In the field of cognitive science, emotion has traditionally been viewed as either separate from – or even a detrimental to – how our brains learn, despite a large body of research stressing its importance. Marc Smith surveys the evidence, and asks what’s going on
Alistair doesn’t get it. And what’s worrying you is, you don’t get why Alistair doesn’t get it.
You’ve applied every tactic from your pedagogic toolbox. You have merged your experience with research from cognitive science. You’ve spaced the content, taking every precaution to ensure you address the limitations of working memory. What is the vital component you haven’t factored in?
Perhaps it’s the very same component that unduly influences cognitive psychology in the laboratory? That annoying human mental state that has the power to disrupt all your hard work, reduce the efficiency of ...