported. WM was higher in younger adults related to memory improvement. Stage2-sleep was related to memory improvement in both groups, but in opposite directions. In sum, the role of sleep in memory consolidation changes with aging and WM may play a role in this process. Support Fenn et al.,2012

The role of working memory and long-term memory in visual search

2006 ◽  
Vol 14 (4-8) ◽  
pp. 808-830 ◽  
Author(s):  
Geoffrey F. Woodman ◽  
Marvin M. Chun
Keyword(s):  
Working Memory ◽  
Visual Search ◽  
Long Term Memory ◽  
Term Memory

The contribution of long-term memory and the role of frontal-lobe systems in on-line processing

2003 ◽  
Vol 26 (6) ◽  
pp. 756-756 ◽  
Author(s):  
Jennifer D. Ryan ◽  
Neal J. Cohen
Keyword(s):  
Working Memory ◽  
Frontal Lobe ◽  
Pivotal Role ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Binding ◽  
Memory Representations ◽  
On Line

Ruchkin et al. ascribe a pivotal role to long-term memory representations and binding within working memory. Here we focus on the interaction of working memory and long-term memory in supporting on-line representations of experience available to guide on-going processing, and we distinguish the role of frontal-lobe systems from what the hippocampus contributes to relational long-term memory binding.

Information Processing and Human Memory

2020 ◽  
Author(s):  
Paul Eggen
Keyword(s):  
Working Memory ◽  
Information Processing ◽  
Cognitive Processes ◽  
Cognitive Learning ◽  
Processing System ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
The Individual

Information processing is a cognitive learning theory that helps explain how individuals acquire, process, store, and retrieve information from memory. The cognitive architecture that facilitates the processing of information consists of three components: memory stores, cognitive processes, and metacognition. The memory stores are sensory memory, a virtually unlimited store that briefly holds stimuli from the environment in an unprocessed form until processing begins; working memory, the conscious component of our information processing system, limited in both capacity and duration, where knowledge is organized and constructed in a form that makes sense to the individual; and long-term memory, a vast and durable store that holds an individual’s lifetime of acquired information. Information is moved from sensory memory to working memory using the cognitive processes attention, selectively focusing on a single stimulus, and perception, the process of attaching meaning to stimuli. After information is organized in working memory so it makes sense to the individual, it is represented in long-term memory through the process of encoding, where it can later be retrieved and connected to new information from the environment. Metacognition is a regulatory mechanism that facilitates the use of strategies, such as chunking, automaticity, and distributed processing, that help accommodate the limitations of working memory, and schema activation, organization, elaboration, and imagery that promote the efficient encoding of information into long-term memory. Information processing theory has implications for our daily living ranging from tasks as simple as shopping at a supermarket to those as sophisticated as solving complex problems.

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