The good use of reason depends on emotions

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Carmen Requena Hernández
Paula Álvarez Merino
Francisco Salto Alemany

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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How to Cite
Requena Hernández, C., Álvarez Merino, P., & Salto Alemany, F. (2016). The good use of reason depends on emotions. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(2), 237–242. https://doi.org/10.17060/ijodaep.2016.n2.v1.568
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Articles
Author Biographies

Carmen Requena Hernández, Universidad de León

Departamento de Psicología, Facultad de Educación. Universidad de León

Paula Álvarez Merino, Universidad de León

Cátedra Extraordinaria de Envejecimiento en todas las edades, Universidad de León

Francisco Salto Alemany, Universidad de León

Departmento de Psicología, Facultad de Educación
Lógica y Filosofía de la Ciencia. Universidad de León

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