Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor Project

Colleges and universities have begun using the language of vocation and calling to help undergraduates think about the future direction of their lives. This language has been employed in both secular and religious contexts, but it has deep roots in a specific theological tradition. Given the increasingly multi-faith context of undergraduate life, many have asked whether this originally Christian terminology can truly become a new vocabulary for higher education. This volume’s 13 contributing scholars identify with a wide variety of faith traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. Some claim more than one tradition; others would claim none. Rather than seeking to “translate” Christian language into other perspectives, they reflect on various facets of vocation from the standpoint of their own traditions. Both individually and collectively, they seek to expand the range of vocational reflection and discernment well beyond its traditional Christian origins, addressing themes such as religious pluralism and difference, the importance of multiple voices, the role of affective learning, the relationship between process and result, and the development of an integrated life. The authors recognize that all undergraduate students—regardless of their academic field, religious background, or demographic identity—need to make space for reflection, to overcome obstacles to vocational discernment, and to consider the significance of their own narratives, beliefs, and practices. Accomplishing these goals will require college campuses to reimagine their curricular and co-curricular programming in order to support their students’ interfaith reflections on issues of meaning and purpose, as well as personal identity.

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Order effects in the affective learning styles of overachievers and underachievers.

Journal of Educational Psychology ◽

10.1037/h0030781 ◽

1971 ◽

Vol 62 (2) ◽

pp. 141-147 ◽

Cited By ~ 7

Author(s):

Joseph F. Rychlak ◽

Thomas J. Tobin

Keyword(s):

Learning Styles ◽

Affective Learning ◽

Order Effects

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Reclaiming affective learning

Communication Education ◽

10.1080/03634523.2015.1058488 ◽

2015 ◽

Vol 64 (4) ◽

pp. 499-502 ◽

Cited By ~ 3

Author(s):

Amy L. Housley Gaffney ◽

Deanna P. Dannels

Keyword(s):

Affective Learning

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Effect of acute citalopram on self-referential emotional processing and social cognition in healthy volunteers

BJPsych Open ◽

10.1192/bjo.2020.107 ◽

2020 ◽

Vol 6 (6) ◽

Cited By ~ 1

Author(s):

Catherine Hobbs ◽

Susannah E. Murphy ◽

Lucy Wright ◽

James Carson ◽

Indra Van Assche ◽

...

Keyword(s):

Social Cognition ◽

Healthy Volunteers ◽

Antidepressant Treatment ◽

Affective Learning ◽

The Self ◽

Affective Processing ◽

Antidepressant Effect ◽

Acute Administration ◽

Double Blind ◽

Prosocial Behaviours

Background Depression is characterised by negative views of the self. Antidepressant treatment may remediate negative self-schema through increasing processing of positive information about the self. Changes in affective processing during social interactions may increase expression of prosocial behaviours, improving interpersonal communications. Aims To examine whether acute administration of citalopram is associated with an increase in positive affective learning biases about the self and prosocial behaviour. Method Healthy volunteers (n = 41) were randomised to either an acute 20 mg dose of citalopram or matched placebo in a between-subjects double-blind design. Participants completed computer-based cognitive tasks designed to measure referential affective processing, social cognition and expression of prosocial behaviours. Results Participants administered citalopram made more cooperative choices than those administered placebo in a prisoner's dilemma task (β = 20%, 95% CI: 2%, 37%). Exploratory analyses indicated that participants administered citalopram showed a positive bias when learning social evaluations about a friend (β = 4.06, 95% CI: 0.88, 7.24), but not about the self or a stranger. Similarly, exploratory analyses found evidence of increased recall of positive words and reduced recall of negative words about others (β = 2.41, 95% CI: 0.89, 3.93), but not the self, in the citalopram group. Conclusions Participants administered citalopram showed greater prosocial behaviours, increased positive recall and increased positive learning of social evaluations towards others. The increase in positive affective bias and prosocial behaviours towards others may, at least partially, be a mechanism of antidepressant effect. However, we found no evidence that citalopram influenced self-referential processing.

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Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting

Bulletin of the Ecological Society of America ◽

10.1002/bes2.1920 ◽

2021 ◽

Author(s):

Emily Geraghty Ward ◽

Kari Bisbee O’Connell ◽

Alexandra Race ◽

Ahinya Alwin ◽

Ajisha Alwin ◽

...

Keyword(s):

Learning Outcomes ◽

Field Experiences ◽

Affective Learning ◽

Research Network ◽

Network Meeting

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An affective learning-based system for diagnosis and personalized management of diabetes mellitus

Future Generation Computer Systems ◽

10.1016/j.future.2020.10.035 ◽

2021 ◽

Vol 117 ◽

pp. 273-290

Author(s):

Olatunji Mumini Omisore ◽

Bolanle Adefowoke Ojokoh ◽

Asegunoluwa Eunice Babalola ◽

Tobore Igbe ◽

Yetunde Folajimi ◽

...

Keyword(s):

Diabetes Mellitus ◽

Affective Learning ◽

Personalized Management

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Tandem language learning via e-mail: from motivation to autonomy

ReCALL ◽

10.1017/s0958344000000124 ◽

2000 ◽

Vol 12 (2) ◽

pp. 121-128 ◽

Cited By ~ 19

Author(s):

EMA USHIODA

Keyword(s):

Language Learning ◽

Empirical Data ◽

Learning Experience ◽

Small Body ◽

Affective Learning ◽

Learner Autonomy ◽

Pedagogical Issues ◽

Affective Dimension ◽

Tandem Learning ◽

E Mail

This paper examines the affective dimension of tandem language learning via e-mail. It begins by highlighting some of the obstacles to this mode of learning, including organisational and pedagogical issues as well as the particular issues confronting learners. Drawing on a small body of empirical data, it explores the interactions between these issues and what learners perceive to be intrinsically motivating about tandem learning. It concludes by suggesting that affective learning experience has a potentially powerful role to play in fostering the development of learner autonomy through the reciprocity on which successful tandem learning is founded.

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