| Preface |
|
xi | |
|
|
| Acknowledgments |
|
xix | |
|
|
|
Chapter 1 Social-emotional Competencies and Learning in Children |
|
|
1 | (20) |
|
|
|
|
|
1.1 Social-emotional competencies, a key predictor of child development |
|
|
1 | (6) |
|
|
|
1 | (2) |
|
1.1.2 Influence of short-term SECs: emotion, behavior and academic achievement |
|
|
3 | (3) |
|
1.1.3 Long-term influence of SECs: quality of life and socio-professional integration |
|
|
6 | (1) |
|
1.2 Mechanisms underlying the association between SECs and learning |
|
|
7 | (4) |
|
1.2.1 Influence of the child's social-emotional characteristics on their learning abilities |
|
|
7 | (2) |
|
1.2.2 Influence of the social-emotional environment on the child's learning processes |
|
|
9 | (1) |
|
1.2.3 SECs and the learning context: a reciprocal influence |
|
|
10 | (1) |
|
1.3 Working with SECs in learning |
|
|
11 | (6) |
|
1.3.1 The school as a place to promote SECs |
|
|
11 | (1) |
|
1.3.2 Important elements for the implementation of programs in schools |
|
|
12 | (2) |
|
1.3.3 Some international social and emotional learning programs |
|
|
14 | (1) |
|
1.3.4 Effects of learning SECs at school |
|
|
15 | (2) |
|
1.3.5 Current limitations in the field of SEC development in schools |
|
|
17 | (1) |
|
|
|
17 | (4) |
|
Chapter 2 Humor in Infants: Development and Implications in Learning |
|
|
21 | (26) |
|
|
|
|
|
2.1 Introduction: origins, universality and implications in learning |
|
|
21 | (3) |
|
2.2 Humor: definitions and functions |
|
|
24 | (4) |
|
|
|
24 | (1) |
|
2.2.2 The different types of humor in infants |
|
|
24 | (1) |
|
2.2.3 The functions of humor |
|
|
25 | (3) |
|
2.3 The development of humor in the first months of life |
|
|
28 | (4) |
|
2.3.1 Observational studies |
|
|
29 | (1) |
|
|
|
29 | (2) |
|
|
|
31 | (1) |
|
2.4 Humor and learning in infants |
|
|
32 | (8) |
|
|
|
32 | (1) |
|
2.4.2 Cognitive processes |
|
|
33 | (2) |
|
2.4.3 Physiological processes |
|
|
35 | (1) |
|
|
|
36 | (2) |
|
2.4.5 Positive emotions, humor and curiosity: toward a learning model? |
|
|
38 | (2) |
|
2.5 Conclusions and perspectives |
|
|
40 | (1) |
|
|
|
41 | (6) |
|
Chapter 3 Toward Considering Emotional Skills as Academic Skills |
|
|
47 | (26) |
|
|
|
|
|
3.1 Emotions: evolution of theories and the concept |
|
|
48 | (4) |
|
3.1.1 The pioneers of the scientific theories of emotions |
|
|
48 | (2) |
|
3.1.2 Contemporary scientific approaches to emotions |
|
|
50 | (2) |
|
3.2 Development of emotional competencies |
|
|
52 | (8) |
|
3.2.1 Identification, recognition and expression of emotions |
|
|
52 | (3) |
|
3.2.2 The understanding of emotions |
|
|
55 | (3) |
|
3.2.3 Regulation of emotions |
|
|
58 | (2) |
|
3.3 Role and influence of language in the development of emotional skills |
|
|
60 | (3) |
|
3.4 Emotional skills: academic skills? |
|
|
63 | (1) |
|
|
|
64 | (9) |
|
Chapter 4 Motivation and Academic Learning |
|
|
73 | (26) |
|
|
|
|
|
|
|
73 | (1) |
|
4.2 Different approaches to academic motivation: theoretical aspects |
|
|
74 | (8) |
|
4.2.1 Self-determination theory |
|
|
74 | (3) |
|
4.2.2 Achievement goal theory |
|
|
77 | (1) |
|
4.2.3 The self-efficacy theory |
|
|
78 | (2) |
|
4.2.4 Common principles between these different approaches |
|
|
80 | (2) |
|
4.3 Different ways of being motivated: what consequences? |
|
|
82 | (3) |
|
4.3.1 Consequences according to the SDT |
|
|
82 | (1) |
|
4.3.2 Consequences according to the achievement goals theory |
|
|
83 | (1) |
|
4.3.3 Consequences according to the SSE |
|
|
84 | (1) |
|
4.4 Promoting optimal motivation at school: what are the levers? |
|
|
85 | (4) |
|
|
|
89 | (3) |
|
|
|
92 | (1) |
|
|
|
92 | (7) |
|
Chapter 5 The Role of Emotion and Learning in Decision-making Situations During Development |
|
|
99 | (46) |
|
|
|
|
|
|
|
5.1 Decision-making: definitions |
|
|
100 | (2) |
|
5.1.1 Decision-making under risk and decision-making under ambiguity |
|
|
100 | (1) |
|
|
|
101 | (1) |
|
5.2 Emotion and decision-making under ambiguity |
|
|
102 | (9) |
|
5.2.1 Spontaneous exploration of the unknown: the phenomenon of ambiguity aversion |
|
|
102 | (4) |
|
5.2.2 Emotional guidance in decision-making under ambiguity |
|
|
106 | (5) |
|
5.3 Emotion and decision-making under risk |
|
|
111 | (14) |
|
5.3.1 The role of sensitivity to loss and reward during development: the contribution of neuroscience |
|
|
112 | (6) |
|
5.3.2 The role of regret in decision-making and the learning that results from it |
|
|
118 | (7) |
|
5.4 The role of socio-emotional factors on learning in decision-making situations |
|
|
125 | (10) |
|
5.4.1 Peer sensitivity in decision-making |
|
|
125 | (6) |
|
5.4.2 Peer influence on risk-taking: what are the explanations? |
|
|
131 | (2) |
|
5.4.3 An alternative model highlighting the role of risk-taking in learning |
|
|
133 | (2) |
|
|
|
135 | (1) |
|
|
|
135 | (10) |
|
Chapter 6 Socio-emotional Learning: How do We Learn in Connection with Others? |
|
|
145 | (22) |
|
|
|
6.1 Inhibitory control in developmental psychology and the role of social context |
|
|
146 | (4) |
|
6.1.1 Social context, a facilitator of inhibitory control? |
|
|
146 | (2) |
|
6.1.2 Social context and inhibitory control: the decision-making paradox |
|
|
148 | (1) |
|
6.1.3 Limitations of the neurodevelopmental approach |
|
|
149 | (1) |
|
|
|
150 | (3) |
|
6.2.1 Development of higher psychological functions |
|
|
150 | (1) |
|
6.2.2 Regulation of thought and egocentric language |
|
|
151 | (1) |
|
6.2.3 Social interaction and zone of proximal development |
|
|
152 | (1) |
|
6.3 Stimulating self-regulation of behavior through social interaction |
|
|
153 | (8) |
|
6.3.1 The example of the Tools of the Mind program |
|
|
153 | (1) |
|
6.3.2 Executive learning and overcoming reasoning biases |
|
|
154 | (7) |
|
|
|
161 | (1) |
|
|
|
162 | (5) |
|
Chapter 7 Learning to Recognize Others: The Effect of Vocal Emotions |
|
|
167 | (26) |
|
|
|
7.1 Communicating with others: the role of the voice |
|
|
169 | (6) |
|
7.2 Learning to recognize the other person through their voice |
|
|
175 | (5) |
|
7.3 Emotions and the recognition of others |
|
|
180 | (5) |
|
|
|
185 | (1) |
|
|
|
185 | (8) |
|
Chapter 8 Trauma, Cognition and Learning |
|
|
193 | (30) |
|
|
|
8.1 Learning: learner, content and context |
|
|
193 | (2) |
|
|
|
195 | (4) |
|
8.2.1 Definition of a traumatic event |
|
|
195 | (1) |
|
8.2.2 A traumatic or potentially traumatic event? |
|
|
196 | (1) |
|
8.2.3 The psychological injury generated by traumatic exposure |
|
|
197 | (2) |
|
8.3 Impact of trauma on learning |
|
|
199 | (2) |
|
8.4 Trauma and learning: cognitive intermediaries |
|
|
201 | (11) |
|
8.4.1 Short-term memory or working memory |
|
|
202 | (4) |
|
|
|
206 | (3) |
|
|
|
209 | (1) |
|
8.4.4 Executive functions |
|
|
210 | (1) |
|
8.4.5 Sustained attention |
|
|
211 | (1) |
|
8.5 Neuroanatomical and physiological considerations |
|
|
212 | (2) |
|
8.5.1 Physiological arousal |
|
|
212 | (1) |
|
|
|
213 | (1) |
|
|
|
214 | (1) |
|
|
|
215 | (8) |
|
Chapter 9 Wisdom as the Fruit of a Lifelong Emotional Learning Process? |
|
|
223 | (20) |
|
|
|
9.1 Wisdom as a psychological construct |
|
|
225 | (2) |
|
9.2 The entry into wisdom and old age |
|
|
227 | (9) |
|
9.2.1 Psychometric approach to the effects of age on wisdom |
|
|
227 | (5) |
|
9.2.2 Examination of the affective dimensions of the psychological construct of wisdom |
|
|
232 | (4) |
|
9.3 The entry into wisdom by means of procedural learning: meditation |
|
|
236 | (2) |
|
|
|
238 | (5) |
| List of Authors |
|
243 | (2) |
| Index |
|
245 | |
More info about Wiley Online