Comparing cognitive load and self-regulatory depletion: Effects on emotions and cognitions

Maranges, Heather M.; Schmeichel, Brandon J.; Baumeister, Roy F.

doi:10.1016/j.learninstruc.2016.10.010

Cited by 44 publications

(20 citation statements)

References 62 publications

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“…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.…”

Section: Towards a Joint Research Agendamentioning

confidence: 99%

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

Bruin

Merriënboer

2017

Learning and Instruction

100

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People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

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Section: Towards a Joint Research Agendamentioning

confidence: 99%

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

Bruin

Merriënboer

2017

Learning and Instruction

100

View full text Add to dashboard Cite

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“…Although we aimed to present a highly complex model, it was impractical to assess and analyze all possible variables that might plausibly interfere with the presented mechanism. Therefore, the model does not include variables such as: (1) intelligence, which is associated with time-discounting ( Shamosh and Gray, 2008 ; Steinberg et al, 2009 ) and economic decision-making in general (see Rustichini, 2015 ); (2) time perception, which is also related to time-discounting ( Soman et al, 2005 ); (3) the ego-depletion effect, which differs from cognitive load ( Maranges et al, 2017 ), and might only occur under specific circumstances; and also a broader concept of fatigue; (4) motivation influencing self-control ( Dang et al, 2015 ); (5) macroeconomic and political expectations toward future ( Brown et al, 2015 ), or (6) metacognitive abilities, for example, feeling of rightness of judgment, which may determine the tendency of intuitive/deliberative decision-making ( Thompson et al, 2011 ). Implementation of these variables into models can, therefore, be explored in future research.…”

Section: Potential Limits Of the Presented Modelmentioning

confidence: 99%

A Review of Consequences of Poverty on Economic Decision-Making: A Hypothesized Model of a Cognitive Mechanism

Adamkovič

Martončik

2017

Front. Psychol.

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This review focuses on the issue of poverty affecting economic decision-making. By critically evaluating existing studies, the authors propose a structural model detailing the cognitive mechanism involved in how poverty negatively impacts economic decision-making, and explores evidence supporting the basis for the formation of this model. The suggested mechanism consists of a relationship between poverty and four other factors: (1) cognitive load (e.g., experiencing negative affect and stress); (2) executive functions (e.g., attention, working memory, and self-control); (3) intuition/deliberation in decision-making; and (4) economic decision-making (e.g., time-discounting and risk preference), with a final addition of financial literacy as a covariate. This paper focuses on shortfalls in published research, and delves further into the proposed model.

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“…Furthermore, research on cognitive load has found similar results when load is increased in other ways (Sweller, Ayres, & Kalyuga, 2011). In fact, preceding studies have found that increasing cognitive load diverted attention away from negatively-valenced stimuli (Maranges, Schmeichel, & Baumeister, 2017) or consequences (Drolet & Frances Luce, 2004). For this reason, it is suggested that the measurement instrument should aim to minimize perceptual load in order to avoid interfering with the assessment (Wissmath, Weibel, & Mast, 2010).…”

Section: Discussionmentioning

confidence: 90%

Interpreting Foreign Smiles: Language Context and Type of Scale in the Assessment of Perceived Happiness and Sadness

Frances

Pueyo

Anaya

et al. 2020

Psicológica Journal

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The current study focuses on how different scales with varying demands can affect our subjective assessments. We carried out 2 experiments in which we asked participants to rate how happy or sad morphed images of faces looked. The two extremes were the original happy and original sad faces with 4 morphs in between. We manipulated language of the task—namely, half of the participants carried it out in their native language, Spanish, and the other half in their foreign language, English—and type of scale. Within type of scale, we compared verbal and brightness scales. We found that, while language did not have an effect on the assessment, type of scale did. The brightness scale led to overall higher ratings, i.e., assessing all faces as somewhat happier. This provides a limitation on the foreign language effect, as well as evidence for the influence of the cognitive demands of a scale on emotionality assessments.

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Comparing cognitive load and self-regulatory depletion: Effects on emotions and cognitions

Cited by 44 publications

References 62 publications

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

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

A Review of Consequences of Poverty on Economic Decision-Making: A Hypothesized Model of a Cognitive Mechanism

Interpreting Foreign Smiles: Language Context and Type of Scale in the Assessment of Perceived Happiness and Sadness

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