Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion

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...

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Bibliographic Details
Published inEducation sciences Vol. 14; no. 8; p. 870
Main Authors Brockbank, Rebecca B., Feldon, David F.
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.08.2024
Subjects
Affect (Psychology)
Behavior
Cognition
Cognition & reasoning
Cognitive Ability
Cognitive load
cognitive load theory
Cognitive Processes
cognitive reappraisal
Education
Educational objectives
emotion
emotion regulation
Emotions
Information processing
Instructional design
Knowledge
Laws, regulations and rules
Learning Processes
Long Term Memory
Memory
Methods
Motivation
Physiology
School environment
Self-efficacy
Short Term Memory
New York
United Kingdom
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Summary: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.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14080870