Affectivity and Learning (eBook)

Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology

Pablo Fossa, Cristian Cortés-Rivera (Herausgeber)

eBook Download: PDF

2023 | 2023
XXXIII, 789 Seiten
Springer Nature Switzerland (Verlag)
978-3-031-31709-5 (ISBN)

Infos

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 by affectivity 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.

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.

Inhalt

Contents 5
About the Editors 10
About the Contributors 11
Chapter 1: Why Affectivity in Learning? Toward an Affectively Guided Learning 32
1.1 About This Book 35
References 37
Part I: Affectivity in Learning Process 39
Chapter 2: Strengths of Character in Well-Being and University Learning: A View from Educational Counseling 40
2.1 The Strengths of Educational Character, Well-being, Learning, and Counseling 40
2.2 Empirical Evidence About Character Strengths in the Well-Being and Learning of College Students 43
2.2.1 Identification 44
2.2.2 Selection 44
2.2.3 Eligibility 44
2.2.4 Procedure for the Analysis of Articles 45
2.3 Inclusion and Systematization of Information for the Extraction of Information 46
2.4 Bibliometric Analysis of Research on Character Strengths in College Students 47
2.5 Empirical Evidence of Research on Character Strengths Associated with Well-Being and Psychoeducational Variables in University Students 48
2.6 Good Practices Implemented by Universities in Latin America 50
2.7 Guidelines Based on Character Strengths for Improving Well-Being and Promoting University Learning 51
2.8 Sensitization in the Use of Strengths 52
2.8.1 Putting the Strengths of Character into Practice 53
2.8.2 Enhancing University Learning 54
2.8.3 Positive Linkages: Promoting Gender Inclusion and Equity 55
2.8.4 Systematization and Evaluation of Strengths 55
2.9 Final Thoughts 56
Appendix 2.1 General Matrix of Articles 58
References 77
Chapter 3: Adults’ Professional Education: Experiences and Expectations of Online Chilean Students 82
3.1 Introduction 82
3.2 Definition 83
3.3 Affectivity 84
3.4 Methods 86
3.4.1 Participants 86
3.4.2 Data Management and Analysis 87
3.5 Results 88
3.5.1 Technological Aspects 88
3.6 Virtuality vs. Presentiality 89
3.6.1 Teacher Skills 90
3.6.2 Affectivity and Emotionality 92
3.6.3 Recommendations 93
3.7 Conclusions 94
Bibliography 96
Chapter 4: Affective Movement: An Educative and Intuitive Adventure as a Catalyst for Development 100
4.1 Making the Dynamic Static: Unseeing 101
4.2 Static Inquiry into My Affectivity 104
4.2.1 The Process Involved 104
4.3 The Form of the Experience: The Grids of Disguise 107
4.4 Dynamic Inquiry into Affectivity 109
4.4.1 Epistemological Considerations 109
4.5 Seeing Myself Intuitively 110
4.6 Conclusion 113
References 113
Chapter 5: Dialogical Co-Zone of Proximal Development and Affectivity: Individually and Collectively Overcoming Intellectual Limits 115
5.1 Intuitive Inquiry in My Affective Experience: Synthesis of the Theoretical Avenues 116
5.2 ZPD as Motion: A Synthesis 118
5.3 Overcoming the Intellect 120
5.4 Affectivity as the Realm of Potentiality 121
5.4.1 From Potential to Potentialization 121
5.4.2 “Poetization” of Life 122
5.5 Affectivity in ZPD as Motion: Toward Ideological Repositioning 123
5.5.1 Dynamics of Disguise Amid Content and Form 123
5.6 Ideological Limitations and Overcoming 124
5.7 Conclusion 127
References 127
Chapter 6: Effects of Early Childhood Education on Academic Performance and Social-Emotional Development During Adolescence 129
6.1 Introduction 129
6.2 Theoretical Background 131
6.2.1 Relevance of Early Childhood Education Programs 131
6.2.1.1 International Evidence 131
6.2.1.2 National Evidence 133
6.2.2 Early Childhood Education: The Chilean Context 134
6.2.2.1 Development of a Regulatory Framework for Early Childhood Education 134
6.3 Methodology 136
6.3.1 Design 136
6.3.2 Participants 136
6.3.3 Measures for Analysis 137
6.3.3.1 Participation in Early Childhood Education 137
6.3.3.2 Sociodemographic Information 138
6.3.3.3 Academic Results (High School SIMCE) 138
6.3.3.4 Socio-Emotional Development 138
6.3.4 Data Analysis 139
6.4 Results 140
6.4.1 Sample Description 140
6.4.2 Academic Performance Results 141
6.4.2.1 Attends Public Early Childhood Education v/s Does Not Attend any Early Childhood Education System 141
6.4.2.2 Attends Public Early Childhood Education v/s Attends Another (Private) Early Childhood Education System 144
6.4.3 Socio-Emotional Development Results 145
6.4.3.1 Attends Public Early Childhood Education v/s Does Not Attend any Early Childhood Education System 145
6.4.3.2 Attends Public Early Childhood Education v/s Attends Another (Private) Early Childhood Education System 147
6.5 Discussion 149
6.5.1 Academic Performance 149
6.5.2 Socio-emotional Development 151
References 153
Chapter 7: The Writer’s Affectivity When Writing to Learn 156
7.1 Introduction 156
7.2 Writing as an Epistemic Process 158
7.3 Revitalising Old Foundations: Reading Between the Lines of Affectivity 162
7.3.1 The First Four Pillars: Flower y Hayes (1981b) 162
7.3.2 Motivation in Writing: Hayes (1996) 167
7.3.3 The Resurgence of the Void: Hayes (2012) 169
7.4 A New Look at Affectivity 171
References 173
Chapter 8: Affectivity from the Dialogical Perspective of Cultural Psychology: Educational Implications 177
8.1 Psychology and Affectivity: Historic Notes and Key Concepts 178
8.2 Emotions 178
8.3 Emotions Versus Cognition 180
8.4 The Phenomenology of Emotions and Affectivity 181
8.5 The Wholeness Nature of Affectivity 184
8.6 Affectivity from a Semiotic Cultural Psychology Perspective 184
8.6.1 Cultural Semiotic Dynamics of Affectivity 186
8.6.2 Meaning-Making Processes 187
8.7 Affective Semiosis 188
8.8 Affective-Semiotic Regulation, Co-Construction of Trust Relations, and Students’ Motivation in the Classroom 190
8.9 Communication and Metacommunication 192
8.10 Trust Relations and Students’ Development, Learning, and Motivation 194
8.11 Learning and Affectivity in School Settings: An Empirical Example 194
8.12 Conclusion 197
References 199
Chapter 9: Learning in Nature About Nature: Two Types of Affective Orientation 201
9.1 Introduction 201
9.2 Learning as a Relational and Situated Phenomenon 202
9.3 Affect as Assemblage 203
9.4 Data 205
9.5 Assemblages 209
9.6 Analyzing Affect and Learning as Assemblages Through Social Practice 210
9.7 Discussion: Methodological Assemblages 211
9.8 Affect and Learning in Nature 212
9.9 Conclusion 213
9.10 Postscript 214
References 215
Chapter 10: Learning and Affectivity: Pedagogical and Cultural Dimensions in the Inclusion of Diversity in University Education 218
10.1 Normative Frameworks and Inclusive Educational Cultures 218
10.2 Inclusion and Diversity: Pedagogical and Affective Dimensions 221
10.3 Inclusive Pedagogy: Cultural and Affective Considerations in Learning 225
References 227
Chapter 11: Usefulness of the Perezhivanie Construct in Affectivity and Learning: A Systematic Review 231
11.1 Introduction 231
11.2 Theoretical Foundations 232
11.3 Methodological Framework 233
11.3.1 General Description 233
11.3.2 Search Strategy 233
11.3.3 Phases of the Systematic Review 233
11.4 Results Synthesis Strategy 235
11.5 Findings 236
11.5.1 Studies Included 236
11.5.2 Results of Syntheses 237
11.6 Discussion 240
11.7 Conclusions 241
References 242
Chapter 12: Processes of Social Subjectivity and Pedagogical Action: Developments to Understanding Learning Difficulties in the School Environment 245
12.1 Introduction 245
12.2 Methodology 247
12.3 Analysis and Construction of Information 247
12.3.1 A Model School: Pedagogical Action Focused on Content 247
12.3.2 Social Subjectivity of School and the Pathologization of Learning 251
12.4 Conclusion 253
References 254
Chapter 13: The Unity of Affectivity and Learning: Characteristics in Vocalized Responses of Adolescents and Adults 255
13.1 Introduction 255
13.2 Mainstream Psychological Definitions of Affectivity and Learning 256
13.3 Approaching Affectivity and Learning as Variables 257
13.4 Rationales for Studying Affectivity and Learning 257
13.5 Dialectical Critique 257
13.6 Structural-Systemic Epistemological Understanding of Affectivity and Learning 258
13.7 Structural-Systemic Development 258
13.8 The Social Situation or the General Law of Development 259
13.8.1 Role of Language 260
13.9 Structural-Systemic Understanding of Development 260
13.10 Methodology 261
13.10.1 The First Study 262
13.10.2 The Second Study 262
13.10.3 Both Studies 262
13.11 Settings 263
13.11.1 The First Study 263
13.11.2 The Second Study 263
13.12 Participants 263
13.12.1 The First Study 263
13.12.2 The Second Study 263
13.13 Coding and Analysis 264
13.14 Results 265
13.14.1 The First Study 265
13.14.2 The Second Study 266
13.15 Discussion and Implications 268
13.16 Conclusion 269
References 270
Chapter 14: Culturally-Based Interpretations of Motivation and Learning Strategies Between the United States and South Korea 271
14.1 Culture in Education 271
14.1.1 Hofstede’s Model 272
14.2 Goal Orientation 274
14.3 Expectancy 275
14.4 Self-Efficacy 276
14.5 Control of Learning 277
14.6 Learning Strategies 278
14.7 Purpose of the Present Study 279
14.8 Methods 280
14.8.1 Participants 280
14.8.2 Instruments 280
14.8.3 Procedures 281
14.8.4 Data Analytic Approach 282
14.9 Results 282
14.10 Discussion 283
14.10.1 Limitations 285
14.11 Conclusion 285
References 285
Chapter 15: Educate Emotions: Notes for a Critical Examination of Emotional Education Proposals 291
15.1 Introduction 291
15.2 Neoliberalism and Education: The Company as a Metaphor 293
15.3 Emotions and Emotional Capitalism 295
15.4 Emotional Education 296
15.5 Critical Approaches to Emotional Education 299
15.6 Reflections by Way of Synthesis 301
References 305
Chapter 16: Trust in Schools in Chile 310
16.1 Introduction 310
16.2 Theoretical Framework 311
16.3 Country Context 313
16.4 Methods 316
16.4.1 Sample and Analysis 316
16.5 Results 317
16.5.1 Identification of Higher and Lower Areas of Institutional Trust 317
16.5.1.1 Government and Unions 317
16.5.1.2 School Leaders 320
16.5.2 Context: Social Turmoil and Pandemic 322
16.6 Discussion 324
References 326
Chapter 17: Socioemotional Styles: When Affectivity Meets Learning 328
17.1 Introduction 328
17.2 Basic Architecture of Human Experience I: Segregation of Motivation/Affect and the Social Bias of the Human Mind 329
17.3 Basic Architecture of Human Experience II: The Structure of Emotions and the Continuous Strive Toward Social Homeostasis 332
17.3.1 The Basic Structure of Emotion 332
17.3.2 The Psychological Content of Emotions 334
17.4 Principles in the Development of Emotion, Emotion Regulation, and Social Cognition 335
17.5 Developmental Trajectories Toward the Configuration of Socioemotional Style I: Temperament 336
17.5.1 Inhibited Temperament 337
17.5.2 Exuberant Temperament 338
17.6 Developmental Trajectories Toward the Configuration of the Socioemotional Style II: Attachment and Exploration 339
17.7 Socioemotional Styles: A Theoretical Proposal on the Organization of Affective Functioning Throughout Life 342
17.7.1 Socioemotional Style I: The Cautious Style 344
17.7.1.1 Cautious Style and Learning 345
17.7.2 Socioemotional Style II: The Curious Style 345
17.7.2.1 Curious Style and Learning 346
17.8 Socioemotional Styles and Learning: Practical Consequences for Educators 346
17.9 Conclusion 348
References 349
Part II: Affectivity in Teachers’ Learning 355
Chapter 18: A Sociocultural Perspective on the Relationship Between Educators’ Emotional Experiences and Professional Learning 356
18.1 Introduction 356
18.2 Research Background 357
18.2.1 Understanding Emotions and Teachers’ Emotions 357
18.2.2 Teachers’ Emotions from Vygotsky’s Theoretical Lens of Perezhivanie 359
18.3 Methodology 360
18.4 Findings 361
18.4.1 Daisy, the Novice: Prioritising the Majority of Students in the Class 361
18.4.2 Grace, the Mid-Career: Transformation and Positive Emotions 363
18.4.3 Heidi, the Senior: Developing Emotional Capacities with Experiences 364
18.5 Discussion and Conclusion 365
18.5.1 Teacher Emotions as Cultural and Historical Products 365
18.5.2 Relationship Between Teachers’ Emotion and Professional Learning 366
18.5.3 Accounting for Individual Differences Among the Educators 366
18.6 Conclusion 367
References 368
Chapter 19: Teachers’ Emotions: Their Origin and Influence on the Teaching-Learning Process 371
19.1 Introduction 371
19.2 Teachers’ Emotions and Their Relevance for Teaching and Learning 371
19.3 Conceptual Considerations About Teachers’ Emotions 372
19.4 Theoretical Models of Antecedents and the Regulation of Teachers’ Emotions 373
19.5 Antecedents of Teachers’ Emotions Related to the Teaching and Learning Process 374
19.5.1 Pekrun’s Model: The Control-Value Theory of Achievement Emotions 374
19.5.2 Frenzel et al.’ s Model: The Reciprocal Model on Causes and Effects of Teachers’ Emotions 375
19.5.3 Spilt et al. (2011): The Relevance of Teachers’ Internalized Representations of Their Relationship with Their Students 377
19.6 Models of Emotion Regulation in School 378
19.6.1 Metcalfe’s Model: The Hot-Cool Model of Emotions 378
19.6.2 Gross’s Model: The Complex Processes Model 380
19.6.3 Hochschild’s Theory: Emotional Labor 381
19.7 Teachers’ Emotions in the Educational Context: Effects on Teachers’ Mental Health, Instructional Behavior, and Students’ Emotions and Outcomes 382
19.7.1 Teachers’ Emotions and Mental Health 382
19.7.2 Teachers’ Emotions and Teachers’ Instructional Behavior 383
19.7.3 Coping Strategies and Emotional Labor 384
19.7.4 Teachers’ Emotions and Students’ Outcomes 386
19.8 Conclusion 387
19.9 Challenges for Research on Teachers’ Emotions 391
References 392
Chapter 20: How Are Socioemotional Competencies Taught in Initial Teacher Education? Affectivity, Learning, and Didactics of Emotions in the University Classroom 396
20.1 Introduction 396
20.2 Theoretical Framework 397
20.2.1 Current Status of Socioemotional Competencies and Related Educational Policies 397
20.2.2 SEC and Professional Identity 398
20.2.3 Specific Didactics and the Formation of Emotions in Teachers 399
20.3 Methodology 401
20.4 Results 402
20.4.1 Actions Related to Teaching 402
20.4.1.1 Initiatives for SEL (Socioemotional Learning) 403
20.4.1.2 SEC Development Platform 404
20.4.2 Actions Related to Learning 406
20.4.3 Actions Constructed Between Teacher Educators and Preservice Teachers 407
20.5 Discussion 407
20.6 Conclusion 408
References 410
Chapter 21: Affectivity in Science Education: Lived Perceptions 413
21.1 Introduction 413
21.2 Emotions in Science Education Learning 415
21.3 Emotions in Science Education Teaching 416
21.4 Study Context 417
21.5 Methodology 417
21.6 Data Analysis 418
21.7 Results 419
21.7.1 Survey: Part 1 419
21.7.2 Survey: Part 2 420
21.7.2.1 Emotional Connections: Affectivity and Caring 420
21.7.2.2 Practical Connections: Affectivity and Teaching Styles 423
21.8 Discussion 424
21.9 Recommendations 426
21.10 Conclusion 426
References 427
Chapter 22: Learning the Teaching Profession in the Practicum: The Role of the Other, Modalities of Appropriation, and Professional Knowledge 429
22.1 Introduction 429
22.2 Theoretical Framework 430
22.2.1 The Role of the Other in Learning About the Teaching Profession 431
22.2.2 Modalities of Appropriation and Mobilization of Professional Knowledge 432
22.2.3 Regarding the Objects of Professional Learning 433
22.3 Conceptual References 434
22.3.1 Situated Learning: Participating and Learning with the Other 435
22.3.2 Learning with the Other: Engagement, Affordance, and Intentionality 436
22.3.3 From Learning with the Other to the Resulting Professional Knowledge 437
22.4 Methodology 438
22.4.1 Access to the Site and Characteristics of the Participants 439
22.4.2 Processing and Analysis of the Data 440
22.5 Results 441
22.5.1 The Other as a Source of Professional Knowledge 441
22.5.2 Interactions in the Classroom: The Guiding Teacher and the Students as the Other 441
22.5.3 Interactions in Other Places in the School: Practicum Peers and Other Members of the School Community 442
22.5.4 Interactions Outside the School: Supervising Teachers 443
22.6 Modalities of Appropriation of Professional Knowledge 443
22.6.1 Mimesis as a Modality of Appropriating Professional Knowledge 444
22.6.2 Advice as a Modality of Knowledge Appropriation 444
22.6.3 Collaboration as a Modality of Knowledge Appropriation 444
22.6.4 Verification as a Modality of Knowledge Appropriation 445
22.6.5 The Professional Knowledge Involved and Its Mobilization 445
22.7 Discussion 447
22.8 Conclusions 450
References 451
Chapter 23: Teaching Excellence, Affectivity and Learning 458
23.1 Introduction 458
23.2 Teaching Competencies from an Emotional Perspective 459
23.3 Emotions and Teaching Effectiveness 460
23.3.1 Another Major Challenge Is the Teacher Refresher Towards Emotional Competence 462
23.3.2 Emotional Competence in Promoting Student Learning 462
23.4 Emotional Education at School 464
23.4.1 Emotional Education: The Role of Teachers 465
23.5 From Teaching Competencies to Teaching Effectiveness 466
23.6 Conclusions 467
References 468
Chapter 24: LGBTIQ+ Inclusive Education: The Interplay of Emotions and Cognition in Graduate Teachers’ Narratives of Becoming 472
24.1 Introduction 472
24.2 Understanding Perezhivanie 473
24.3 Literature Review 475
24.4 Situating Perezhivanie in the Literature 476
24.5 Participants and Context 477
24.6 Ethical Considerations 478
24.7 Data Analysis 478
24.8 Findings/Discussion 478
24.9 Transitions into High School 479
24.10 Strategies for Inclusion of LGBTIQ+ Students 482
24.11 Conclusion 483
References 484
Part III: Affectivity and Learning from Cognitive Neuroscience’s Perspectives 487
Chapter 25: Neuroscience of Learning and Emotional Processing 488
25.1 Introduction 488
25.2 Neurophysiological Bases of Learning 489
25.3 Basic Assumptions of Learning: Behaviorism, Cognitivism, and Socio-cognitive Theory 489
25.4 The Main Cognitive Processes Associated with Learning: Memory and Attention 491
25.5 Attention 492
25.5.1 Alertness Network 493
25.5.2 Orientation Network 494
25.5.3 Executive Control Network 494
25.6 Learning and Emotion 496
25.7 Meaningful Learning 499
25.7.1 Significant Learning: Classification of Subtypes 500
25.7.2 Criteria or Requirements for Meaningful Learning 501
25.7.3 Benefits of Meaningful Learning 501
25.7.4 Brain-Based Learning (BBL) as a Mechanism for Meaningful Learning 502
25.7.4.1 The Brain Is a Living System 502
25.7.4.2 The Brain Is Social 502
25.7.4.3 The Search for Meaning Is Innate and Occurs Through Patterns 503
25.7.4.4 Emotions Are Fundamental to the Configuration 503
25.7.4.5 Perception, Attention, and Memory Are Fed by Emotion 503
25.7.4.6 Each Brain Is Uniquely Organized 503
25.8 Conclusion 504
References 506
Chapter 26: Emotional Salience and Learning 510
26.1 Introduction 510
26.2 Attentional Bottom-Up and Top-Down Processes 511
26.3 Salience and Emotional Salience 512
26.4 Emotional Stimuli and Cognitive Processes 514
26.4.1 Attention 514
26.4.2 Memory 515
26.4.3 Executive Functions 517
26.4.4 Inhibitory Control 518
26.4.5 Working Memory 519
26.4.6 Cognitive Flexibility 520
26.5 Emotional Salience as an Advantage or Disadvantage in Learning 521
26.6 Discussion and Future Directions 524
References 526
Chapter 27: Memory Distortions: An Interdisciplinary Framework for Cognitive-Affective Bias 531
27.1 Introduction 531
27.2 False Memories 533
27.2.1 Suggestibility: The Misinformation Effect 535
27.2.2 Predicting the Past: The Hindsight Bias 538
27.2.3 Internal False Memory Triggers: The Case of the Consistency Bias 540
27.2.4 Autobiographical and Third-Party Source Misattribution: Unconscious Plagiarism and Unconscious Transference 540
27.2.5 Other Memory Distortion–Inducing Biases 541
27.3 Affectivity in False Memory Research 543
27.4 Conclusion 545
References 547
Chapter 28: Echoes of Early Experiences on the Learning Process: Implications in Interoceptive Development and Emotional Self-Regulation 552
28.1 Introduction 552
28.2 Interoception and Its Development During Infancy 553
28.3 Interoception and Emotional Learning: Emotion Recognition and Regulation 556
28.4 Interoception and the Relationship with Another: Empathy and Prosocial and Planned Decision-Making 558
28.5 Discussion and Conclusions 559
References 561
Chapter 29: The Somatic Roots of Affect: Toward a Body-Centered Education 568
29.1 Introduction 568
29.2 Affective Experience Plays a Fundamental Role in Learning 569
29.2.1 Introducing Affect 569
29.2.2 Influence of Affect on Learning at a General Level 572
29.2.3 Affect Shapes Perception 574
29.2.4 Affect Directs Attention 576
29.2.5 Affect Impacts Memory 577
29.2.6 Affect and Motivation 579
29.3 Affective Experience Is Rooted in the Homeostatic Self-/Co-regulation of Living Bodies 580
29.3.1 Interoception and Body Homeostasis 581
29.3.2 Interoception and the Homeostatic Role of Affect 582
29.3.3 Interoceptive Phenomenology and Affective Experience 584
29.3.4 The Social Dimension of Interoception, Homeostatic Regulation, and Affect 587
29.4 Conclusions 589
References 590
Part IV: Affectivity and Learning in the Therapeutic and Clinical Context 597
Chapter 30: Historical Foundations of Affectivity and Learning Research: C.G. Jung’s Word-Association Experiments 598
30.1 Jung Before 1904 599
30.2 Word-Association at the Burghölzli: Discovery of the Complex 602
30.3 Affectivity and Learning: Perseveration, Reaction Time, and Memory 604
30.4 The Rise of Complex Psychology 608
References 612
Chapter 31: Impact of Transference on the Training of TFP Therapist: A Proposal on the Affective Echo as a Foundation of Learning 615
31.1 Transference and Psychotherapy Supervisory Processes 615
31.1.1 Transference 615
31.1.2 Supervision in Psychotherapy 616
31.1.3 Where Transference and Supervision Meet: Parallel Processes 618
31.2 Transference-Focused Psychotherapy 619
31.3 First Research Design Proposal for Supervisions in TFP 621
31.4 Preliminary Results and Some Insights 621
31.5 On Clinical Work in the Encounter with the Patient 622
31.6 Essential Elements of the TFP: Macro and Micro Processes 623
31.7 The Learning of the Technique: Supervisions in TFP 624
31.8 Apprehensions About Parallel Process-Based Learning 628
31.9 Proposal of Minimum Necessary Characteristics for the Development of a TFP Therapist 629
31.10 Vignette of a Supervision in TFP 630
31.11 Conclusions 633
References 634
Chapter 32: Affective Processes in the Supervisor-Supervisee Relationship as Enhancers of the Therapist Training: Reflections from a Scoping Review of the Psychoanalytic Approach 637
32.1 A Personal Experience of Our Learning in Psychoanalysis 637
32.2 Research on Training in Psychotherapy 639
32.3 Psychoanalytic Orientation Training 640
32.4 Fundamentals for a Proposal About the Intangibles in TFP Psychotherapists 641
32.4.1 Search Method 641
32.5 Results 642
32.6 From Parallel Process to Transference-Focused Psychotherapy 646
32.7 Supervision Vignette 648
32.8 Final Considerations 651
References 652
Chapter 33: Meaningful Social Interactions as a Foundation for Affection and Learning for Autistic Individuals 655
33.1 Introduction 655
33.2 Autistic Sociality 657
33.3 Affectivity in the Context of Autism 659
33.4 Learning Being Autistic 661
33.5 Conclusion Remarks 664
References 666
Part V: Affectivity and Learning in Everyday Life 673
Chapter 34: Affectivity and Learning at the End of Life: Expressive Art Therapy in Palliative Patients 674
34.1 Introduction 674
34.2 Method 678
34.3 Results 680
34.3.1 Descriptive Analysis 680
34.3.2 Comprehensive Analysis 682
34.4 Discussion 686
34.5 Conclusion 690
References 691
Chapter 35: Impact of Affectivity and Learning in the Construction of Occupational Identity Throughout the Course of Life and Its Influence on Old Age 694
35.1 Introduction 694
35.2 Childhood: Exploration of Occupational Identity Based on Significant Learning 696
35.3 Adolescence: Consolidation of the Foundations of Occupational Identity 700
35.4 Adulthood: Stage of Achievement of Occupational Identity 703
35.5 Old Age 704
35.6 Discussion 709
References 712
Chapter 36: Affective Bonding and Organizational Learning 715
36.1 Introduction 715
36.2 Group Linkages in Organizational Learning Processes 717
36.3 Exploration Devices and Results 721
36.4 Conclusion 726
References 728
Chapter 37: Learning Affects, Gender Roles, and the Case of Care Work 731
37.1 Introduction 731
37.2 Privatization of Affects: A Critique 733
37.3 Gender Socialization and Affects 734
37.4 Gendered Affects 736
37.5 Care Work, Gender, and Affect 737
37.6 Concluding Remarks 742
References 744
Chapter 38: Acculturation Learning Process: Affective Quality in Immigrant Women 748
38.1 Introduction 748
38.2 Objective 751
38.3 Methodology 751
38.3.1 Design 751
38.3.2 Participants 752
38.3.3 Sociodemographic Characteristics of the Participants 752
38.3.4 Measurements 753
38.3.5 Procedure 753
38.3.6 Data Analysis 753
38.3.7 Ethical Considerations 754
38.4 Results 754
38.4.1 Resilience in Immigrant Women 754
38.4.1.1 Subjective Well-Being 756
38.4.1.2 Social Support 756
38.4.1.3 Coping Strategies 757
38.4.1.4 Protective Factors 758
38.4.2 Increased Disappointment Over Time 758
38.4.2.1 Subjective Well-Being 758
38.4.2.2 Social Support 759
38.4.2.3 Coping Strategies 760
38.4.2.4 Protective Factors 760
38.5 Discussion and Conclusion 760
38.5.1 Limitations 763
38.5.2 Future Research Directions 763
References 764
Chapter 39: Humorous Actions and Coexistence 768
39.1 Introduction 768
39.2 Bergson’s Theoretical Proposal and Semiotic-Cultural Constructivism as Disquieting Experiences 770
39.3 Intersubjective Matrix for the Understanding of Humour in SCC 772
39.4 Alterity and Its Possibilities to Approach Humour 774
39.5 Humorous Actions: An Experience with Games with Rules 776
39.6 Discussion 779
References 781
Part VI: Final Remarks 783
Chapter 40: Affectivity and Learning: Why We Need an Interdisciplinary, a Multilevel, and a First-Third-Person Approach? 784
References 788
Index 789

Produkt-Details

• Erscheint lt. Verlag: 27.7.2023
• Zusatzinfo: XXXIII, 789 p. 61 illus., 44 illus. in color.
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Sozialpsychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Schlagworte: Affectivity • Cognitive Development • Education • education and neuroscience • Emotional Regulation • learning • social-emotional development • Social-Emotional Learning • teaching-learning process
• ISBN-10: 3-031-31709-2 / 3031317092
• ISBN-13: 978-3-031-31709-5 / 9783031317095