This book presents an interdisciplinary approach to the study of affectivity and human learning by bridging the gap between neuroscience, cultural and cognitive psychology. It brings together studies that go beyond the focus on cognitive-intellectual variables involved in learning processes and incorporate the study of the role played by affectivity and emotions in learning not only at educational settings but in all processes of transformation and human development, thus presenting affectivity as a catalyst and mediator of all daily learning processes.
Chapters brought together in this contributed volume present both theoretical contributions and results of empirical research from different disciplines, such as neuroscience, cognitive psychology, cultural psychology, educational psychology, developmental psychology and philosophy, and are grouped into five thematic sections. The first part of the book brings together chapters discussing different aspects of the role played byaffectivity in learning processes from the perspectives of cultural, educational and developmental psychology. The second part is dedicated to the role of affectivity for teachers during their training as educators and during their pedagogical practice in diverse contexts. The third part focuses on the relationship between affectivity and learning from a neuroscientific point of view. The fourth part discusses affectivity and learning in therapeutic and clinical contexts. Finally, the fifth part brings together chapters about affectivity and learning in everyday life.
By bringing together this rich interdisciplinary collection of studies, Affectivity and Learning: Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology will be a valuable resource for researchers in the fields of psychology, neuroscience and education, as well as for educators and teachers interested in knowing more about the relationship between affectivity and human learning.
Chapter
1. Why affectivity in learning? Towards an affectively guided
learning .
Chapter
2. Strengths of Character in Well-being and University
Learning: A View from Educational Counseling .
Chapter
3. Adults
Professional education: experiences and expectations of online Chilean
students.
Chapter
4. Affective Movement: an Educative and Intuitive
Adventure as a Catalyst for Development .
Chapter
5. Dialogical Co-Zone of
Proximal Development and Affectivity: Individually and collectively
Overcoming Intellectual Limits .
Chapter
6. EFFECTS OF EARLY CHILDHOOD
EDUCATION ON ACADEMIC PERFORMANCE AND SOCIAL-EMOTIONAL DEVELOPMENT DURING
ADOLESCENCE .
Chapter
7. The writer's affectivity when writing to learn.-
Chapter
8. Affectivity from the dialogical perspective of Cultural
Psychology: Educational implications s.
Chapter
9. Learning in nature about
nature: Two types of affective orientations .
Chapter
10. Learning and
affectivity: Pedagogical and cultural dimensions in the inclusionof diversity
in university education..
Chapter
11. Usefulness of the perezhivanie
construct in affectivity and learning: a systematic review .
Chapter
12.
Processes of Social Subjectivity and Pedagogical Action: developments to
understanding learning difficulties in the school environment .
Chapter
13.
The Unity of Affectivity and Learning: Characteristics in Vocalized Responses
of Adolescents and Adults.
Chapter
14. Culturally-Based Interpretations of
Motivation and Learning Strategies between the United States and South
Korea.
Chapter
15. Educate emotions: Notes for a critical examination of
emotional education proposals .
Chapter
16. Trust in Schools in Chile.-
Chapter
17. Socio-emotional styles: When affectivity meets learning .-
Chapter
18. A Sociocultural Perspective On The Relationship Between
Educators Emotional Experiences And Professional Learning .
Chapter
19.
Teachers emotions: their origin and influence on the teaching-learning
process .
Chapter
20. How are socioemotional competencies taught in Initial
Teacher Education? Affectivity, learning, and didactics of emotions in the
university classroom .
Chapter
21. Affectivity in Science Education: Lived
perceptions.
Chapter
22. Learning the Teaching Profession in the Practicum:
The Role of the Other, Modalities of Appropriation, and Professional
Knowledge .
Chapter
23. Teaching excellence, affectivity and learning.-
Chapter
24. LGBTIQ+ inclusive education: The interplay of emotions and
cognition in graduate teachers narratives of becoming.
Chapter
25.
Neuroscience of learning and emotional processing .
Chapter
26. Emotional
Salience and Learning .
Chapter
27. Memory distortions: An interdisciplinary
framework for cognitive-affective bias .
Chapter
28. Echoes of early
experiences on the learning process: implications in interoceptive
development and emotional self-regulation.
Chapter
29. The Somatic Roots of
Affect. Towards a body-centered education .
Chapter
30. Historical
Foundations of Affectivity & Learning Research: C.G. Jungs Word-Association
Experiments .
Chapter
31. Impact of the Transference in the Training of the
TFP Therapist: A Proposal on the Affective Echo as a Foundation of Learning
.
Chapter
32. Affective processes in the supervisor-supervisee relationship
as enhancers of the therapists training: reflections from a scoping review of
the psychoanalytic approach .
Chapter
33. Meaningful Social Interactions as
a Foundation for Affection and Learning for Autistic Individuals.
Chapter
34. Affectivity and learning at the end of life: Expressive art therapy in
palliative patients .
Chapter
35. Impact of affectivity and learning in the
construction of occupational identity throughout the course of life and its
influence in old age .
Chapter
36. Affective bonding and organizational
learning .
Chapter
37. Learning affects, gender roles, and the case of care
work.
Chapter
38. Acculturation Learning Process: Affective Quality in
Immigrant Women .
Chapter
39. Humorous actions and coexistence .
Chapter
40. Affectivity and Learning: Why we need an interdisciplinary, multilevel,
and a first-third-person approach?.
Pablo Fossa is Director of the Cognition & Culture Laboratory (C&C) of Instituto de Bienestar Socioemocional (IBEM) at the Faculty of Psychology, Universidad del Desarrollo, Chile. He received a PhD degree in Psychology from the Pontifical Catholic University of Chile. His doctoral thesis dealt with the expressive dimension of inner language in human experience. He did a postdoctoral fellowship financed by the National Commission for Scientific and Technological Research (CONICYT) of Chile, with a research project on thought trajectories from a microgenetic orientation. His lines of research are related to Cognition, Cultural Psychology and Phenomenology. He is an active member of the Society for Historical Cultural Activity Research (ISCAR), the International Society for Dialogical Self (ISDS), and the International Society for Theoretical Psychology (ISTP). He is the editor of the book Latin American Advances in Subjectivity and Development: Through Vygotsky Route (Springer, 2021), New Perspectives on Inner Speech (Springer, 2022), and the book Inner Speech, Culture & Education (Springer, 2022). Currently, he is PhD candidate in Philosophy at the University of Navarra, Spain.
Cristian Cortés-Rivera is Professor and researcher at The Neuropsychology and Cognitive Neurosciences Research Center (CINPSI Neurocog) at the Faculty of Health Sciences, Universidad Católica del Maule, Chile. He received a Ph.D. in Developmental Sciences and Psychopathology from the Universidad del Desarrollo, Chile. His doctoral thesis addressed the role of emotion in executive functioning, at behavioral and neurophysiological levels. His lines of research address the relationship between Cognition, Affectivity, and Learning. He is also a member of the Cognition & Culture Laboratory (C&C) and the Affective Neurosciences Laboratory of the Instituto de Bienestar Socioemotional (IBEM) at the Faculty of Psychology, Universidad del Desarrollo, Chile.
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