Emotions and Learning Goals Describe learning process as
Emotions and Learning Goals: • Describe learning process as a feedback loop • Describe how motivational processes lead to cognitive growth • Describe ways emotional content affects cognitive processing • Final thoughts (David Nash)
The Emergence of the Evolutionary-Adapted Learning Process 1 Schemas, formed by repeated stimulus/perception/response loops activated from procedural or long term memory …
The Emergence of the Evolutionary-Adapted Learning Process 1 Schemas, formed by repeated stimulus/perception/response loops activated from procedural or long term memory … 2 … into working memory.
The Emergence of the Evolutionary-Adapted Learning Process Schemas, formed by repeated stimulus/perception/response loops activated from procedural or long term memory … 1 2 Decisions are made … between schemas and new data. 3 … into working memory.
The Emergence of the Evolutionary-Adapted Learning Process Schemas, formed by repeated stimulus/perception/response loops activated from procedural or long term memory … 1 2 Decisions are made … between schemas and new data. 3 … into working memory. Based on these decisions, action is planned 4 and implemented.
APPROACH Motivation AVOIDANCE parallel but separate reward-punishment neural networks Activation Euphoria (sad to happy) Appetitive relationship to behavior goal-mindfulness Inhibition Dysphoria (contented to fearful) movement in relation to goal Aversive
APPROACH Motivation AVOIDANCE parallel but separate reward-punishment neural networks Activation Euphoria (sad to happy) Appetitive Progressive/Promotive Assimilative relationship to behavior goal-mindfulness Inhibition Dysphoria (contented to fearful) movement in relation to goal Aversive relationship to knowledge Conservative/Preventive means of building knowledge Accommodative
APPROACH Motivation AVOIDANCE parallel but separate reward-punishment neural networks Activation Euphoria (sad to happy) Appetitive Progressive/Promotive Assimilative relationship to behavior goal-mindfulness Inhibition Dysphoria (contented to fearful) movement in relation to goal Aversive relationship to knowledge Conservative/Preventive means of building knowledge Accommodative “Certainty” effects=> angry, happy, contented, disgusted processing is nonsystematic, heuristic, inferential, creative, top-down, (symmetric findings) multiple perspectives, and assimilative
APPROACH Motivation AVOIDANCE parallel but separate reward-punishment neural networks Activation Euphoria (sad to happy) Appetitive Progressive/Promotive Assimilative relationship to behavior goal-mindfulness Inhibition Dysphoria (contented to fearful) movement in relation to goal Aversive relationship to knowledge Conservative/Preventive means of building knowledge Accommodative “Certainty” effects=> angry, happy, contented, disgusted processing is nonsystematic, heuristic, inferential, creative, top-down, (symmetric findings) multiple perspectives, and assimilative Positive affect leads to coasting=> pay attention elsewhere Memory (study) all remember gist, active emotions remember details (optimal) stimuli is pleasant, mood is positive, task is active and productive Paired activities involves moderating effect
Emotions and Learning Final thoughts: • Importance of variety and philosophy of assessments • Human development and learning as evolutionaryadapted process beginning with baby’s relationship with caregiver (social and self divide) • Emotions as integral to metacognitive, creative, and inferential cognitive processing (David Nash)
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