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[null,"1.","Record Nr.",null,"UNINA9910677531403321"]
[null,null,"Titolo",null,"Emotional processes in learning situations / / edited by Marianne Habib"]
[null,null,"Pubbl/distr/stampa",null,"Hoboken, New Jersey : , : John Wiley & Sons, Incorporated, , [2022]"]
[{"$nulls":4},"©2022"]
[null,null,"ISBN",null,"1-394-15045-8"]
[{"$nulls":4},"1-394-15043-1"]
[null,null,"Descrizione fisica",null,"1 online resource (272 pages)"]
[null,null,"Disciplina",null,"344.73074"]
[null,null,"Soggetti",null,"Educational psychology"]
[{"$nulls":4},"Emotions"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Includes index."]
[null,null,"Nota di contenuto",null,"Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Preface -- Acknowledgments -- 1. Social-emotional Competencies and Learning in Children -- 1.1. Social-emotional competencies, a key predictor of child development -- 1.1.1. Definitions -- 1.1.2. Influence of short-term SECs: emotion, behavior and academic achievement -- 1.1.3. Long-term influence of SECs: quality of life and socioprofessional integration -- 1.2. Mechanisms underlying the association between SECs and learning -- 1.2.1. Influence of the child's social-emotional characteristics on their learning abilities -- 1.2.2. Influence of the social-emotional environment on the child's learning processes -- 1.2.3. SECs and the learning context: a reciprocal influence -- 1.3. Working with SECs in learning -- 1.3.1. The school as a place to promote SECs -- 1.3.2. Important elements for the implementation of programs in schools -- 1.3.3. Some international social and emotional learning programs -- 1.3.4. Effects of learning SECs at school -- 1.3.5. Current limitations in the field of SEC development in schools -- 1.4. References -- 2. Humor in Infants: Development and Implications in Learning -- 2.1. Introduction: origins, universality and implications in learning -- 2.2. Humor: definitions and functions -- 2.2.1. Definitions -- 2.2.2. The different types of humor in infants -- 2.2.3. The functions of humor -- 2.3. The development of humor in the first months of life -- 2.3.1. Observational studies -- 2.3.2. Laboratory studies -- 2.3.3. Humor and language -- 2.4. Humor and learning in infants -- 2.4.1. Empirical studies -- 2.4.2. Cognitive "]
[{"$nulls":4},"processes -- 2.4.3. Physiological processes -- 2.4.4. Positive emotions -- 2.4.5. Positive emotions, humor and curiosity: toward a learning model? -- 2.5. Conclusions and perspectives -- 2.6. References."]
[{"$nulls":4},"3. Toward Considering Emotional Skills as Academic Skills -- 3.1. Emotions: evolution of theories and the concept -- 3.1.1. The pioneers of the scientific theories of emotions -- 3.1.2. Contemporary scientific approaches to emotions -- 3.2. Development of emotional competencies -- 3.2.1. Identification, recognition and expression of emotions -- 3.2.2. The understanding of emotions -- 3.2.3. Regulation of emotions -- 3.3. Role and influence of language in the development of emotional skills -- 3.4. Emotional skills: academic skills? -- 3.5. References -- 4. Motivation and Academic Learning -- 4.1. Introduction -- 4.2. Different approaches to academic motivation: theoretical aspects -- 4.2.1. Self-determination theory -- 4.2.2. Achievement goal theory -- 4.2.3. The self-efficacy theory -- 4.2.4. Common principles between these different approaches -- 4.3. Different ways of being motivated: what consequences? -- 4.3.1. Consequences according to the SDT -- 4.3.2. Consequences according to the achievement goals theory -- 4.3.3. Consequences according to the SSE -- 4.4. Promoting optimal motivation at school: what are the levers? -- 4.5. Discussion -- 4.6. Conclusion -- 4.7. References -- 5. The Role of Emotion and Learning in Decision-making Situations During Development -- 5.1. Decision-making: definitions -- 5.1.1. Decision-making under risk and decision-making under ambiguity -- 5.1.2. Risk-taking -- 5.2. Emotion and decision-making under ambiguity -- 5.2.1. Spontaneous exploration of the unknown: the phenomenon of ambiguity aversion -- 5.2.2. Emotional guidance in decision-making under ambiguity -- 5.3. Emotion and decision-making under risk -- 5.3.1. The role of sensitivity to loss and reward during development: the contribution of neuroscience -- 5.3.2. The role of regret in decision-making and the learning that results from it."]
[{"$nulls":4},"5.4. The role of socio-emotional factors on learning in decision-making situations -- 5.4.1. Peer sensitivity in decision-making -- 5.4.2. Peer influence on risk-taking: what are the explanations? -- 5.4.3. An alternative model highlighting the role of risk-taking in learning -- 5.5. Conclusion -- 5.6. References -- 6. Socio-emotional Learning: How do We Learn in Connection with Others? -- 6.1. Inhibitory control in developmental psychology and the role of social context -- 6.1.1. Social context, a facilitator of inhibitory control? -- 6.1.2. Social context and inhibitory control: the decision-making paradox -- 6.1.3. Limitations of the neurodevelopmental approach -- 6.2. Social learning -- 6.2.1. Development of higher psychological functions -- 6.2.2. Regulation of thought and egocentric language -- 6.2.3. Social interaction and zone of proximal development -- 6.3. Stimulating self-regulation of behavior through social interaction -- 6.3.1. The example of the Tools of the Mind program -- 6.3.2. Executive learning and overcoming reasoning biases -- 6.4. Conclusion -- 6.5. References -- 7. Learning to Recognize Others: The Effect of Vocal Emotions -- 7.1. Communicating with others: the role of the voice -- 7.2. Learning to recognize the other person through their voice -- 7.3. Emotions and the recognition of others -- 7.4. Conclusion -- 7.5. References -- 8. Trauma, Cognition and Learning -- 8.1. Learning: learner, content and context -- 8.2. Trauma -- 8.2.1. Definition of a traumatic event -- 8.2.2. A traumatic or potentially traumatic event? -- 8.2.3. The psychological injury generated by traumatic exposure -- 8.3. Impact of trauma on learning -- 8.4. Trauma and learning: cognitive intermediaries -- 8.4.1. Short-term memory or working memory -- 8.4.2. Long-term memory -- 8.4.3. "]
[{"$nulls":4},"Reasoning -- 8.4.4. Executive functions -- 8.4.5. Sustained attention."]
[{"$nulls":4},"8.5. Neuroanatomical and physiological considerations -- 8.5.1. Physiological arousal -- 8.5.2. The hippocampus -- 8.6. Conclusion -- 8.7. References -- 9. Wisdom as the Fruit of a Lifelong Emotional Learning Process? -- 9.1. Wisdom as a psychological construct -- 9.2. The entry into wisdom and old age -- 9.2.1. Psychometric approach to the effects of age on wisdom -- 9.2.2. Examination of the affective dimensions of the psychological construct of wisdom -- 9.3. The entry into wisdom by means of procedural learning: meditation -- 9.4. References -- List of Authors -- Index -- EULA."]
[null,null,null,"Sommario/riassunto","Emotional processes are increasingly studied in psychology, whether through their modes of expression or through their effect on cognitive processes. While the theorization of the link between emotional and cognitive processes has varied over the centuries, the impact of emotions on cognitive functions is now undeniable and is supported by experimental arguments. Psychological processes are currently considered necessary for, or influenced by, the emergence of emotions. Learning is at the heart of individual development and involves different cognitive processes; the study of the emotional processes at work in a learning situation must of course not be overlooked."]