1 Ocak 2020 Dergi makalesi Açık Erişim

Caglar-Ozhan, Seyma; Altun, Arif

Dublin Core

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  <dc:creator>Caglar-Ozhan, Seyma</dc:creator>
  <dc:creator>Altun, Arif</dc:creator>
  <dc:date>2020-01-01</dc:date>
  <dc:description>Cognition and emotion are intertwined structures. Emotions experienced by all stakeholders in the educational environment affect cognitive processes, learning and teaching performances. The purpose of this review is to explore the interactions of different cognitive and emotional stimuli related to emotional processing and cognitive processes in various brain regions and to provide a basis for their use in the context of teacher education research. Experimental studies addressing this interaction of cognition and emotion were examined and brain regions related to cognitive and emotional functions were synthesized. It was pointed out that the effects of emotion on cognitive processes are context-specific and personal; positive emotions do not always have positive effects on cognitive processes or negative emotions do not affect these processes negatively. In light of these findings, suggestions were made for educational researchers.</dc:description>
  <dc:identifier>https://aperta.ulakbim.gov.trrecord/9349</dc:identifier>
  <dc:identifier>oai:zenodo.org:9349</dc:identifier>
  <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
  <dc:rights>http://www.opendefinition.org/licenses/cc-by</dc:rights>
  <dc:source>JOURNAL OF PSYCHOLOGICAL AND EDUCATIONAL RESEARCH 28(2) 55-74</dc:source>
  <dc:title>THE COGNITIVE-EMOTIONAL PROCESSES AND THEIR IMPLICATIONS FOR TEACHER EDUCATION RESEARCH</dc:title>
  <dc:type>info:eu-repo/semantics/article</dc:type>
  <dc:type>publication-article</dc:type>
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