SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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“activated”. The current framework maintains that the cool executive control system is<br />
cognitive, deliberate, goal-sensitive system, which has been found to be negatively<br />
impacted by increases in emotionally intense or stressful environments (Friedman &<br />
Thayer, 1998). However, some investigations have suggested that hot executive control<br />
is a more emotional and less flexible system, which has been found to be associated<br />
with reduced self-control (Lovallo & Thomas, 2000; Metcalfe & Mischel, 1999). Within<br />
most scenarios however, hot and cool executive control work together to interpret<br />
information and experiences that contain both cognitive and emotional information. As<br />
a result, it’s critical to understand how the constructs of hot and cool executive control<br />
come together (Blair, 2002; Murray & Kochanska, 2002; Raver, 2004).<br />
As already stated above, cognition and emotion have long been studied as two<br />
distinct entities, but recent investigations from a variety of disciplines have confirmed<br />
that there is, in fact, no emotion without cognition, and no cognition without emotion<br />
(see Cole, Martin, & Dennis, 2004; Cunningham & Zelazo, 2007; Frye, Zelazo & Palfai,<br />
1995; Kochanska, Coy, & Murray, 2001; Lovallo & Thomas, 2000; Miller et al., 2004;<br />
Zelazo et al., 2010). In particular, the neural functioning literature has contributed in<br />
making this case, by discovering that the cool executive control system can be linked to<br />
the hippocampus, which is involved with the intake of sensory input and memory<br />
formation. The hot executive control system can be linked to pathways stemming from<br />
the amygdala, which plays a significant role in emotional processing (Lovallo & Thomas,<br />
2000; Zelazo et al., 2010). These two regions however, are not entirely distinct from<br />
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