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Affectivity and Learning - Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology
von: Pablo Fossa, Cristian Cortés-Rivera
Springer-Verlag, 2023
ISBN: 9783031317095 , 793 Seiten
Format: PDF, OL
Kopierschutz: Wasserzeichen
Preis: 255,73 EUR
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Affectivity and Learning - Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology
Contents
5
About the Editors
10
About the Contributors
11
Chapter 1: Why Affectivity in Learning? Toward an Affectively Guided Learning
32
1.1 About This Book
35
References
37
Part I: Affectivity in Learning Process
39
Chapter 2: Strengths of Character in Well-Being and University Learning: A View from Educational Counseling
40
2.1 The Strengths of Educational Character, Well-being, Learning, and Counseling
40
2.2 Empirical Evidence About Character Strengths in the Well-Being and Learning of College Students
43
2.2.1 Identification
44
2.2.2 Selection
44
2.2.3 Eligibility
44
2.2.4 Procedure for the Analysis of Articles
45
2.3 Inclusion and Systematization of Information for the Extraction of Information
46
2.4 Bibliometric Analysis of Research on Character Strengths in College Students
47
2.5 Empirical Evidence of Research on Character Strengths Associated with Well-Being and Psychoeducational Variables in University Students
48
2.6 Good Practices Implemented by Universities in Latin America
50
2.7 Guidelines Based on Character Strengths for Improving Well-Being and Promoting University Learning
51
2.8 Sensitization in the Use of Strengths
52
2.8.1 Putting the Strengths of Character into Practice
53
2.8.2 Enhancing University Learning
54
2.8.3 Positive Linkages: Promoting Gender Inclusion and Equity
55
2.8.4 Systematization and Evaluation of Strengths
55
2.9 Final Thoughts
56
Appendix 2.1 General Matrix of Articles
58
References
77
Chapter 3: Adults’ Professional Education: Experiences and Expectations of Online Chilean Students
82
3.1 Introduction
82
3.2 Definition
83
3.3 Affectivity
84
3.4 Methods
86
3.4.1 Participants
86
3.4.2 Data Management and Analysis
87
3.5 Results
88
3.5.1 Technological Aspects
88
3.6 Virtuality vs. Presentiality
89
3.6.1 Teacher Skills
90
3.6.2 Affectivity and Emotionality
92
3.6.3 Recommendations
93
3.7 Conclusions
94
Bibliography
96
Chapter 4: Affective Movement: An Educative and Intuitive Adventure as a Catalyst for Development
100
4.1 Making the Dynamic Static: Unseeing
101
4.2 Static Inquiry into My Affectivity
104
4.2.1 The Process Involved
104
4.3 The Form of the Experience: The Grids of Disguise
107
4.4 Dynamic Inquiry into Affectivity
109
4.4.1 Epistemological Considerations
109
4.5 Seeing Myself Intuitively
110
4.6 Conclusion
113
References
113
Chapter 5: Dialogical Co-Zone of Proximal Development and Affectivity: Individually and Collectively Overcoming Intellectual Limits
115
5.1 Intuitive Inquiry in My Affective Experience: Synthesis of the Theoretical Avenues
116
5.2 ZPD as Motion: A Synthesis
118
5.3 Overcoming the Intellect
120
5.4 Affectivity as the Realm of Potentiality
121
5.4.1 From Potential to Potentialization
121
5.4.2 “Poetization” of Life
122
5.5 Affectivity in ZPD as Motion: Toward Ideological Repositioning
123
5.5.1 Dynamics of Disguise Amid Content and Form
123
5.6 Ideological Limitations and Overcoming
124
5.7 Conclusion
127
References
127
Chapter 6: Effects of Early Childhood Education on Academic Performance and Social-Emotional Development During Adolescence
129
6.1 Introduction
129
6.2 Theoretical Background
131
6.2.1 Relevance of Early Childhood Education Programs
131
6.2.1.1 International Evidence
131
6.2.1.2 National Evidence
133
6.2.2 Early Childhood Education: The Chilean Context
134
6.2.2.1 Development of a Regulatory Framework for Early Childhood Education
134
6.3 Methodology
136
6.3.1 Design
136
6.3.2 Participants
136
6.3.3 Measures for Analysis
137
6.3.3.1 Participation in Early Childhood Education
137
6.3.3.2 Sociodemographic Information
138
6.3.3.3 Academic Results (High School SIMCE)
138
6.3.3.4 Socio-Emotional Development
138
6.3.4 Data Analysis
139
6.4 Results
140
6.4.1 Sample Description
140
6.4.2 Academic Performance Results
141
6.4.2.1 Attends Public Early Childhood Education v/s Does Not Attend any Early Childhood Education System
141
6.4.2.2 Attends Public Early Childhood Education v/s Attends Another (Private) Early Childhood Education System
144
6.4.3 Socio-Emotional Development Results
145
6.4.3.1 Attends Public Early Childhood Education v/s Does Not Attend any Early Childhood Education System
145
6.4.3.2 Attends Public Early Childhood Education v/s Attends Another (Private) Early Childhood Education System
147
6.5 Discussion
149
6.5.1 Academic Performance
149
6.5.2 Socio-emotional Development
151
References
153
Chapter 7: The Writer’s Affectivity When Writing to Learn
156
7.1 Introduction
156
7.2 Writing as an Epistemic Process
158
7.3 Revitalising Old Foundations: Reading Between the Lines of Affectivity
162
7.3.1 The First Four Pillars: Flower y Hayes (1981b)
162
7.3.2 Motivation in Writing: Hayes (1996)
167
7.3.3 The Resurgence of the Void: Hayes (2012)
169
7.4 A New Look at Affectivity
171
References
173
Chapter 8: Affectivity from the Dialogical Perspective of Cultural Psychology: Educational Implications
177
8.1 Psychology and Affectivity: Historic Notes and Key Concepts
178
8.2 Emotions
178
8.3 Emotions Versus Cognition
180
8.4 The Phenomenology of Emotions and Affectivity
181
8.5 The Wholeness Nature of Affectivity
184
8.6 Affectivity from a Semiotic Cultural Psychology Perspective
184
8.6.1 Cultural Semiotic Dynamics of Affectivity
186
8.6.2 Meaning-Making Processes
187
8.7 Affective Semiosis
188
8.8 Affective-Semiotic Regulation, Co-Construction of Trust Relations, and Students’ Motivation in the Classroom
190
8.9 Communication and Metacommunication
192
8.10 Trust Relations and Students’ Development, Learning, and Motivation
194
8.11 Learning and Affectivity in School Settings: An Empirical Example
194
8.12 Conclusion
197
References
199
Chapter 9: Learning in Nature About Nature: Two Types of Affective Orientation
201
9.1 Introduction
201
9.2 Learning as a Relational and Situated Phenomenon
202
9.3 Affect as Assemblage
203
9.4 Data
205
9.5 Assemblages
209
9.6 Analyzing Affect and Learning as Assemblages Through Social Practice
210
9.7 Discussion: Methodological Assemblages
211
9.8 Affect and Learning in Nature
212
9.9 Conclusion
213
9.10 Postscript
214
References
215
Chapter 10: Learning and Affectivity: Pedagogical and Cultural Dimensions in the Inclusion of Diversity in University Education
218
10.1 Normative Frameworks and Inclusive Educational Cultures
218
10.2 Inclusion and Diversity: Pedagogical and Affective Dimensions
221
10.3 Inclusive Pedagogy: Cultural and Affective Considerations in Learning
225
References
227
Chapter 11: Usefulness of the Perezhivanie Construct in Affectivity and Learning: A Systematic Review
231
11.1 Introduction
231
11.2 Theoretical Foundations
232
11.3 Methodological Framework
233
11.3.1 General Description
233
11.3.2 Search Strategy
233
11.3.3 Phases of the Systematic Review
233
11.4 Results Synthesis Strategy
235
11.5 Findings
236
11.5.1 Studies Included
236
11.5.2 Results of Syntheses
237
11.6 Discussion
240
11.7 Conclusions
241
References
242
Chapter 12: Processes of Social Subjectivity and Pedagogical Action: Developments to Understanding Learning Difficulties in the School Environment
245
12.1 Introduction
245
12.2 Methodology
247
12.3 Analysis and Construction of Information
247
12.3.1 A Model School: Pedagogical Action Focused on Content
247
12.3.2 Social Subjectivity of School and the Pathologization of Learning
251
12.4 Conclusion
253
References
254
Chapter 13: The Unity of Affectivity and Learning: Characteristics in Vocalized Responses of Adolescents and Adults
255
13.1 Introduction
255
13.2 Mainstream Psychological Definitions of Affectivity and Learning
256
13.3 Approaching Affectivity and Learning as Variables
257
13.4 Rationales for Studying Affectivity and Learning
257
13.5 Dialectical Critique
257
13.6 Structural-Systemic Epistemological Understanding of Affectivity and Learning
258
13.7 Structural-Systemic Development
258
13.8 The Social Situation or the General Law of Development
259
13.8.1 Role of Language
260
13.9 Structural-Systemic Understanding of Development
260
13.10 Methodology
261
13.10.1 The First Study
262
13.10.2 The Second Study
262
13.10.3 Both Studies
262
13.11 Settings
263
13.11.1 The First Study
263
13.11.2 The Second Study
263
13.12 Participants
263
13.12.1 The First Study
263
13.12.2 The Second Study
263
13.13 Coding and Analysis
264
13.14 Results
265
13.14.1 The First Study
265
13.14.2 The Second Study
266
13.15 Discussion and Implications
268
13.16 Conclusion
269
References
270
Chapter 14: Culturally-Based Interpretations of Motivation and Learning Strategies Between the United States and South Korea
271
14.1 Culture in Education
271
14.1.1 Hofstede’s Model
272
14.2 Goal Orientation
274
14.3 Expectancy
275
14.4 Self-Efficacy
276
14.5 Control of Learning
277
14.6 Learning Strategies
278
14.7 Purpose of the Present Study
279
14.8 Methods
280
14.8.1 Participants
280
14.8.2 Instruments
280
14.8.3 Procedures
281
14.8.4 Data Analytic Approach
282
14.9 Results
282
14.10 Discussion
283
14.10.1 Limitations
285
14.11 Conclusion
285
References
285
Chapter 15: Educate Emotions: Notes for a Critical Examination of Emotional Education Proposals
291
15.1 Introduction
291
15.2 Neoliberalism and Education: The Company as a Metaphor
293
15.3 Emotions and Emotional Capitalism
295
15.4 Emotional Education
296
15.5 Critical Approaches to Emotional Education
299
15.6 Reflections by Way of Synthesis
301
References
305
Chapter 16: Trust in Schools in Chile
310
16.1 Introduction
310
16.2 Theoretical Framework
311
16.3 Country Context
313
16.4 Methods
316
16.4.1 Sample and Analysis
316
16.5 Results
317
16.5.1 Identification of Higher and Lower Areas of Institutional Trust
317
16.5.1.1 Government and Unions
317
16.5.1.2 School Leaders
320
16.5.2 Context: Social Turmoil and Pandemic
322
16.6 Discussion
324
References
326
Chapter 17: Socioemotional Styles: When Affectivity Meets Learning
328
17.1 Introduction
328
17.2 Basic Architecture of Human Experience I: Segregation of Motivation/Affect and the Social Bias of the Human Mind
329
17.3 Basic Architecture of Human Experience II: The Structure of Emotions and the Continuous Strive Toward Social Homeostasis
332
17.3.1 The Basic Structure of Emotion
332
17.3.2 The Psychological Content of Emotions
334
17.4 Principles in the Development of Emotion, Emotion Regulation, and Social Cognition
335
17.5 Developmental Trajectories Toward the Configuration of Socioemotional Style I: Temperament
336
17.5.1 Inhibited Temperament
337
17.5.2 Exuberant Temperament
338
17.6 Developmental Trajectories Toward the Configuration of the Socioemotional Style II: Attachment and Exploration
339
17.7 Socioemotional Styles: A Theoretical Proposal on the Organization of Affective Functioning Throughout Life
342
17.7.1 Socioemotional Style I: The Cautious Style
344
17.7.1.1 Cautious Style and Learning
345
17.7.2 Socioemotional Style II: The Curious Style
345
17.7.2.1 Curious Style and Learning
346
17.8 Socioemotional Styles and Learning: Practical Consequences for Educators
346
17.9 Conclusion
348
References
349
Part II: Affectivity in Teachers’ Learning
355
Chapter 18: A Sociocultural Perspective on the Relationship Between Educators’ Emotional Experiences and Professional Learning
356
18.1 Introduction
356
18.2 Research Background
357
18.2.1 Understanding Emotions and Teachers’ Emotions
357
18.2.2 Teachers’ Emotions from Vygotsky’s Theoretical Lens of Perezhivanie
359
18.3 Methodology
360
18.4 Findings
361
18.4.1 Daisy, the Novice: Prioritising the Majority of Students in the Class
361
18.4.2 Grace, the Mid-Career: Transformation and Positive Emotions
363
18.4.3 Heidi, the Senior: Developing Emotional Capacities with Experiences
364
18.5 Discussion and Conclusion
365
18.5.1 Teacher Emotions as Cultural and Historical Products
365
18.5.2 Relationship Between Teachers’ Emotion and Professional Learning
366
18.5.3 Accounting for Individual Differences Among the Educators
366
18.6 Conclusion
367
References
368
Chapter 19: Teachers’ Emotions: Their Origin and Influence on the Teaching-Learning Process
371
19.1 Introduction
371
19.2 Teachers’ Emotions and Their Relevance for Teaching and Learning
371
19.3 Conceptual Considerations About Teachers’ Emotions
372
19.4 Theoretical Models of Antecedents and the Regulation of Teachers’ Emotions
373
19.5 Antecedents of Teachers’ Emotions Related to the Teaching and Learning Process
374
19.5.1 Pekrun’s Model: The Control-Value Theory of Achievement Emotions
374
19.5.2 Frenzel et al.’ s Model: The Reciprocal Model on Causes and Effects of Teachers’ Emotions
375
19.5.3 Spilt et al. (2011): The Relevance of Teachers’ Internalized Representations of Their Relationship with Their Students
377
19.6 Models of Emotion Regulation in School
378
19.6.1 Metcalfe’s Model: The Hot-Cool Model of Emotions
378
19.6.2 Gross’s Model: The Complex Processes Model
380
19.6.3 Hochschild’s Theory: Emotional Labor
381
19.7 Teachers’ Emotions in the Educational Context: Effects on Teachers’ Mental Health, Instructional Behavior, and Students’ Emotions and Outcomes
382
19.7.1 Teachers’ Emotions and Mental Health
382
19.7.2 Teachers’ Emotions and Teachers’ Instructional Behavior
383
19.7.3 Coping Strategies and Emotional Labor
384
19.7.4 Teachers’ Emotions and Students’ Outcomes
386
19.8 Conclusion
387
19.9 Challenges for Research on Teachers’ Emotions
391
References
392
Chapter 20: How Are Socioemotional Competencies Taught in Initial Teacher Education? Affectivity, Learning, and Didactics of Emotions in the University Classroom
396
20.1 Introduction
396
20.2 Theoretical Framework
397
20.2.1 Current Status of Socioemotional Competencies and Related Educational Policies
397
20.2.2 SEC and Professional Identity
398
20.2.3 Specific Didactics and the Formation of Emotions in Teachers
399
20.3 Methodology
401
20.4 Results
402
20.4.1 Actions Related to Teaching
402
20.4.1.1 Initiatives for SEL (Socioemotional Learning)
403
20.4.1.2 SEC Development Platform
404
20.4.2 Actions Related to Learning
406
20.4.3 Actions Constructed Between Teacher Educators and Preservice Teachers
407
20.5 Discussion
407
20.6 Conclusion
408
References
410
Chapter 21: Affectivity in Science Education: Lived Perceptions
413
21.1 Introduction
413
21.2 Emotions in Science Education Learning
415
21.3 Emotions in Science Education Teaching
416
21.4 Study Context
417
21.5 Methodology
417
21.6 Data Analysis
418
21.7 Results
419
21.7.1 Survey: Part 1
419
21.7.2 Survey: Part 2
420
21.7.2.1 Emotional Connections: Affectivity and Caring
420
21.7.2.2 Practical Connections: Affectivity and Teaching Styles
423
21.8 Discussion
424
21.9 Recommendations
426
21.10 Conclusion
426
References
427
Chapter 22: Learning the Teaching Profession in the Practicum: The Role of the Other, Modalities of Appropriation, and Professional Knowledge
429
22.1 Introduction
429
22.2 Theoretical Framework
430
22.2.1 The Role of the Other in Learning About the Teaching Profession
431
22.2.2 Modalities of Appropriation and Mobilization of Professional Knowledge
432
22.2.3 Regarding the Objects of Professional Learning
433
22.3 Conceptual References
434
22.3.1 Situated Learning: Participating and Learning with the Other
435
22.3.2 Learning with the Other: Engagement, Affordance, and Intentionality
436
22.3.3 From Learning with the Other to the Resulting Professional Knowledge
437
22.4 Methodology
438
22.4.1 Access to the Site and Characteristics of the Participants
439
22.4.2 Processing and Analysis of the Data
440
22.5 Results
441
22.5.1 The Other as a Source of Professional Knowledge
441
22.5.2 Interactions in the Classroom: The Guiding Teacher and the Students as the Other
441
22.5.3 Interactions in Other Places in the School: Practicum Peers and Other Members of the School Community
442
22.5.4 Interactions Outside the School: Supervising Teachers
443
22.6 Modalities of Appropriation of Professional Knowledge
443
22.6.1 Mimesis as a Modality of Appropriating Professional Knowledge
444
22.6.2 Advice as a Modality of Knowledge Appropriation
444
22.6.3 Collaboration as a Modality of Knowledge Appropriation
444
22.6.4 Verification as a Modality of Knowledge Appropriation
445
22.6.5 The Professional Knowledge Involved and Its Mobilization
445
22.7 Discussion
447
22.8 Conclusions
450
References
451
Chapter 23: Teaching Excellence, Affectivity and Learning
458
23.1 Introduction
458
23.2 Teaching Competencies from an Emotional Perspective
459
23.3 Emotions and Teaching Effectiveness
460
23.3.1 Another Major Challenge Is the Teacher Refresher Towards Emotional Competence
462
23.3.2 Emotional Competence in Promoting Student Learning
462
23.4 Emotional Education at School
464
23.4.1 Emotional Education: The Role of Teachers
465
23.5 From Teaching Competencies to Teaching Effectiveness
466
23.6 Conclusions
467
References
468
Chapter 24: LGBTIQ+ Inclusive Education: The Interplay of Emotions and Cognition in Graduate Teachers’ Narratives of Becoming
472
24.1 Introduction
472
24.2 Understanding Perezhivanie
473
24.3 Literature Review
475
24.4 Situating Perezhivanie in the Literature
476
24.5 Participants and Context
477
24.6 Ethical Considerations
478
24.7 Data Analysis
478
24.8 Findings/Discussion
478
24.9 Transitions into High School
479
24.10 Strategies for Inclusion of LGBTIQ+ Students
482
24.11 Conclusion
483
References
484
Part III: Affectivity and Learning from Cognitive Neuroscience’s Perspectives
487
Chapter 25: Neuroscience of Learning and Emotional Processing
488
25.1 Introduction
488
25.2 Neurophysiological Bases of Learning
489
25.3 Basic Assumptions of Learning: Behaviorism, Cognitivism, and Socio-cognitive Theory
489
25.4 The Main Cognitive Processes Associated with Learning: Memory and Attention
491
25.5 Attention
492
25.5.1 Alertness Network
493
25.5.2 Orientation Network
494
25.5.3 Executive Control Network
494
25.6 Learning and Emotion
496
25.7 Meaningful Learning
499
25.7.1 Significant Learning: Classification of Subtypes
500
25.7.2 Criteria or Requirements for Meaningful Learning
501
25.7.3 Benefits of Meaningful Learning
501
25.7.4 Brain-Based Learning (BBL) as a Mechanism for Meaningful Learning
502
25.7.4.1 The Brain Is a Living System
502
25.7.4.2 The Brain Is Social
502
25.7.4.3 The Search for Meaning Is Innate and Occurs Through Patterns
503
25.7.4.4 Emotions Are Fundamental to the Configuration
503
25.7.4.5 Perception, Attention, and Memory Are Fed by Emotion
503
25.7.4.6 Each Brain Is Uniquely Organized
503
25.8 Conclusion
504
References
506
Chapter 26: Emotional Salience and Learning
510
26.1 Introduction
510
26.2 Attentional Bottom-Up and Top-Down Processes
511
26.3 Salience and Emotional Salience
512
26.4 Emotional Stimuli and Cognitive Processes
514
26.4.1 Attention
514
26.4.2 Memory
515
26.4.3 Executive Functions
517
26.4.4 Inhibitory Control
518
26.4.5 Working Memory
519
26.4.6 Cognitive Flexibility
520
26.5 Emotional Salience as an Advantage or Disadvantage in Learning
521
26.6 Discussion and Future Directions
524
References
526
Chapter 27: Memory Distortions: An Interdisciplinary Framework for Cognitive-Affective Bias
531
27.1 Introduction
531
27.2 False Memories
533
27.2.1 Suggestibility: The Misinformation Effect
535
27.2.2 Predicting the Past: The Hindsight Bias
538
27.2.3 Internal False Memory Triggers: The Case of the Consistency Bias
540
27.2.4 Autobiographical and Third-Party Source Misattribution: Unconscious Plagiarism and Unconscious Transference
540
27.2.5 Other Memory Distortion–Inducing Biases
541
27.3 Affectivity in False Memory Research
543
27.4 Conclusion
545
References
547
Chapter 28: Echoes of Early Experiences on the Learning Process: Implications in Interoceptive Development and Emotional Self-Regulation
552
28.1 Introduction
552
28.2 Interoception and Its Development During Infancy
553
28.3 Interoception and Emotional Learning: Emotion Recognition and Regulation
556
28.4 Interoception and the Relationship with Another: Empathy and Prosocial and Planned Decision-Making
558
28.5 Discussion and Conclusions
559
References
561
Chapter 29: The Somatic Roots of Affect: Toward a Body-Centered Education
568
29.1 Introduction
568
29.2 Affective Experience Plays a Fundamental Role in Learning
569
29.2.1 Introducing Affect
569
29.2.2 Influence of Affect on Learning at a General Level
572
29.2.3 Affect Shapes Perception
574
29.2.4 Affect Directs Attention
576
29.2.5 Affect Impacts Memory
577
29.2.6 Affect and Motivation
579
29.3 Affective Experience Is Rooted in the Homeostatic Self-/Co-regulation of Living Bodies
580
29.3.1 Interoception and Body Homeostasis
581
29.3.2 Interoception and the Homeostatic Role of Affect
582
29.3.3 Interoceptive Phenomenology and Affective Experience
584
29.3.4 The Social Dimension of Interoception, Homeostatic Regulation, and Affect
587
29.4 Conclusions
589
References
590
Part IV: Affectivity and Learning in the Therapeutic and Clinical Context
597
Chapter 30: Historical Foundations of Affectivity and Learning Research: C.G. Jung’s Word-Association Experiments
598
30.1 Jung Before 1904
599
30.2 Word-Association at the Burghölzli: Discovery of the Complex
602
30.3 Affectivity and Learning: Perseveration, Reaction Time, and Memory
604
30.4 The Rise of Complex Psychology
608
References
612
Chapter 31: Impact of Transference on the Training of TFP Therapist: A Proposal on the Affective Echo as a Foundation of Learning
615
31.1 Transference and Psychotherapy Supervisory Processes
615
31.1.1 Transference
615
31.1.2 Supervision in Psychotherapy
616
31.1.3 Where Transference and Supervision Meet: Parallel Processes
618
31.2 Transference-Focused Psychotherapy
619
31.3 First Research Design Proposal for Supervisions in TFP
621
31.4 Preliminary Results and Some Insights
621
31.5 On Clinical Work in the Encounter with the Patient
622
31.6 Essential Elements of the TFP: Macro and Micro Processes
623
31.7 The Learning of the Technique: Supervisions in TFP
624
31.8 Apprehensions About Parallel Process-Based Learning
628
31.9 Proposal of Minimum Necessary Characteristics for the Development of a TFP Therapist
629
31.10 Vignette of a Supervision in TFP
630
31.11 Conclusions
633
References
634
Chapter 32: Affective Processes in the Supervisor-Supervisee Relationship as Enhancers of the Therapist Training: Reflections from a Scoping Review of the Psychoanalytic Approach
637
32.1 A Personal Experience of Our Learning in Psychoanalysis
637
32.2 Research on Training in Psychotherapy
639
32.3 Psychoanalytic Orientation Training
640
32.4 Fundamentals for a Proposal About the Intangibles in TFP Psychotherapists
641
32.4.1 Search Method
641
32.5 Results
642
32.6 From Parallel Process to Transference-Focused Psychotherapy
646
32.7 Supervision Vignette
648
32.8 Final Considerations
651
References
652
Chapter 33: Meaningful Social Interactions as a Foundation for Affection and Learning for Autistic Individuals
655
33.1 Introduction
655
33.2 Autistic Sociality
657
33.3 Affectivity in the Context of Autism
659
33.4 Learning Being Autistic
661
33.5 Conclusion Remarks
664
References
666
Part V: Affectivity and Learning in Everyday Life
673
Chapter 34: Affectivity and Learning at the End of Life: Expressive Art Therapy in Palliative Patients
674
34.1 Introduction
674
34.2 Method
678
34.3 Results
680
34.3.1 Descriptive Analysis
680
34.3.2 Comprehensive Analysis
682
34.4 Discussion
686
34.5 Conclusion
690
References
691
Chapter 35: Impact of Affectivity and Learning in the Construction of Occupational Identity Throughout the Course of Life and Its Influence on Old Age
694
35.1 Introduction
694
35.2 Childhood: Exploration of Occupational Identity Based on Significant Learning
696
35.3 Adolescence: Consolidation of the Foundations of Occupational Identity
700
35.4 Adulthood: Stage of Achievement of Occupational Identity
703
35.5 Old Age
704
35.6 Discussion
709
References
712
Chapter 36: Affective Bonding and Organizational Learning
715
36.1 Introduction
715
36.2 Group Linkages in Organizational Learning Processes
717
36.3 Exploration Devices and Results
721
36.4 Conclusion
726
References
728
Chapter 37: Learning Affects, Gender Roles, and the Case of Care Work
731
37.1 Introduction
731
37.2 Privatization of Affects: A Critique
733
37.3 Gender Socialization and Affects
734
37.4 Gendered Affects
736
37.5 Care Work, Gender, and Affect
737
37.6 Concluding Remarks
742
References
744
Chapter 38: Acculturation Learning Process: Affective Quality in Immigrant Women
748
38.1 Introduction
748
38.2 Objective
751
38.3 Methodology
751
38.3.1 Design
751
38.3.2 Participants
752
38.3.3 Sociodemographic Characteristics of the Participants
752
38.3.4 Measurements
753
38.3.5 Procedure
753
38.3.6 Data Analysis
753
38.3.7 Ethical Considerations
754
38.4 Results
754
38.4.1 Resilience in Immigrant Women
754
38.4.1.1 Subjective Well-Being
756
38.4.1.2 Social Support
756
38.4.1.3 Coping Strategies
757
38.4.1.4 Protective Factors
758
38.4.2 Increased Disappointment Over Time
758
38.4.2.1 Subjective Well-Being
758
38.4.2.2 Social Support
759
38.4.2.3 Coping Strategies
760
38.4.2.4 Protective Factors
760
38.5 Discussion and Conclusion
760
38.5.1 Limitations
763
38.5.2 Future Research Directions
763
References
764
Chapter 39: Humorous Actions and Coexistence
768
39.1 Introduction
768
39.2 Bergson’s Theoretical Proposal and Semiotic-Cultural Constructivism as Disquieting Experiences
770
39.3 Intersubjective Matrix for the Understanding of Humour in SCC
772
39.4 Alterity and Its Possibilities to Approach Humour
774
39.5 Humorous Actions: An Experience with Games with Rules
776
39.6 Discussion
779
References
781
Part VI: Final Remarks
783
Chapter 40: Affectivity and Learning: Why We Need an Interdisciplinary, a Multilevel, and a First-Third-Person Approach?
784
References
788
Index
789
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