David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (1):87-97 (2011)
This chapter presents emotion as a function of brain-body interaction, as a vital part of a multi-tiered phylogenetic set of neural mechanisms, evoked by both instinctive processes and learned appraisal systems, and argues to establish the primacy of emotion in relation to cognition. Primarily based on Damasio's somatic marker hypothesis, but also incorporating elements of Lazarus' appraisal theory, this paper presents a neuropedagogical model of emotion, the somatic appraisal model of affect (SAMA). SAMA identifies quintessential components, facets, and functions of affect necessary to provide a new domain, namely educational neuroscience, with a basis on which to build a dynamic model of affect serving to critique traditional cognitivist-oriented curricula and instruction, and to inform an alternative: neuropedagogy
|Keywords||emotion neuropedagogy somatic appraisal affect educational neuroscience emotion regulation somatic marker hypothesis cognition cognitive appraisal theory|
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References found in this work BETA
Antonio R. Damasio (2003). Looking for Spinoza Joy, Sorrow, and the Feeling Brain. Monograph Collection (Matt - Pseudo).
Andrew M. Lane, Christopher Beedie & Peter C. Terry (2007). Distinctions Between Emotion and Mood. Cognition and Emotion 19 (6):847-878.
Jörg Meinhardt & Reinhard Pekrun (2003). Attentional Resource Allocation to Emotional Events: An ERP Study. Cognition and Emotion 17 (3):477-500.
Paul J. Silvia (2002). Self-Awareness and Emotional Intensity. Cognition and Emotion 16 (2):195-216.
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