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- W1550178129 abstract "The seminar is about to start. People enter the room and sit down. The leader invites individuals to try to reconstruct how they made their decision about where to sit in the room. Some people reported having a physical predisposition to sitting, say, at the back of the room in order, with their long sight, to be able to see any overhead tranparencies clearly. Some people reported an awareness of their own need for personal space. One person, who had been told both that he was going to be chair and who also knew that someone else had already spoken to Laurinda as if they were going to chair the session, said that he sat so that he could see the whole room, facing the other possible chair, so they could sort out the confusion. That other person immediately commented with words to the effect of “That's strange; you were already sitting there when I came in.” Feedback from others in the group led us to wonder about the role of memory in such reconstructions of events. John Mason reported that there had been no inner speech for him in the process of deciding where to sit, and this led him to distrust some of the other reports. In everyday life we make identifications without employing any conscious thinking process. For example, in walking down a city street we identify some people as potentially threatening, and others as potentially needing our help, while ignoring the majority of the people we pass. We do this spontaneously and unconsciously, making decisions to change our own behaviour without even being aware that we are making decisions at all. Damasio (1996) discusses the neurological basis for this process and uses the term ‘somatic marker’ for the juxtaposition of image, emotion and bodily feeling we have that inform our decision making:" @default.
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- W1550178129 date "2003-01-01" @default.
- W1550178129 modified "2023-09-24" @default.
- W1550178129 title "Somatic markers: teachers' decision-making and students' emotioning in mathematics classrooms" @default.
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