Implicit Cognitive Vulnerability Through Nudges, Boosts, and Bounces

Abstract

Implicit Cognitive Vulnerability is a developing theoretical understanding, wherein feeling safe within an instructional environment is of significant impact upon short-term and long-term memory’s cognitive acquisition of information so as to embed new information within a learner’s conceptual framework of understanding. Towards successfully individualizing a learner’s implicit cognitive vulnerability, the primary focus has been upon the larger community environment in which the learner is housed, yet the viability of the learner’s ability and cognitive viability must also be addressed through nudges, boosts and bounces of motivational support. Recognizing this individualized need of learners, this discussion revolves around the ability of a learner to embed implicit cognitive vulnerability within their own cognitive viability through structured and unstructured synchronous and asynchronous nudges and boosts that support self-regulatory and self-efficacy understandings.