Emotional Processes in Learning Situations

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. This book presents the contributions of different disciplines of psychology in understanding the role of emotional processes in learning situations, from a developmental and whole-life perspective.

Table of Contents:
Preface xi Marianne HABIB Acknowledgments xix Marianne HABIB Chapter 1. Social-emotional Competencies and Learning in Children 1 Ophélie COURBET and Thomas VILLEMONTEIX 1.1. Social-emotional competencies, a key predictor of child development 1 1.1.1. Definitions 1 1.1.2. Influence of short-term SECs: emotion, behaviour and academic achievement 3 1.1.3. Long-term influence of SECs: quality of life and socio-professional integration 6 1.2. Mechanisms underlying the association between SECs and learning 7 1.2.1. Influence of the child’s social-emotional characteristics on their learning abilities 7 1.2.2. Influence of the social-emotional environment on the child’s learning processes 9 1.2.3. SECs and the learning context: a reciprocal influence 10 1.3. Working with SECs in learning 11 1.3.1. The school as a place to promote SECs 11 1.3.2. Important elements for the implementation of programs in schools 12 1.3.3. Some international social and emotional learning programs 14 1.3.4. Effects of learning SECs at school 15 1.3.5. Current limitations in the field of SEC development in schools 17 1.4. References 17 Chapter 2. Humor in Infants: Development and Implications in Learning 21 Rana ESSEILY and Lauriane RAT-FISCHER 2.1. Introduction: origins, universality and implications in learning 21 2.2. Humor: definitions and functions 24 2.2.1. Definitions 24 2.2.2. The different types of humor in infants 24 2.2.3. The functions of humor 25 2.3. The development of humor in the first months of life 28 2.3.1. Observational studies 29 2.3.2. Laboratory studies 29 2.3.3. Humor and language 31 2.4. Humor and learning in infants 32 2.4.1. Empirical studies 32 2.4.2. Cognitive processes 33 2.4.3. Physiological processes 35 2.4.4. Positive emotions 36 2.4.5. Positive emotions, humor and curiosity: toward a learning model? 38 2.5. Conclusions and perspectives 40 2.6. References 41 Chapter 3. Toward Considering Emotional Skills as Academic Skills 47 Sabine GUERAUD and Louise GOYET 3.1. Emotions: evolution of theories and the concept 48 3.1.1. The pioneers of the scientific theories of emotions 48 3.1.2. Contemporary scientific approaches to emotions 50 3.2. Development of emotional competencies 52 3.2.1. Identification, recognition and expression of emotions 52 3.2.2. The understanding of emotions 55 3.2.3. Regulation of emotions 58 3.3. Role and influence of language in the development of emotional skills 60 3.4. Emotional skills: academic skills? 63 3.5. References 64 Chapter 4. Motivation and Academic Learning 73 Evelyne CLÉMENT and Alain GUERRIEN 4.1. Introduction 73 4.2. Different approaches to academic motivation: theoretical aspects 74 4.2.1. Self-determination theory 74 4.2.2. Achievement goal theory 77 4.2.3. The self-efficacy theory 78 4.2.4. Common principles between these different approaches 80 4.3. Different ways of being motivated: what consequences? 82 4.3.1. Consequences according to the SDT 82 4.3.2. Consequences according to the achievement goals theory 83 4.3.3. Consequences according to the SSE 84 4.4. Promoting optimal motivation at school: what are the levers? 85 4.5. Discussion 89 4.6. Conclusion 92 4.7. References 92 Chapter 5. The Role of Emotion and Learning in Decision-making Situations During Development 99 Anaïs OSMONT, Ania AÏTE and Marianne HABIB 5.1. Decision-making: definitions 100 5.1.1. Decision-making under risk and decision-making under ambiguity 100 5.1.2. Risk-taking 101 5.2. Emotion and decision-making under ambiguity 102 5.2.1. Spontaneous exploration of the unknown: the phenomenon of ambiguity aversion 102 5.2.2. Emotional guidance in decision-making under ambiguity 106 5.3. Emotion and decision-making under risk 111 5.3.1. The role of sensitivity to loss and reward during development: the contribution of neuroscience 112 5.3.2. The role of regret in decision-making and the learning that results from it 118 5.4. The role of socio-emotional factors on learning in decision-making situations 125 5.4.1. Peer sensitivity in decision-making 125 5.4.2. Peer influence on risk-taking: what are the explanations? 131 5.4.3. An alternative model highlighting the role of risk-taking in learning 133 5.5. Conclusion 135 5.6. References 135 Chapter 6. Socio-emotional Learning: How do We Learn in Connection with Others? 145 Mathieu CASSOTTI 6.1. Inhibitory control in developmental psychology and the role of social context 146 6.1.1. Social context, a facilitator of inhibitory control? 146 6.1.2. Social context and inhibitory control: the decision-making paradox 148 6.1.3. Limitations of the neurodevelopmental approach 149 6.2. Social learning 150 6.2.1. Development of higher psychological functions 150 6.2.2. Regulation of thought and egocentric language 151 6.2.3. Social interaction and zone of proximal development 152 6.3. Stimulating self-regulation of behavior through social interaction 153 6.3.1. The example of the Tools of the Mind program 153 6.3.2. Executive learning and overcoming reasoning biases 154 6.4. Conclusion 161 6.5. References 162 Chapter 7. Learning to Recognize Others: The Effect of Vocal Emotions 167 Virginie BEAUCOUSIN 7.1. Communicating with others: the role of the voice 169 7.2. Learning to recognize the other person through their voice 175 7.3. Emotions and the recognition of others 180 7.4. Conclusion 185 7.5. References 185 Chapter 8. Trauma, Cognition and Learning 193 Serge CAPAROS 8.1. Learning: learner, content and context 193 8.2. Trauma 195 8.2.1. Definition of a traumatic event 195 8.2.2. A traumatic or potentially traumatic event? 196 8.2.3. The psychological injury generated by traumatic exposure 197 8.3. Impact of trauma on learning 199 8.4. Trauma and learning: cognitive intermediaries 201 8.4.1. Short-term memory or working memory 202 8.4.2. Long-term memory 206 8.4.3. Reasoning 209 8.4.4. Executive functions 210 8.4.5. Sustained attention 211 8.5. Neuroanatomical and physiological considerations 212 8.5.1. Physiological arousal 212 8.5.2. The hippocampus 213 8.6. Conclusion 214 8.7. References 215 Chapter 9. Wisdom as the Fruit of a Lifelong Emotional Learning Process? 223 Sandrine VIEILLARD 9.1. Wisdom as a psychological construct 225 9.2. The entry into wisdom and old age 227 9.2.1. Psychometric approach to the effects of age on wisdom 227 9.2.2. Examination of the affective dimensions of the psychological construct of wisdom 232 9.3. The entry into wisdom by means of procedural learning: meditation 236 9.4. References 238 List of Authors 243 Index 245

About the Author :
Marianne Habib is a lecturer in developmental psychology at Paris 8 University, France. Her research focuses on the influence of emotions and socio-emotional context on cognitive processes from childhood to adulthood.