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Neurologically, affect regulation can be localised in the prefrontal cortex, the area responsible for emotion management. [14] The prefrontal cortex aids the control of the limbic system which is the home of the amygdala, the part of the brain which is believed to be central to the processing of our emotions. [15]
Since the brain regions are so specialized in their functioning, damages done to specific areas of the brain can cause specific type of damage. Damage to the left side of the brain can lead to language discrepancies, i.e. difficulty in properly identifying letters, numbers and words, inability to incorporate visual stimuli to comprehend ...
A common additional task is to have the participant learn a new set of associations with the cued items and study the amount of interference from prior association that occurs. These experiments help to develop theories on how we learn associations and what conditions affect that learning. [5] The free recall does not use item pairs.
Emotions are categorized into various affects, which correspond to the current situation. [30] An affect is the range of feeling experienced. [31] Both positive and negative emotions are needed in our daily lives. [32] Many theories of emotion have been proposed, [33] with contrasting views. [34]
Affect labeling is an implicit emotional regulation strategy that can be simply described as "putting feelings into words". Specifically, it refers to the idea that explicitly labeling one's, typically negative, emotional state results in a reduction of the conscious experience, physiological response, and/or behavior resulting from that emotional state. [1]
The stronger this experience is, the more vivid memory it will create and store. This strength affects the speed and accuracy of retrieval and recognition of the musical pattern. The brain not only recognizes specific tunes, it distinguishes standard acoustic features, speech and music. MIT researchers conducted a study to examine this notion. [28]
For these dyslexic readers, learning to decode words may take a long time—indeed, in the deepest orthographies a distinctive symptom of dyslexia is the inability to read at the word level—but many dyslexic readers have fewer problems with fluency and comprehension once some level of decoding has been mastered.
Mental models affect the way that people work with information, and also how they determine the final decision. The decision itself changes, but the mental models remain the same. It is the predominant method of learning, because it is very convenient.