Emotion directly affects encoding, storage, and retrieval of information, including before awareness of the material, via broadening or narrowing cognitive resources and mood-dependent and mood-congruent processing¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? A second perspective holds that emotion affects encoding, storage, and retrieval even before awareness of the material, directly affecting memory by broadening or narrowing cognitive resources and through mood-dependent and mood-congruent processing. → Plass 2019

Evidence¶

Plass 2019¶

Plass, J. L., & Kalyuga, S. (2019). Four Ways of Considering Emotion in Cognitive Load Theory. Educational Psychology Review, 31, 339–359. https://doi.org/10.1007/s10648-019-09473-5

q1 · i? · theoretical · r3

Theoretical argument from the article's abstract, presented as the second perspective. It asserts that "encoding, storage, and retrieval of information are affected by emotion even before awareness of the material," citing mechanisms such as mood-dependent and mood-congruent processing.

"Another perspective shows that encoding, storage, and retrieval of information are affected by emotion even before awareness of the material, and that emotion may directly affect memory by broadening or narrowing cognitive resources, and by mechanisms such as mood-dependent and mood-congruent processing."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Emotions may act as extraneous cognitive load by competing for limited working memory resources with task-irrelevant processing — related
• Emotion may affect intrinsic cognitive load, for example when emotion regulation is part of the learning outcomes — related
• A shared attentional resource for storage and processing is the best supported resource theory of WM capacity but faces empirical challenges — related
• A dual-channel assumption for emotions is discussed as part of integrating emotion into cognitive load theory — related
• Students regulate feedback emotions through a three-step process: experiencing emotion, reconnecting to the profession, and processing emotion and information — related