Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion

• Published in: Education sciences Vol. 14; no. 8; p. 870
• Main Authors: Brockbank, Rebecca B., Feldon, David F.
• Format: Journal Article
• Language: English
• 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
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14080870

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.