Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion

被引:3
作者
Brockbank, Rebecca B. [1 ]
Feldon, David F. [1 ]
机构
[1] Utah State Univ, Dept Instruct Technol & Learning Sci, Logan, UT 84322 USA
来源
EDUCATION SCIENCES | 2024年 / 14卷 / 08期
关键词
cognitive load theory; emotion regulation; cognitive reappraisal; emotion; cognition; WORKING-MEMORY CAPACITY; INSTRUCTIONAL-DESIGN; TEST-ANXIETY; INDIVIDUAL-DIFFERENCES; ACHIEVEMENT EMOTIONS; POSITIVE PSYCHOLOGY; STEREOTYPE THREAT; SELF-REGULATION; CONSEQUENCES; PERFORMANCE;
D O I
10.3390/educsci14080870
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Within this integrative review, cognitive load theory (CLT) is asserted as a powerful framework for conceptualizing human cognitive processes within learning. The relationship between cognition and emotion is then examined and further integrated within the scope of CLT. Emotion regulation strategies are discussed and adaptive strategies are proposed as being of particular relevance to broadening the theoretical and practical impacts of CLT. Central to the argument of this review is the use of cognitive reappraisal as a potential mitigator of cognitive load. Cognitive reappraisal involves reframing or reassessing understandings or beliefs that underlie an emotional response, which may mitigate cognitive load imposed by maladaptive emotion. It is proposed that effectively integrating adaptive emotion regulation strategies such as cognitive reappraisal in our pursuit of more effective cognitive functioning will aid in the development of a more integrated model of cognition and emotion within CLT.
引用
收藏
页数:15
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