1. Emotions and Learning (David Nash) Describe learning process as a feedback loop Describe how motivational processes lead to cognitive growth Describe ways emotional content affects cognitive processing Final thoughts Goals:

2. The Emergence of the Evolutionary-Adapted Learning Process Schemas, formed by repeated stimulus/perception/response loops activated from procedural or long term memory … 1

3. The Emergence of the Evolutionary-Adapted Learning Process Schemas, formed by repeated stimulus/perception/response loops activated from procedural or long term memory … … into working memory. 1 2

4. The Emergence of the Evolutionary-Adapted Learning Process Schemas, formed by repeated stimulus/perception/response loops activated from procedural or long term memory … … into working memory. Decisions are made … between schemas and new data. 1 2 3

5. The Emergence of the Evolutionary-Adapted Learning Process Schemas, formed by repeated stimulus/perception/response loops activated from procedural or long term memory … … into working memory. Decisions are made … between schemas and new data. Based on these decisions, action is planned and implemented. 1 2 3 4

6. APPROACH Motivation AVOIDANCE parallel but separate reward-punishment neural networks Activationrelationship to behaviorInhibition Euphoria (sad to happy) goal-mindfulness Dysphoria (contented to fearful) Appetitive movement in relation to goalAversive

7. APPROACH Motivation AVOIDANCE parallel but separate reward-punishment neural networks Activationrelationship to behaviorInhibition Euphoria (sad to happy) goal-mindfulness Dysphoria (contented to fearful) Appetitive movement in relation to goalAversive Progressive/Promotiverelationship to knowledgeConservative/Preventive Assimilative means of building knowledge Accommodative

8. APPROACH Motivation AVOIDANCE parallel but separate reward-punishment neural networks Activationrelationship to behaviorInhibition Euphoria (sad to happy) goal-mindfulness Dysphoria (contented to fearful) Appetitive movement in relation to goalAversive Progressive/Promotiverelationship to knowledgeConservative/Preventive Assimilative means of building knowledge Accommodative “Certainty” effects=> angry, happy, contented, disgusted processing is nonsystematic, heuristic, inferential, creative, top-down, (symmetric findings)multiple perspectives, and assimilative

9. APPROACH Motivation AVOIDANCE parallel but separate reward-punishment neural networks Activationrelationship to behaviorInhibition Euphoria (sad to happy) goal-mindfulness Dysphoria (contented to fearful) Appetitive movement in relation to goalAversive Progressive/Promotiverelationship to knowledgeConservative/Preventive Assimilative means of building knowledge Accommodative “Certainty” effects=> angry, happy, contented, disgusted processing is nonsystematic, heuristic, inferential, creative, top-down, (symmetric findings)multiple perspectives, and assimilative Positive affect leads to coasting=> pay attention elsewhere Memory (study) all remember gist, active emotions remember details (optimal) stimuli is pleasant, mood is positive, task is active and productive Paired activities involves moderating effect

10. Emotions and Learning (David Nash) Importance of variety and philosophy of assessments Human development and learning as evolutionary- adapted process beginning with baby’s relationship with caregiver (social and self divide) Emotions as integral to metacognitive, creative, and inferential cognitive processing Final thoughts: