Affective Learning - Science topic
Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order processes to the highest: Receiving, Responding, Valuing, Organizing, Characterizing.
Questions related to Affective Learning
This thread is concerned with change top down. I am still formulating this question, but central to it is change as growth.
This other thread is concerned with a bottom up approach to change as loss/ grief:
we conducted an experiment with training in Virtual Reality, after which participants had to perform the physical task they learned about. We measured the affective indicators of motivation, satisfaction and self-efficacy after the training and after the application as repeated measures are recommended by Sitzmann (2019). However, now it is unclear to us which of the two measures (or their average) to use. Did you ever come across similar timeframes or guidance in the literature and what would you recommend?
Many thanks in advance!
We used in our center Virtual Worlds like Secondlife for presentation, networking, sharing and global virtual exchange. Now I would like to know how we could use Virtual Reality to help gifted children? If you have experience in one of these topics, please let me know.
The last years we are working with serveral data sets that contain emotion measurements on different levels (self-report, facial action coding, eye tracking, physiological data like heart rate and skin conductance, lexical and sentiment analysis of texts).
We do not naively believe that the components of emotions match all the time or over longer or shorter time spans. But stil we search for correspondences between different emotional components.
Our aim is to measure and to integrate emotions in technology based learning designs.
Are there new ideas how to bring different components of emotions together?
What's about micro emotions, peak values, long or short term patterns; how can they help to identify correspondences?
I'm working in a research that aims to build a platform for the users who have learning difficulties. And I need a co-researcher (preferred in the learning field ) to collaborate with me in specific points.
If any one interests please reply this discussion or contact me directly .
I am looking for different questionnaires based on Bloom Taxonomy (Affective, Cognitive and Social domains) to assess the learning of computer science student in CS1 courses(such as intro to programming class with java or c or python).
As an undergrad mediocre student who always wishes to learn more about the things which excite the most and many questions kept wriggling me for time. If possible please read the blog where I tried to express my feelings....
Entrepreneurial learning takes place in a context. What are the relevant contextual factors that may affect this learning among entrepreneurs in SMEs?
We're trying to help find a few thousand (!!) photos for an affective study...validated, if possible. We know of
- International Affective Picture System (IAPS)
- Geneva Affective PicturE Database (GAPED)
- Nencki Affective Picture System (NAPS)
- The Attachment Picture Database (APD; ) and Besançon Affective Picture Set-Adolescents (The BAPS-Ado)
If anyone knows of any other affective photo databases out there, we would greatly appreciate it!!
Much thanks in advance,
My topic is related to serval factors: many colleges manage Preceptorship programs for undergraduate nursing students and require master level students to mange theses issues without assistance. I want to unveil the trend, discuss the difficulty students are having when attempting to find a preceptor as well as any distress in the process (affects on learning?), and I want to introduce solutions for this problem. I am able to find data when single topics are entered, but PICO questions are not generating evidence for use in a systematic review. How can I arrange this topic into a working PICO question? Is a PICO question necessary? Is there a suggested method of research that will assist me with locating data for documenting the problem in a professional format? Or will a narrative do? Can I use Facebook FB data without an institutional review board IRB requisition? (For examples: Request for preceptorship or documentation of the difficulty with the procedure posted on FB or other social media?
I found your article intriguing, and it is much in keeping with research on reevaluating our affections in a new light (that what seems cognitively certain is often affectively based). Need for knowledge (NfK) is something most of us can greatly identify with - and sometimes it is much like any hunger mechanism - thank you for suggesting this. May I ask, do you feel that curiosity could also be a more basal affectation?
You connect curiosity with cognition and conscious sense, but perhaps might it also be realizable at a more nonconscious level - since many animals exhibit curiosity and have no higher cognition per se (or language capability to discern knowledge proper). Curiosity seems to "overcome fear" and this seems to be a key component of it. That is, what is most curious (even in early and prehistory apparently) is usually most dangerous too, but somehow irresistible (e.g. Pandora's Box, Garden of Eden, and attribution to cats). It seems a "fear/desire" contention - perhaps we might even borrow your phrase with the slight change "fear-to-know"? An enduring story is that of the Tree of Knowledge, and certainly curiosity made it irresistible (and the affective relation collectively intuitive). If so, mightn't we also view curiosity as pre-cognitive?
Conference Paper Curiosity and Pleasure
In the next few months I will be setting up an Affective Computing lab. The aim is to quantify the effects of assistive systems and of gamification on both working and learning processes.
I did some research on equipment, but the spectrum is very broad. Alone with encephalography I could spend my complete budget, as there are devices for € 700 up to above € 80.000.
So I would appreciate some recommendations from researchers who have been in a similar situation or currently work in a lab which they think is well-equipped.
Sometimes students do poorly on tests, but do other things not on the grading rubric that indicate that they ARE learning.
For example, they may be engaged in class, have interesting things to say during discussion, or otherwise do things that indicate that they are learning, even if they have done poorly on tests or formal assignments. I am not talking simple "extra credit" for things already on the syllabus. I am thinking of things outside the scope of the grading rubric in the syllabus.
Is it fair to increase their grades for informal contributions, if they have done poorly on formal assignments?
I have done a research in using the affective learning strategies in learning English as a foreign language with university students in Serbia. I would be glad to share my data with anyone interested in this issue. Also, I am interested to know how much of these strategies your students use when speaking English in the class? Do they use them at all? How to instruct students to use them and how to practice these strategies?
Thanks in advance.
Gall (2002) states that the statistical literacy is comprised of Knowledge elements and Dispositional elements. However, it seems that there are only few studies that investigate about the dispositional elements, which include affective aspects.
Is anyone using a valid and reliable audit tool to assess the quality of the clinical learning environment for student undergraduate nurses?
Novices need more explanation than advanced students. If we give that amount of information to advanced students we may see expertise reversal effect, and most probably learning material are boring for advanced students. On the other, if we take the advanced students side and teach faster with more complex material then novices may not learn because they lack prior knowledge.
If we teach novices and advanced student in the same classroom then they can benefit from collaboration.
Affective factors are regarded as inhibitions and a block to learning. Learners are often innovative in language forms but still have a great many inhibitions. They are extremely sensitive particularly to peers and are much more fragile than adults.
What motivates you to continue with scientific research? Is it money, reputation, competition, your institution rules, your wish to search for facts, that you want to serve the humanity, because it's your job, or for other reasons? For the universities in third world countries how can we motivate scientific research in your opinion?
Nominalization is the most typical structure of Ideational Grammatical Metaphor (IGM), particularly in scientific and political discourses as well as academic writing. Halliday and Matthiessen (2004) point out that information density, nominalization and GM are as the foremost lexico-grammatical features of the academic and written language. We are doing empirical research based on the explicit teaching of Nominalization to advanced EFL learners to find out its impact on their writing skills. What do you think of this? State your informative experiences and advice please.
Bullying in various forms is quite a common scene at schools of all levels particularly among undergrad students during their earlier years of studies. Sometimes it may start as early as the first day at the school/university in the shape of ragging and may continue till the graduation day or even beyond and into a workplace.
For the victims of bullying, the time spent at university may become a long nightmare and leave a deep and permanent impact on their behaviors. For these reasons it is very important that such acts and tendencies are monitored and corrected wherever and whenever possible.
What can be some of the strategies that can help schools discourage bullying and maintain conducive environment?
The advent of printing press was probably the first wholesome and (to date) the last invention that truly revolutionized the information transmission and archiving. It also had shaped the core teaching/learning systems with book(s) as the nucleus. Since then inventions like radio, TV, computer and Internet have created a lot of optimism but, till date, no revolutionary achievements seem to have been made
Do you think any of the contemporary developments have the potential of realizing the big dream?
How do you know if a learning intervention implemented within an organisation has had any impact? What aspects of pre-program design, program delivery and post-program evaluation can be undertaken to study the value derived from the learning program? (looking beyond Kirkpatrick and Brinkerhoff)...
“Ce qui manquerait le plus à cette nouvelle modalité perceptive est ce que les philosophes nomment qualia (Bach-y-Rita, 1996), c’est-à-dire les qualités des choses perçues. Malgré l’ensemble des possibilités permises par les dispositifs de substitution sensorielle, il leur est souvent reproché de ne procurer aucune émotion. Un aveugle, « regardant » sa femme grâce au TVSS, resta désappointée devant l’absence d’émotion ressentie” (Ziat, 2006, p. 64).
(“A blind man ‘looking’ at his wife thanks to the TVSS, remained disappointed at the absence of emotion he felt”).
I am so thankful you shared this in your dissertation Mounia. It has been a tenet and wish for me for several years now, to pursue cognitive psychology partially for the purpose of researching haptic transmission as a means to connect humans via touch. Your statement says so much Mounia: sight without touch is missing most of the meaning. We do not perceive to simply detect visual information about things, we perceive to confirm our hopes and feelings about what things might possess, relative to who and what we are to one another. Elaborating visual potential is often an attempt to sublimate our lost sense of touch.
The main tenet of haptic transmission is that current video/audio transmission doesn’t intrinsically contain or convey any emotion. Unlike touch, vision and sound are not exchanged - they are transduced and subsequently inferred (eyes don’t emit light and ears don’t talk). But only touch can mutually transmit feelings of warmth, adoration, fear, urgency (deep pressure) and affective identity. In the absence of the transmission of touch, we are transmitting only “facts” about people, not their feelings. The rest must be deduced from a mutual familiarity with interpreting visual expressions like gestures, tone of voice, eye aversion, latencies, etc.
Touch is so much closer to the exchange of information within thought than any other sense, because it is the only sense that is bidirectional without alteration or transduction. Whatever we transmit is what we also feel or would receive. The other senses are really for confirmation not transmission – but we have come to rely on the supporting modalities, as the concept of becoming civilized has distanced us from being human – vulnerable - to one another. In some ways, we are isolating ourselves from one another via technology and the need to do things “faster,” more efficiently. Affection takes time to express. We do not seem to have time for it anymore.
But if we take the next natural step and connect primarily via touch (reinforced by vision and sound), then parents overseas can reach children at home, and those who cannot receive or express by any other means can find hope again within the meaning expressed by comforting haptic connection. Maybe we can get back this missing dimension of distance communication – the experience of emotional attachment/reassurance itself. May I ask, Mounia – is this something of interest to you as well?