Extended cognition and inventive learning: intertwining between emotion and learning
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signo (Santa Cruz do Sul. Online) |
Texto Completo: | https://online.unisc.br/seer/index.php/signo/article/view/2840 |
Resumo: | It is fact that we learn better a lesson which is enjoyable or that is administered by a teacher with whom one has a greater affinity. Although one can also easily learn when under pressure. With the aim to show that humans learn best when they are emotionally mobilized for learning due to the fact that some brain structures responsible for controlling emotions are also fundamental to the mechanisms of memory and attention is what this article seeks through a review of concepts and reflection on the theme show that when truly mobilized to the task the subject tends to go beyond a binary learning question – answer. The relevance of this work consists in proposing a new reflection about learning, taking into account both the environmental and neurobiological mechanisms that enable a more entertaining, thoughtful and inventive learning process. |
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Extended cognition and inventive learning: intertwining between emotion and learningCognição ampliada e aprendizagem inventiva: entrelaçamentos entre emoção e aprendizagemIt is fact that we learn better a lesson which is enjoyable or that is administered by a teacher with whom one has a greater affinity. Although one can also easily learn when under pressure. With the aim to show that humans learn best when they are emotionally mobilized for learning due to the fact that some brain structures responsible for controlling emotions are also fundamental to the mechanisms of memory and attention is what this article seeks through a review of concepts and reflection on the theme show that when truly mobilized to the task the subject tends to go beyond a binary learning question – answer. The relevance of this work consists in proposing a new reflection about learning, taking into account both the environmental and neurobiological mechanisms that enable a more entertaining, thoughtful and inventive learning process.É fato que se aprende melhor uma lição que seja agradável, ou então que seja ministrada por um professor com quem se tem maior afinidade. Embora se possa aprender com facilidade também quando se está sob pressão. Com o objetivo de mostrar que os seres humanos aprendem melhor quando estão emocionalmente mobilizados para o aprendizado, devido ao fato de que algumas estruturas encefálicas responsáveis pelo controle das emoções são também fundamentais para os mecanismos de memória e atenção é que o presente artigo busca, por meio de uma revisão de conceitos e reflexão sobre a temática, mostrar que quando verdadeiramente mobilizado para a tarefa o sujeito tende a ir além de um aprendizado binário pergunta – resposta. A relevância do trabalho está em propor uma nova reflexão sobre aprendizagem, levando em consideração tanto os mecanismos ambientais quanto neurobiológicos que possibilitam um processo de aprendizagem mais lúdico, reflexivo e inventivo.Edunisc2012-01-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/284010.17058/signo.v37i62.2840Signo; v. 37 n. 62 (2012): V Colóquio Leitura e Cognição; 160-1701982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/2840/1951Mayer, Valéria Neves Kroeffinfo:eu-repo/semantics/openAccess2018-07-26T18:01:25Zoai:ojs.online.unisc.br:article/2840Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T18:01:25Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false |
dc.title.none.fl_str_mv |
Extended cognition and inventive learning: intertwining between emotion and learning Cognição ampliada e aprendizagem inventiva: entrelaçamentos entre emoção e aprendizagem |
title |
Extended cognition and inventive learning: intertwining between emotion and learning |
spellingShingle |
Extended cognition and inventive learning: intertwining between emotion and learning Mayer, Valéria Neves Kroeff |
title_short |
Extended cognition and inventive learning: intertwining between emotion and learning |
title_full |
Extended cognition and inventive learning: intertwining between emotion and learning |
title_fullStr |
Extended cognition and inventive learning: intertwining between emotion and learning |
title_full_unstemmed |
Extended cognition and inventive learning: intertwining between emotion and learning |
title_sort |
Extended cognition and inventive learning: intertwining between emotion and learning |
author |
Mayer, Valéria Neves Kroeff |
author_facet |
Mayer, Valéria Neves Kroeff |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mayer, Valéria Neves Kroeff |
description |
It is fact that we learn better a lesson which is enjoyable or that is administered by a teacher with whom one has a greater affinity. Although one can also easily learn when under pressure. With the aim to show that humans learn best when they are emotionally mobilized for learning due to the fact that some brain structures responsible for controlling emotions are also fundamental to the mechanisms of memory and attention is what this article seeks through a review of concepts and reflection on the theme show that when truly mobilized to the task the subject tends to go beyond a binary learning question – answer. The relevance of this work consists in proposing a new reflection about learning, taking into account both the environmental and neurobiological mechanisms that enable a more entertaining, thoughtful and inventive learning process. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-01-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/2840 10.17058/signo.v37i62.2840 |
url |
https://online.unisc.br/seer/index.php/signo/article/view/2840 |
identifier_str_mv |
10.17058/signo.v37i62.2840 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/2840/1951 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Edunisc |
publisher.none.fl_str_mv |
Edunisc |
dc.source.none.fl_str_mv |
Signo; v. 37 n. 62 (2012): V Colóquio Leitura e Cognição; 160-170 1982-2014 reponame:Signo (Santa Cruz do Sul. Online) instname:Universidade de Santa Cruz do Sul (UNISC) instacron:UNISC |
instname_str |
Universidade de Santa Cruz do Sul (UNISC) |
instacron_str |
UNISC |
institution |
UNISC |
reponame_str |
Signo (Santa Cruz do Sul. Online) |
collection |
Signo (Santa Cruz do Sul. Online) |
repository.name.fl_str_mv |
Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC) |
repository.mail.fl_str_mv |
rgabriel@unisc.br||revistasigno.unisc@gmail.com |
_version_ |
1800218789611044864 |