Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

Anna C. Brady, Georgia Southern University

Measuring Perceived Cognitive Load: Relationships With Affective, Behavioral, and Cognitive Learning Outcomes - Dayeon Jeong, Korea University - Brain and Motivation Research Institute; Mimi Bong, Korea University; Sung-il Kim, Korea University

Improving Cognitive Reflection: Examining an Experimental Protocol on Reasoning Processes Across Student Groups - Gabe Avakian Orona, Boston College

Comparing Average Reflection Count and Specificity Scores Between Scaffolded and Nonscaffolded Students - Alfa Satya Putra, Purdue University; Ahmed Ashraf Butt, Purdue University; Alexander V Struck Jannini, Purdue University; Muhsin Menekse, Purdue University

Metacognitive Effects of Providing Feedback on Learner-Generated Drawings - Logan Fiorella, University of Georgia; Alexis Capobianco, University of Georgia; Anna Camille Burnett, University of Georgia; Allison J. Jaeger, Mississippi State University

One for the Ages: The Pretesting Effect Is Robust Throughout Adulthood but Metacognitive Beliefs Differ - Stephany Duany Rea, University of Texas at Austin; Veronica X. Yan, University of Texas at Austin; Faria Sana, Athabasca University