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the learning brain > week 3 - emotions > Flashcards

week 3 - emotions Flashcards

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1
Q

achievement emotions

A

emotions related to school performance and outcomes of success and failure

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2
Q

affect

A

valence and arousal

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3
Q

valence

A

positive vs negative

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4
Q

arousal

A

activating vs deactivating

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5
Q

high arousal, positive valence

A

enjoyment hope, pride, gratitude

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6
Q

positive valence, low arosoul

A

relaxation
contentment
relief

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7
Q

low arousal, negatvie valence

A

boredom,
sadness
disappointment
hopelessness

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8
Q

negative valence, high arousal

A

anger,
frustration
anxiety
shame

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9
Q

Control-Value Theory (Pekrun, 2006)

A

Emotions come from two things:
Control – Do I feel capable?

Value – Do I care about this?

Beliefs and prior
experiences play an
important role

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10
Q

Emotions and Performance – Reciprocal Relationship

A

Study: Pekrun et al., 2017 (Grades 5–9, Math)

Positive emotions (enjoyment, pride) → better performance

Negative emotions (anxiety, shame) → worse performance

Also influenced by gender & IQ:

Girls: more anxious, less bored

Higher IQ: fewer negative emotions

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11
Q

plato: tripartite soul

A

rtional thoguht (head) needs to control the passions (heart) and appetites (gut)

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12
Q

1960s: Triune brain theory

A

model that conceptualizes the human brain as having evolved in three distinct stages, each adding a new layer on top of the previous one.

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13
Q

Triune Brain Theory (1960s - Paul MacLean) 3 parts

A
  1. lizard brain
    - brainstem and cerebellum
  2. mamal brain
    - limbic system
  3. human brain
    - cerebral cortex
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14
Q

problem with Triune Brain Theory (1960s - Paul MacLean)

A

The brain isn’t divided so cleanly. All parts work together, not separately

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15
Q

emotion and cognition are intertwined

A

emotions are important for thinking and behaviour

  • brain is a large interconnected network
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16
Q

limbic system structures

A

hippocampus
amygaloid body
hypothalamus
anterior cingulate gyrus

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17
Q

hippocampus

A

memory

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18
Q

amygoloid body

A

anxiety and other emotions

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19
Q

hypothalamus

A

regulates autonomic nervous system - releases of hormones

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20
Q

anterior cingulate gyrus

A

error/conflict monitioring making decisions
planning

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21
Q

basic emotion theories

A

emotions are universal, innate, and biologically hardwired reposnes to specific stimuli

core emotions include happiness, sadness, fear, anger, surprise and disgust

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22
Q

theory of constructed emotion (lisa barrett)

A

emotions are created in the moment as the brain makes sense of incoming signals

emotions are constructed through a process of prediction and interpretation

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23
Q

Emotions Are Made, Not Born” – What Does It Mean?

A

Emotions are not automatic or fixed (like fear or anger just happening to you).

Instead, your brain creates emotions based on:

What’s happening in your body (like heart rate or tension),

What’s going on around you (your situation),

and past experiences

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24
Q

chronic stress -> prolonged activation of stress hormones such as cortisol effects on

A

brain development
stress regulation
socio-emotional and cognitive dev (behavioral problems, learning difficulties)
physical health (obesity, weakened immune system)

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25
what happens to the brain during bullying
bullying is de scanner measured with the cyberball tasl higher ACC activity during social exclusion than during social inclusion ACC=involved in error/conflict monitoring) * correlated with self reported stress after social exclusion
26
will et al 2016 - chronically rejected adoles
higly active ACC
27
will et al study - behaviorual results
aso punished the excluders by giving them less during money dist. no diff between stable and chronically rej ado
28
will et al study - brain results
chronically rej ado showed increased activation in the lateral PFC (control region) when forgiving the excluder
29
control value theory - what do emotions influence
cognitive resources (attention, wm) motivatio to learn learning strategies selfregulation
30
attnetion
prerequisite for learning emotions influence (a) the focus of attention (b) the amount of attention this applies to both achievement emotions and emotions not related to school (stress at home)
31
Self-Determination Theory (SDT)
A theory about what motivates people—focusing on how much our behavior is self-chosen vs. controlled.
32
What are the 3 basic psychological needs in SDT?
Autonomy – Freedom to choose Competence – Feeling effective Relatedness – Feeling connected to others
33
What is Amotivation?
Having no motivation or intention to act. Example: “I don’t care about this.”
34
What is External Regulation?
Doing something to get a reward or avoid punishment. Example: “I do homework to avoid getting grounded.”
35
What is Introjected Regulation?
Doing something to avoid guilt or gain approval. Example: “I work out so I won’t feel lazy.”
36
What is Identified Regulation?
oing something because you see its value. Example: “I recycle because I believe in protecting the planet.”
37
What is Integrated Regulation?
Doing something because it fits with your identity and values. Example: “I volunteer because helping others is part of who I am.”
38
What is Intrinsic Motivation?
Doing something because you enjoy it or find it interesting. Example: “I play music because it’s fun.”
39
Which type of motivation is most self-determined?
Intrinsic motivation – it's the most internal and autonomous
40
Why is self-determined motivation important?
it leads to better performance, well-being, and long-term motivation.
41
How do positive emotions like enjoyment influence learning strategies?
They promote flexible and creative learning strategies.
42
What is the effect of positive emotions on self-regulation?
Positive emotions enhance self-regulation.
43
What type of learning strategies are associated with negative emotions like anxiety?
Rigid strategies, such as simple rehearsal.
44
When learners feel anxious, what do they tend to rely on?
They rely more on external guidance.
45
What are deactivating emotions in the context of learning?
Emotions like boredom that reduce motivation and engagement.
46
How do deactivating emotions affect information processing?
They lead to superficial and shallow processing of information.
47
What is arousal in the context of learning?
It is the physiological activation of the mind and body to increase alertness.
48
What are some physiological signs of arousal?
Elevated heart rate, blood pressure, and breathing.
49
Does the ideal level of arousal vary? If so, how?
Yes, it depends on the individual and the specific task.
50
Name factors that can influence arousal.
Curiosity Motivation and perceived value of the task Reward (amount and variability) Interaction with peers Physical activity (temporarily increases arousal)
51
How does physical activity affect arousal?
It causes a temporary increase in arousal.
52
arousal graph
53
Q: What is the most general definition of curiosity?
Curiosity is a drive to acquire information.
54
Is curiosity adaptive and who shows it?
Yes, curiosity is adaptive and is observed in animals and infants.
55
What is epistemic curiosity?
It is a type of curiosity where the primary goal is to increase knowledge; it may be specific to humans.
56
What typically triggers curiosity?
The awareness that you don’t know something.
57
When does curiosity typically decrease?
: When you feel "saturated" after finding enough information.
58
According to Brod & Breitwieser (2019), how can epistemic curiosity be stimulated in learning?
By having students make a prediction, which triggers an intrinsic need to find out whether it’s correct.
59
What is the hypothesized effect of stimulating epistemic curiosity through prediction?
It increases curiosity, which in turn enhances learning.
60
What experimental approach did Brod & Breitwieser (2019) use to study curiosity and learning?
A numerical fact learning task with two conditions: prediction vs. example generation.
61
how to measure arousal
* A neurophysiological marker of alertness is an increase in pupil size related to the release of noradrenaline in the locus coeruleus, which increases sensitivity in cortical areas
62
does making a prediction enhance curiosity
A: Yes, participants showed higher curiosity in the prediction condition.
63
What physiological evidence supports increased curiosity during prediction?
Pupil size was larger in the prediction condition, especially for high-curiosity facts.
64
What did increased pupil dilation indicate in the prediction condition?
That high-curiosity facts triggered greater arousal compared to low-curiosity facts.
65
Q: Does making a prediction always improve memory for facts?
A: No, there was no general memory advantage for predicted facts.
66
Q: When did prediction enhance memory?
A: Only for facts that had a high curiosity score.
67
Q: What is the research question of Keller et al. (2024)?
Does being in a state of epistemic curiosity affect memory for unrelated, incidental information presented during learning?
68
Q: Why is this research question relevant?
It challenges the assumption that curiosity always enhances learning and examines whether it can actually impair memory for non-targeted (incidental) information—a key concern for real-world educational settings where multiple types of information are presented together.
69
Q: How did Keller et al. (2024) study this question?
Participants rated their curiosity for trivia questions. While waiting for the answers, they were shown incidental scholastic facts. Memory for these incidental facts was tested later to assess the impact of curiosity states.
70
Q: What did Keller et al. (2024) find?
Memory for incidental scholastic facts was worse when participants were in a high-curiosity state awaiting trivia answers. In other words, curiosity narrowed attention, impairing encoding of unrelated information.
71
What are the scientific and practical implications of these findings?
Scientific: Curiosity may create a focused cognitive state that enhances memory for target information but suppresses incidental learning. Practical: In educational contexts, promoting curiosity might inadvertently cause students to miss or forget other important but unrelated content presented simultaneously.

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