Evoke Development

Research has shown that emotion is a more powerful influence on learning than cognition. Yet, researchers still often struggle to understand how emotions impact learners and learning. This paper attempts to (1) reviews basic brain anatomy and structure (2) demonstrate the relationship among key adult-learning principles to the affective domain and learning, (3) review the twelve laws of emotion and links them with effective instructional design and training techniques, and (4) discuss the role of emotional intelligence in learning. Cognitive and affective theories of learning will be discussed as well as information surrounding how to promote learning in the affective domain using effective training methods.

How do emotions affect learners and learning? Philosophers and educators as early as Socrates, Plato, and Aristotle have pursued the answer to this question. As time passed, prominent theories regarding how individuals learn, process, and remember information began to evolve. Research studies (Goleman, 1995; Jensen, 1997; LaFreniere, 2000; Solomon, 1993) found that several affective characteristics such as attitude, self-efficacy, values, self-concept, and interest could have a profound impact on what and how individuals learn. Studies are also showing that enrichment, nutrition, exercise, attitude, lifestyle, posture, and feelings play a role in emotions and learning (Damasio, 1994; Goldman, Klantz, & Berger, 1999; Jensen, 1997; LeDoux, 1989; McGaugh, 1989).

This paper looks at how facilitators and instructional designers can make learning more effective and memorable by linking instruction to the affective domain. It begins by defining affect, cognition, emotion, and emotional intelligence. Next, a brief description of brain anatomy and structure are provided. Once anatomy is reviewed, a section on the learner’s physiological state offers insight on attitudes and moods focusing in on both fear and happiness. Since a learner’s physiological state also affects behavior and values, these concepts are discussed next. The paper also looks how meaning, self-efficacy, and interest play a vital role in learner motivation. Finally, applied learning principles are communicated incorporating the role of preference and change.

Summary

This paper has attempted to show that emotion is a more powerful influence on learning than cognition is. It has done so by defining concepts such as emotion, intelligence, emotional intelligence, attitude, self-efficacy, self-concept, values, and interests. It has identified and related the laws of emotion to instructional design, training, and the affective domain. 

Information surrounding how to promote learning in the affective domain was provided to demonstrate how simple activities could grow into effective training methods. Examples were provided to demonstrate the ease in which emotional learning concepts can be incorporated into training as well as make the reader more aware of affective techniques they may already be using.

Creating affective learning objectives, establishing rapport and trust with the learner, encouraging experiential learning opportunities, and understanding the reasons behind how emotions influence behavior and learning are just a few concepts explored. Mind shifts from the automatic design and training response are needed in order to provide learners with emotionally charged material. Once this is achieved, the learner must be willing to receive, respond, value, organize, and characterize by value the concepts presented.

Although both cognition and affect play a role in learning, the variability of affect appears to embrace more aspects of the process over all. Not only are there specific emotions, but the level at which one experiences the emotion can vary greatly. In contrast, cognition is very specific and limited in its scope. One’s affective state is housed in long-term memory and is slowly but constantly changing as the mind receives, responds, values, organizes, and characterizes information by value. Yet, one’s cognitive structures flashes information rapidly in short-term memory, soon to disappear forever if not associated with emotional stimuli causing the cognitive dimensions of knowledge, comprehension, application, analysis, synthesis, and evaluation to be created.

Research has shown that affective reactions are primary, basic, and inescapable; affective judgments tend to be irrevocable and implicate the self; and, affective reactions are difficult to verbalize, not dependent upon cognition, and may become separated from content. Because of its vast nature, a wider range of teachable moments may be incorporated into learning if emotional connections can be made (Cornelius, 1996).

Based on the information shared about emotional intelligence and affective characteristics such as attitude, self-efficacy, value, self-concept, and interests, individuals who are focus on developing skills associated with the affective domain will be happier and more successful. As Sternberg (1996) stated, successfully intelligent people defy negative expectations; are self-efficacious; actively seek out role models; capitalize on their intellectual strengths and compensate for and correct their weaknesses; distinguish them from ordinary performers; and, realize that the environment in which they find themselves may or may not enable them to make the most of their talents. Hopefully, this paper will encourage learners, trainers, and instructional designers to become more emotionally intelligent by embracing the philosophies and practices discussed.

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