ArticleFrontiers in psychology2025
The experience of conscious reflection within a general theory of learning.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
One of the most important constructs in educational research and practice is learning. Yet, it is also one of its most complicated, ambiguous, and debated constructs. Questions regarding what constitutes the process of learning and how best to facilitate it have been addressed from numerous perspectives, often yielding competing interpretations and approaches. One aspect that is often the subject of these debates is the extent to which learning is an actively conscious activity. This study will contribute with a conceptual dialogue between different strands of scholarship that attend to the role of consciousness and the experience of learning, as well as those cognitive processes theorized to underlie these experiences. The upshot of this dialogue will be to connect the different theoretical perspectives, resulting in a wider viable conceptual apparatus to describe the experience of learning, founded in theoretical perspectives that seek to illuminate the cognitive processes that underlie these experiences.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.