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• W2051974824 abstract "Recent advances in research have furthered understanding of the many roles that emotions play in fostering effective learning. This editorial argues, against fashion, that the affective domain is neither separate from nor less significant in the learning process than the cognitive domain. It begins with a vignette of a struggling reader. It then defines emotions and explains their role in learning, using cognitive psychology and neuroscience as the research base. Next, it examines the influence of the affective domain on learning to interpret symbols. The editorial concludes with an analysis of reading anxiety and recommendations for practice." @default.
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• W2051974824 date "2010-03-13" @default.
• W2051974824 modified "2023-10-04" @default.
• W2051974824 title "Understanding Reading Anxiety: New Insights from Neuroscience" @default.
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• W2051974824 doi "https://doi.org/10.1007/s10643-010-0381-5" @default.
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