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Transcript of #BALANCE
- According to the research, we use both the emotional part of our brain and the rational part (Harbeck & Glendon, 2013).
- If knowledge and reasoning are separated from emotional implications, learning lacks meaning and motivation making it harder to apply (Immordino-Yang and Damasio, 2007).
- Thinking in the heat of the moment is primarily based on emotions, whereas thinking in the cold light of day allows more time for thinking rationally, while still considering the emotional aspect (Gutnik, Hakimzada, Yoskowitz, & Patel, 2006).
Learning & Retention is Enhanced when Associated with Emotion:
- Simply having the knowledge does not imply that a student will be able to use it advantageously outside of school (Immordino-Yang & Damasio, 2007).
- Educators may be encouraging students to develop the sorts of knowledge that inherently do not transfer well to real world situations (Immordino-Yang & Damasio, 2007).
- For example: Doing the strange baby's funeral versus making it more of a personal experience for the students.
Assigned Emotion Influences the Outcome:
- Importance of anticipatory regret (Schneider & Caffray, 2012).
- The decision maker simply simulates a future behavior and the subsequent emotional reaction (Panno, 2016).
- Regret does factor into decisions about engaging in risky behavior.
Making It Personal
Are Adolescents Really Thinking?
-RESEARCH SAYS YES! They are often actually over-thinking things.
-They took 1/6th of a second longer to get to an obvious 'no' when asked various questions such as: "Is it a good idea set your hair on fire?" and "Is it a good idea to swim with sharks?" (Baird and Fugelsang, 2004, as cited in Wargo, 2007).
-They undergo a process of calculation of pros and cons (Teslovich et al., 2014)
rrange a Plan
ead By Example
Gutnik, L.A., Hakimzada, A.F., Yoskowitz, N.A., & Patel,V.L. (2006). The role of emotion in decision-making: A cognitive neuroeconomic approach towards understanding sexual risk behaviour. Journal of Biomedical Informatics, 39(6), 720-736. doi:10.1016/j.jbi.2006.03.002
Harbeck, E.L., & Glendon, A.I. (2013). How reinforcement sensitivity and perceived risk influence young drivers' reported engagement in risky driving behaviours. doi:http://dx.doi.org/10.1016/j.aap.2013.02.011
Immordino-Yang, M.H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3-10. doi:10.1111/j.1751-228X.2007.00004.x
Panno, A. (2016). Trait emotional intelligence is related to risk taking when adolescents make deliberative decisions. Games, 7(3), 23. doi:10.33.90/g7030023
Schneider, S.L., & Caffray, C.M. (2012). Affective motivators and experience in adolescents' development of health-related behaviour patterns. In S.B. Chapman, J. Confrey, M.R.
Dougherty, & V.F. Reyna (Eds.), The Adolescent Brain: Learning, Reasoning and Decision Making (pp. 291-335). Washington, DC: American Psychological Association.
Teslovich, T., Mulder, M., Franklin, N.T., Ruberry, E.J., Millner, A., Somerville, L.H., Simen, P., Durston, S., & Casey, B.J. (2014). Adolescents let sufficient evidence accumulate before making a decision when large incentives are at stake. Developmental Science, 17(1), 59-70. doi:10.1111/desc.12092
Wargo, E. (2007). Adolescents and risk: Helping young people make better choices. Research Facts and Findings, 9. Retrieved from http://www.actforyouth.net/resources/rf/rf_risk_0907.pdf