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Yet, as Seidel et al. (2015) point out, teaching professional development has not often emphasized the importance of attending to students' affective thinking to improve learning.
Artistic jobs rely on affective thinking, while Investigative and Enterprising jobs ask for rational thinking.
Cognitive thinking deals with processing content to learn, affective thinking involves coping with the feelings that arise during learning, and metacognitive thinking includes regulating cognitive and affective thinking (Vermunt 1996).
The so-called system 1 is the more automated system, which contains much of our intuitive and affective thinking, while system 2 is usually characterised by our reflective and logical capacities.7 The details behind the theory and the relevant interaction of the two thinking systems need not concern us here.
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The paper focuses on the influence of the valence of affective judgments on design thinking.
Through Bloom's three taxonomies (cognitive, affective, and psychomotor), the lower order thinking settings provide the necessary room for the proper adjustment of higher levels of learning (Bloom, 1956; Kauchak and Eggen,1998).
It defines five symptom complexes: affective flattening, impoverishment of language and thinking (alogia), reduced drive (avolition/apathy), the inability to feel happy (anhedonia/asociality) and disturbance of attention.
Fuck, what do those nuts at Affective Centre think?
We make "affective" errors, too, letting our feelings color our thinking.
His ideas about artists turning "fleetingly occupied, briefly deterritorialized affective zones" into power lend themselves well to thinking about the current era of sonic pastiche, when sampling and superimposition create hybrid places and so deftly mimic the processes of association and memory.
The premise of this paper is that affect is a basis for rationality and that affective processing is a constituent component of design thinking.
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CEO of Professional Science Editing for Scientists @ prosciediting.com