The good use of reason depends on emotions
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Abstract
Getting to know the capacities and limitations of the reasoning brain can help us to understand why some learning situations are efficient while others are not. Brain imaging techniques can offer this information, hence current neuroscience is inclined to use service-learning methodologies which include emotion when measuring mental and brain learning efficiency. In this paper we collect results from empirical research on logico-emotional training based in control by inhibition strategies. This strategy consists in training subjects in self-instructions to avoid falling into the perceptive pairing bias. Results show an increase in the percentage of success from 10% to 90% of the trained subjects, as opposed to subjects trained with other methodologies commonly used in the classroom. As a conclusion, it has been shown that brain activity hints of metacognition imply a deeper and more successful learning experience in the teacher/pupil diad.
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