It is well known that learners using intelligent learning environments (ILEs) make different use of the feedback provided by the ILE, exhibiting different patterns of behavior. The field of educational neuroscience offers the opportunity to study how learners process the feedback they receive in an ILE. Based on a literature review of what is known about the processing of feedback from cognitive psychology and neuroscience perspective, a model of how learners process feedback in ILEs is presented. The model represents how learners notice, process, and understand feedback. The authors are in the process of conducting a study to test the model. Preliminary evidence indicates that the model may be valid, but that further study must be conducted using other techniques such as eyetracking and EEG to fully validate the model. [Author abstract]