Page numbers listed correspond to the print edition of this book. You can use your device’s search function to locate particular terms in the text.
Ablin, J.L., 159–60
Abraham, A., 57
academic skills
teaching skills for productive internal, self-directed processing in schools and, 55–56
ACC. see anterior middle cingulate cortex (ACC)
accommodation
described, 153
action(s)
in learning, 151–63
perception with, 154–58, 156n
in sociocultural context and implications for pedagogy, 158–61
understanding behavior in terms of, 152–54
action(s) of others
social processing and learning related to, 183–84
admiration for virtue
fMRI in study of, 168–69
as motivating social emotion, 171–72
neuroscientific perspectives on, 165–79. see also social emotions
adolescent(s)
need for quiet reflection and daydreaming, 45
adolescent boys living with half their brains, 113–50. see also brain and learning; high-functioning hemispherectomized adolescent boys living with half their brains
adult-onset prefrontal brain damage
childhood-onset brain damage vs., 33
affective neuroscience
advances in, 69–72
in education, 27–42
future directions in, 73–74
implications for educational theory, 69–75
insights about learning and teaching, 77–192
perspectives on design of digital learning technologies, 181–90
affective neuroscience principles
in designing better learning technologies, 186–88
affective prosody
in case study of two boys living with half their brains, 122–31, 126f, 128t
American Association of University Women, 12
Annenberg Learner Foundation, 12
anterior middle cingulate cortex (ACC), 47, 47f
assimilation
described, 153
attention
memory and, 87–88
autobiographical self
when brain is “at rest,” 51–52
awareness
bodily sensation and, 184–85
basic emotions
described, 166–67
types of, 166
Battro, A., 7, 113
BCI. see Brain and Creativity Institute (BCI)
Bechara, A., 93
behavior(s)
emotion in shaping future, 98
moral, 165
understanding in terms of perception, action, and their convergence, 152–54
behaviorism, 175
being human
neurobiology of, 182–85
biology
in shaping development, 80
biology, learning, and culture
interface of, 29
bodily sensation
awareness and, 184–85
body
mind and, 70, 183
body sensation
simulated, 38
brain(s)
case study of two boys living with half their, 113–50. see also brain and learning; high-functioning hemispherectomized adolescent boys living with half their brains
embodied, 182–83
emotional, 94
meaning making and, 58–60
motor planning in, 157
in support of emotional feelings, 25–76
brain, mind, and education, 8, 79–82. see also Mind-Brain-Education field
Brain and Creativity Institute (BCI), 11
at USC, 20
Brain and Creativity Institute (BCI) Fund, 12
brain and learning
affective prosody and emotion in, 122–31, 126f, 128t
building connections between, 131–40
case study of two boys living with half their brains, 113–50. see also high-functioning hemispherectomized adolescent boys living with half their brains
comparative case analysis within developmental and social framework, 125–31, 126f, 128t
emotion in, 137–40
insights for education, 143–44
intonation in, 135, 136f
from neuropsychological findings to educational implications, 140–45
overview of design, measures, research questions, and analyses related to, 126f
prosody in, 127–29, 128t, 132–37, 133f, 136f–37f
triangulating between socioemotional neuropsychological and developmental perspectives, 117–22
in what one is “unable to learn,” 122–31, 126f, 128t
brain “at rest”
mind function during, 50–52
brain-based education, 89
skepticism associated with, 81
brain damage
childhood-onset vs. adult-onset prefrontal, 33
prefrontal, 30–36. see also prefrontal brain damage
reasoning, decision making, and emotion in patients with, 30–36
brain function
DM of, 43–68. see also default mode (DM) of brain function
brain networks
complementary, 45–50, 47f. see also complementary brain networks
brain studies
relationship to studies of learning, 79–92. see also learning
Brooke (left hemispherectomized young man), 113-45, 151-54, 158-61
Bruer, J., 89
Bruner, J., 59
childhood-onset brain damage
adult-onset prefrontal brain damage vs., 33
children
need for time to play, 45
Christodoulou, J.A., 43
Christoff, K., 160
circumstances of others
social emotions about, 51–52
classroom learning
bringing emotions back into, 101–4
cognition
advanced, 35
aspects most heavily recruited in education, 37
defined, 186
emotion and, 34–36. see also emotion and cognition
information implementation and computation by computers vs. human, 185–86
cognitive development
reflexes in, 153
cognitive functioning
DM functioning in determination of, 49–50
cognitive learning
emotion in guiding, 96–97
cognitive models
incorporating nonconscious and biological processes into, 172–74
cognitive science
limitations of, 7
complementary brain networks
in cognitive functioning, 49–50
discovery of, 45–50, 47f
in socioemotional functioning, 48–49
complex emotional feelings
as active mental constructions, 19
computer(s)
information implementation and computation by, 185–86
limitations of, 7
conscious
emotional contributions to learning as, 97–98
constructive internal reflection
interdisciplinary research focus on, 58–60
context in language comprehension
tone vs., 127
contextually relevant skills
“mirror systems” in development and calling up of, 155–56
“convergence zones”
“mirror systems” as, 155, 155n, 158
creativity
developmental analysis of one child’s poetry, 107–12, 110f
neurobiological and evolutionary origins of, 107–12, 110f
“cross talk”
between DM regions, 49
cultural contexts
thinking and learning in, 183–84
culture, biology, and learning
interface of, 29
Damasio, A.R., 7, 11, 27, 93, 107, 154–55, 154n, 158, 165, 191
Damasio, H., 7, 11, 165
daydreaming
effects of inadequate opportunity for, 45
when brain is “at rest,” 51–52
Deci, E.L., 176
decision making
in brain-damaged patients, 30–36
emotion in, 35, 70
emotional signaling in normal and abnormal, 31–32
ethical, 35–36
decision making, social functioning, and moral reasoning
connections between, 28
default mode (DM) of brain function, 43–68
autobiographical self related to, 51–52
better long-term recall associated with greater activation of, 49
brain regions comprising, 46, 47f
in cognitive functioning, 49–50
complementary brain networks, 45–50, 47f. see also complementary brain networks
constructive internal reflection related to, 58–60
“cross talk” related to, 49
education related to, 55–56
excessive social media use effects on, 56–58
implications in human development and education, 43–68
induction of, 44
IQ scores affecting, 49
“looking in” system’s importance in, 54–58
mind function during, 50–52
research focus on, 59–60
self-awareness related to, 51–52
in socioemotional functioning, 48–49
spontaneous “looking in” during social learning, 52–54
delay in immediate gratification
self-control and, 59
Descartes, 70, 183
development
biology in shaping, 80
cognitive, 153
DM of brain function in, 43–68. see also default mode (DM) of brain function
emotion and cognition in, 35
skill. see skill development
developmental perspective
in case study of two boys living with half their brains, 117–22
Dewey, J., 152
digital learning experiences. see also digital learning technologies
described, 181
as social encounter, 181–82
digital learning technologies, 181–90. see also digital learning experiences
affective and social neuroscience perspectives on design of, 181–90
from social interactions to, 188–89
DM of brain function, 43–68. see also default mode (DM) of brain function
dmPFC. see dorsomedial prefrontal cortex (dmPFC)
DNI. see Dornsife Cognitive Neuroscience Imaging Center (DNI)
domain
defined, 89
domain-general processes
learning enabled by, 85–88
Dornsife Cognitive Neuroscience Imaging Center (DNI), 11
Dornsife College of Arts and Sciences, 11
dorsomedial prefrontal cortex (dmPFC), 47, 47f
“down time”
benefits of, 44
dyslexic readers
orthographic processing in, 85
rapid phonological processing and, 85
visual processing in, 85
education
affective neuroscience in, 27–42
brain-based, 89
cognitive aspects most heavily recruited in, 37
DM of brain function in, 43–68. see also default mode (DM) of brain function
emotions and, 72–73
preliminary connections to, 55–56
social neuroscience in, 27–42
education, mind, and brain, 79–82. see also Mind-Brain-Education field
educational insights
from study of high-functioning hemispherectomized adolescent boys living with half their brains, 143–44
educational research
on intrinsic motivation, 172–74
on motivation, 175–77
educational skills
specialized neural networks supporting, 83–85
educational theory
implications of affective and social neuroscience for, 69–75. see also affective neuroscience; social neuroscience
Ekman Test of Facial Affect Recognition
in high-functioning hemispherectomized adolescent boys living with half their brains, 125, 126f, 139–40
embodied brains
in social processing, 182–83
emotion(s)
actively managing social and emotional climate of classroom in, 103–4
admiration for virtue as, 165–79. see also admiration for virtue; social emotions
basic, 166–67
in brain and learning, 137–40
in brain-damaged patients, 30–36
in case study of two boys living with half their brains, 122–31, 126f, 128t
in classroom learning, 101–4
cognition and, 29, 34–36. see also emotion and cognition
components of, 20, 37
conscious vs. nonconscious, 97–98
in decision making, 35, 70
described, 18, 35, 186
development with experiences, 20
development with maturity, 20
in educational context, 72–73
educational implications of, 39–40
encouraging students to develop smart academic intuitions in, 102–3
fostering emotional connection to material in, 101–2
in guiding cognitive learning, 96–97
IGT in, 93, 95
impaired learning without, 99–101
intellectual, 19
in learning, 17–24, 93–105. see also emotion(s) in learning
learning without, 99–101
motivating, 165–79. see also motivating emotion
neural bases of, 166–67
neuromyths about, 94–101
neuroscience of, 27–42. see also affective neuroscience; social neuroscience
neuroscientific perspective on, 104
organizing role of, 140–42
in “rational” learning, 70
reasons for, 96–101
relevance to task at hand, 98–99
research on, 39–40
as rudder for thinking, 28 see also emotional rudder
in school setting, 72–73
in shaping future behavior, 98
as skills, 20
social, 18–19, 51–52, 165–79. see also social emotions
social processing and, 86–87
tests of, 129–31
in thinking, 18
what educators need to know about, 94
when brain is “at rest,” 51–52
emotion and cognition
connection between, 29, 34–36
neurological relationship between, 37–39, 38f
physiological and evolutionary account of, 34–36
emotion(s) in learning, 17–24, 93–105
role of. see 17-18
scientific understanding of influence of, 18
in thinking, 18
emotion-related processes
learning enabled by, 85–88
emotional brain
educators knowledge about, 94
emotional feelings
brain in support of, 25–76
complex, 19
emotional functioning
ethical decision making as, 35–36
introspection in, 44
morality as, 35–36
in relation to IQ, 31-32
emotional organizers
goals as, 151–63
emotional processing
nonlinguistic, 122–23
somatosensory systems in, 86–87
emotional rudder, 33
emotional signaling
in normal and abnormal decision making, 31–32
emotional thought
described, 37, 38f
toward evidence-based framework of, 36–39, 38f
empathy
associated with the anterior middle cingulate cortex (ACC), 47f
in relation to mirror systems, 156
episodic memory retrieval
when brain is “at rest,” 51–52
ethical decision making
as social and emotional functioning, 35–36
ethics
role of emotion in development of, 28
evidence-based framework
emotional thought and, 36–39, 38f
evolution
emotion and cognition in, 35, 38f
excessive social media use
effects of, 56–58
experience(s)
biology shaped by, 80
emotions developing with, 20
experiential education programs
introspection in, 44
Faeth, M., 93
“feeling”
“knowing” vs., 174
feeling(s)
emotional, 19, 25–76
feeling(s) of others
social processing and learning related to, 183–84
feeling(s) in learning, 27–42
Ferraro, R., 57
Fischer, K.W., 7, 11, 79, 84, 153
fMRI. see functional magnetic resonance imaging (fMRI)
Frankl, V.E., 59
Freud, S., 174–75
friendship(s)
among “high texting” youths, 57
texting related to, 57
Frith, C.D., 156
functional magnetic resonance imaging (fMRI)
in dispelling neuromyths about Mind-Brain-Education field, 83
in inducing admiration for virtue study, 168–69
Gardner, H., 7, 11
goal(s)
as sociocultural and emotional organizers of perception and action in learning, 151–63
gratification
immediate, 59
Harvard University Graduate School of Education (HUGSE), 8, 11
Hebb, D., 154n
Hebbian learning, 154n–55n
high-functioning hemispherectomized adolescent boys living with half their brains, 113–50
affective prosody and emotion in, 122–31, 126f, 128t
bridging educational gulf, 120–22
building connections between brain and learning in, 131–40
case study, 113–50, 115f
comparative case analysis within developmental and social framework, 125–31, 126f, 128t
Ekman Test of Facial Affect Recognition in, 125, 126f, 139–40
emotions in, 129–31
insights for education, 143–44
introduction, 113–17, 115f
mirror neurons and, 151–63. see also mirror neurons
from neuropsychological findings to educational implications, 140–45
overview of design, measures, research questions, and analyses related to, 126f
SIR interview by, 137–39, 141
triangulating between socioemotional neuropsychological and developmental perspectives, 117–22
understanding behavior in terms of perception, action, and their convergence, 152–54
“high texting” youths
friendships among, 57
lower positivity among, 56–57
hippocampus, 47, 47f
HUGSE. see Harvard University Graduate School of Education (HUGSE)
Hull, C.L., 174–75
human cognition
information implementation and computation by computers vs., 185–86
human nature, human nurture, 71–72
human subjectivity
fundamental importance of, 185–86
IGT. see Iowa Gambling Task (IGT)
IMBES. see International Mind, Brain, and Education Society (IMBES)
immediate gratification
delay in, 59
Immordino-Yang, M.H., 7–10, 27, 43, 69, 79, 84, 93, 107, 113, 151, 165, 181, 191–92
Analysis of Naturalistic Speech Production in the SIR of, 126f
Test of Prosodic Discrimination and Comprehension of, 126f
incest
evaluating morality of, 37–38
inferior parietal lobule (IPL), 47, 47f
information implementation and computation by computers
human cognition vs., 185–86
information processing
by humans and computers, 185–86
intellectual emotions, 19
“interacting creative minds,” 159
interdisciplinary research
on constructive internal reflection, 58–60
International Mind, Brain, and Education Society (IMBES), 12
interpersonal relationships
social emotions in, 165
intonation
in brain and learning, 135, 136f
in high-functioning hemispherectomized adolescent boys living with half their brains, 135, 136f
intrinsic motivation
described, 172
educational research on, 172–74
future research on, 173–74
introspection
in emotional functioning, 44
in experiential education programs, 44
in social functioning, 44
intuition
developing smart academic, 102–3
in learning, 93–105. see also skilled intuition
skilled, 93–105. see also skilled intuition
Iowa Gambling Task (IGT)
described, 96–101
on formative role of emotions in cognition and learning, 93, 95
IPL. see inferior parietal lobule (IPL)
IQ score
DM functioning during “rest” and “tasks” related to, 49
relation to emotional functioning, 31-32
Kegan, R., 59
Knight, C., 84
“knowing”
“feeling” vs., 174
Kohler, E., 157
Lakoff, G., 7
language(s)
emotion shaping key learning in, 131–40
tonal, 136–37
Lazzari, M., 11
learning
action in, 151–63
as active, emotionally mediated process, 145
affective neuroscience insights related to, 77–192
brain and, 113–50. see also high-functioning hemispherectomized adolescent boys living with half their brains
brain studies relationship to studies of, 79–92
case study of two boys living with half their brains, 117–22
classroom, 101–4
cognitive, 96–97
domain-general and emotion-related processes enabling, 85–88
emotion’s influence on, 17–24, 93–105, 131–40. see also emotion(s); emotion(s) in learning
feelings in, 27–42
goals as sociocultural and emotional organizers of perception and action in, 151–63
impaired, 99–101
neuropsychological strengths as bases for transformation in, 140–45
neuroscience bases of, 79–92. see also Mind-Brain-Education field
“procedures” of, 160
prosody as window for, 142–43
“rational,” 70
skilled intuition in, 93–105
social, 52–54
from social interactions to digital media for, 188–89
“solution-oriented,” 160
thinking and, 183–84
what one is “unable to learn,” 122–31, 126f, 128t
learning, culture, and biology
interface of, 29
learning from others
in skill development, 156
learning technologies
applying principles from affective and social neuroscience to design better, 186–88
digital, 181–90. see also digital learning experiences; digital learning technologies
long-term recall
DM activation and, 49
“looking in” system, 46, 48, 50
in healthy psychological development, 54–58
during social learning, 52–54
“looking out” system, 46, 47, 50
Lubbock, J., 43
math teaching
Singer’s model of, 161
mathematics
neural networks for, 84
maturity
emotions developing with, 20
meaning making
brain and, 58–60
memory(ies)
attention and, 87–88
when brain is “at rest,” 50–52
mental qualities and circumstances of others
social emotions about, 51–52
mental self
when brain is “at rest,” 51–52
Mezirow, J., 59
mind
when brain is “at rest,” 50–52
mind and body
traditional Western views of, 70, 183
Mind-Brain-Education field, 8, 79–82
challenges facing, 81
fMRI findings in dispelling neuromyths about, 83
graduate programs in, 81
importance of, 89
neuroimaging findings in dispelling neuromyths about, 82–83
neuromyths dispelled by, 82–83
in neuroscience, 80–81
new neuroscience methods for, 82–83
skepticism related to, 81, 94–95
specialized neural networks supporting, 83–85
mirror activity
in monkeys, 157
mirror neurons, 151–63. see also “mirror systems”
action and perception in sociocultural context and implications for pedagogy, 158–61
in sociocultural and emotional organizers of perception and action in learning, 51–63
“mirror systems,” 154. see also mirror neurons
as “convergence zones,” 155, 155n, 158
in development and calling up of contextually relevant skills, 155–56
neural architecture enabling, 154–55
“mirroring,” 87
described, 158
Mischel, W., 59
monkeys
mirror activity in, 157
moral behavior
social emotions and, 165
moral judgment tasks
when brain is “at rest,” 51–52
moral reasoning, social functioning, and decision making
connections between, 28
morality
of incest, 37–38
as social and emotional functioning, 35–36
motivating emotion
described, 165–66
neuroscientific perspectives on, 165–79. see also social emotions
motivating social emotion
admiration for virtue as, 171–72
motivation
educational research on, 175–77
intrinsic, 172–74
nonconscious processes in, 174–75
social emotions in, 165–79. see also social emotions
motor planning
in brain, 157
Mozart effect, 74, 95
Nelson, C.A., 86
neo-Piagetians
views of, 151–63
network(s). see also specific types, e.g., “task-positive” network
defined, 46
neural network(s)
defined, 89
educational skills supported by specialized, 83–85
for mathematics, 84
for reading, 84–85
neural systems for bodily sensation and awareness
interactions between, 184–85
neurobiology of being human, 182–85
neuroimaging
defined, 89
in dispelling neuromyths about Mind-Brain-Education field, 82–83
neurological convergence of perception and action, 154–58, 156n
neuromyth(s)
about emotional and skilled intuition in learning, 94–101
about Mind-Brain-Education field, 79–82
defined, 90
neuron(s)
mirror, 151–63. see also mirror neurons; “mirror systems”
neuropsychological perspective
of case study of two boys living with half their brains, 117–20
neuropsychological strengths
as bases for active transformation in learning, 140–45
neuroscience
affective. see affective neuroscience
bases of learning, 79–92. see also learning; Mind-Brain-Education field
of emotion and skilled intuition in learning, 104
of emotions, 27–42. see also affective neuroscience; emotion(s); social neuroscience
Mind-Brain-Education field in, 8, 79–82
social. see social neuroscience
Neuroscience Graduate Program, 11
neuroscientific evidence
in forming educational theory, 69–72
neuroscientific perspectives
on motivating emotion, 165–79. see also motivating emotion
Nico (right hemispherectomized young man), 113-45, 151-54, 158-61
Nietzsche, F., 174
nonconscious
emotional contributions to learning as, 97–98
nonconscious motivational processes
historical perspective on study of, 174–75
nonlinguistic emotional processing, 122–23
Organization of Behavior, 154n
orthographic processing
dyslexia and, 85
our bodies, our minds, 70–71
our cultures, our selves, 70–71
pedagogy
action and perception in sociocultural context and implications for, 158–61
Peirce, C.S., 152
perception
action with, 154–58, 156n
in learning, 151–63
in sociocultural context and implications for pedagogy, 158–61
understanding behavior in terms of, 152–54
personal memory retrieval
when brain is “at rest,” 51–52
Pew Research Center, 57
phonological processing
dyslexia and, 85
Piaget, J., 37, 152
Pintrich, P.R., 173
play
effects of inadequate opportunity for, 45
PMCs. see posteromedial cortices (PMCs)
Pocheptsova, A., 57
poetry
neurobiological and evolutionary origins of creativity via developmental analysis of one child’s, 107–12, 110f
portrait
Brooke’s 115f
Nico’s, 115f
positivity
excessive texting effects on, 56–57
Posner, M.I., 88
posteromedial cortices (PMCs), 47, 47f
prefrontal brain damage
adult-onset, 33
reasoning, decision making, and emotion in patients with, 30–36
prefrontal cortex
dorsomedial, 47, 47f
ventromedial, 37, 47, 47f
prefrontal lesion
social deficits in patients with, 30–32
“procedures” of learning, 160
prosody
affective, 122–31, 126f, 128t
in brain and learning, 127–29, 128t, 132–37, 133f, 136f–37f
described, 127–29, 128t
in tonal languages, 136–37
as window for social learning, 142–43
prospection(s)
when brain is “at rest,” 51–52
psychological development
opportunities and skills for “looking in” in, 54–58
rapid phonological processing
dyslexia and, 85
“rational” learning
emotion in, 70
reading
neural networks for, 84–85
“reality”
perception of, 88
reasoning
in brain-damaged patients, 30–36
moral, 28
recall
long-term, 49
reflection
constructive internal, 58–60
effects of inadequate opportunity for, 45
time of, 44
reflex(es)
in cognitive development, 153
relationship(s)
interpersonal, 165
research
on constructive internal reflection, 58–60
interdisciplinary, 58–60
on intrinsic motivation, 172–74
on motivation, 175–77
“rest”
DM functioning in people with higher IQs vs. average IQs during, 49
mind function when brain is at, 50–52
“resting” network, 46
Rizzolatti, G., 158
Rose, D., 7, 11
Rossier School of Education
at USC, 11, 12
Ryan, R.M., 176
school(s)
emotions at, 72–73
as social contexts, 72–73
self(ves)
autobiographical, 51–52
mental, 51–52
neural bases of, 166–67
when brain is “at rest,” 51–52
self-awareness
when brain is “at rest,” 51–52
social emotions leading to a sense of heightened, 165
self-control
delay in immediate gratification and, 59
self-determination theory, 173
Self-in-Relationships (SIR) interview, 126f
in high-functioning hemispherectomized adolescent boys living with half their brains, 137–39, 141
Immordino-Yang’s Analysis of Naturalistic Speech Production in, 126f
simulated body sensation
described, 38
Sinclair, L., 57
Singer, F.M., 161
Singh, V., 43, 181
SIR interview. see Self-in-Relationships (SIR) interview
skill(s)
contextually relevant, 155–56
defined, 90
educational, 83–85
emotion as, 20
skill development
features of, 156
learning from other people in, 156
networks supporting, 154–58, 156n
variability in, 152–54
skilled intuition
IGT in, 93, 95
in learning, 93–105
neuromyths about, 94–101
neuroscientific perspective on, 104
Snow, C., 12, 160
social contexts
schools as, 72–73
thinking and learning in, 183–84
social deficit(s)
in patients with prefrontal lesions, 30–32
social emotion(s), 18–19
admiration for virtue as, 168–72
interactions between neural systems for bodily sensation and awareness in, 184–85
in interpersonal relationships and moral behavior, 165
motivating, 165–79
neural bases of, 166–67
neuroscientific perspectives on, 165–79
social emotions about others’ mental qualities and circumstances
when brain is “at rest,” 51–52
social encounter(s)
digital learning experiences as, 181–82
social functioning
ethical decision making as, 35–36
introspection in, 44
morality as, 35–36
social functioning, decision making, and moral reasoning
connections between, 28
social interactions
to digital media for learning, 188–89
social learning
spontaneous “looking in” during, 52–54
social media
excessive use of, 56–58
social neuroscience
advances in, 69–72
in education, 27–42
future directions in, 73–74
implications for educational theory, 69–75
perspectives on design of digital learning technologies, 181–90
social neuroscience principles
in designing better learning technologies, 186–88
social processing
embodied brains in, 182–83
emotion and, 86–87
social processing and learning
other people’s feelings and actions associated with, 183–84
social texting
effects of excessive, 56–58
sociocultural context
action and perception in, 158–61
sociocultural organizers
goals as, 151–63
socioemotional functioning
DM functioning in determination of, 48–49
socioemotional perspective
of case study of two boys living with half their brains, 117–22
socioemotional well-being
teaching skills for productive internal, self-directed processing in schools and, 55–56
“solution-oriented” learning, 160
somatic marker(s), 93
somatic marker hypothesis
Damasio’s, 93
somatosensory systems
in emotional processing, 86–87
Spencer Foundation, 12
Steenbeek, H., 159–60
subjectivity
fundamental importance of, 185–86
Sylvan, L., 165
system(s)
defined, 46
“task(s)”
moral judgment, 51–52
task at hand
emotion relevant to, 98–99
“task negative” network, 46
“task positive” network, 46
teaching
affective neuroscience insights related to, 77–192
technology
effect on development, 56-58
designers, 181-82
texting
effects of excessive, 56–58
friendships related to, 57
The Mind’s New Science, 7
The Use of Life, 43
thinking
emotions influence on, 18
thinking and learning
in social and cultural contexts, 183–84
thought
emotional, 36–39, 38f
tonal languages
prosody in, 136–37
tone
context vs., 127
transformation in learning
neuropsychological strengths as bases for, 140–45
Trapnell, P., 57
Umiltà, M.A., 157
“unable to learn”
learning what one is, 122–31, 126f, 128t
Universal Design for Learning, 161
University of Southern California (USC)
BCI at, 20
Provost’s Office of, 12
Rossier School of Education at, 11, 12
USC. see University of Southern California (USC)
van Geert, P., 159–60
ventromedial prefrontal cortex (vmPFC), 47, 47f
damage to, 30
virtue
inducing admiration for, 165–79. see also admiration for virtue; social emotions
visual processing
dyslexia and, 85
vmPFC. see ventromedial prefrontal cortex (vmPFC)
von Helmholtz, H., 174
Vygotsky, L., 34
well-being
socioemotional, 55–56
Yang, N.M-M., 107