Affective learning - a manifesto

Rosalind W. Picard, Seymour Papert, Walter Bender, Bruce Blumberg, Cynthia Breazeal, David Cavallo, Tod Machover, Mitchel Resnick, Deb Roy, Carol Strohecker

Research output: Contribution to journalArticlepeer-review

308 Scopus citations

Abstract

The use of the computer as a model, metaphor, and modelling tool has tended to privilege the 'cognitive' over the 'affective' by engendering theories in which thinking and learning are viewed as information processing and affect is ignored or marginalised. In the last decade there has been an accelerated flow of findings in multiple disciplines supporting a view of affect as complexly intertwined with cognition in guiding rational behaviour, memory retrieval, decision-making, creativity, and more. It is time to redress the imbalance by developing theories and technologies in which affect and cognition are appropriately integrated with one another. This paper describes work in that direction at the MIT Media Lab and projects a large perspective of new research in which computer technology is used to redress the imbalance that was caused (or, at least, accentuated) by the computer itself.

Original languageEnglish (US)
Pages (from-to)253-269
Number of pages17
JournalBT Technology Journal
Volume22
Issue number4
DOIs
StatePublished - Oct 2004

Fingerprint

Dive into the research topics of 'Affective learning - a manifesto'. Together they form a unique fingerprint.

Cite this