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== FUENTE ==
: http://www.heartmath.org/education/education-research/theoretical-basis-testedge.html
:* [http://www.heartmath.org/templates/ihm/downloads/pdf/education/tends_report.pdf {{a2|Documento completo y oficial.}}]
:* [http://www.heartmath.org/templates/ihm/downloads/pdf/education/tends_summary_results.pdf {{a2|Resumen ejecutivo.}}]

== ALGUNOS EXTRACTOS ==
: (-) Menos relevantes
: (+) Más relevantes e interesantes
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Institute of HeartMath Theoretical Basis
Early TestEdge® – The Theoretical Basis
The following material is excerpted from Reducing Test Anxiety and Improving Test Performance in America’s Schools: Results from the TestEdge National Demonstration Study. Read or download a free copy of the complete study, or view or download the executive summary.

For students with relatively higher levels of trait anxiety, the internal perceptions and appraisals result in a view of the challenge as threatening. This, in turn, increases physical/autonomic stress responses (termed "emotionality" in some test anxiety research) and worry, which interfere with cognitive processes. These effects influence the last step in the process, the response produced in testing situations. The response can facilitate or inhibit test performance, thus affecting the test’s ability to measure the student’s true level of knowledge or skill (Spielberger & Vagg, 1995a; Cizek & Burg, 2006).

However, research has shown that the neural connections that transmit information from the emotional centers to the cognitive centers in the brain are stronger and more numerous than those that convey information from the cognitive to the emotional centers (LeDoux, 1996).

(-) Moreover, it is now clear that the emotional system can also operate entirely independently of the cognitive system. For example, studies have found that emotional processes operate at a much higher speed than thoughts and frequently bypass the mind’s linear reasoning process entirely (LeDoux, 1996). This has been described in more popular terms as "emotional hijacking" (Goleman, 1995). In other words, not all emotions follow thoughts; emotions often occur without involvement of the cognitive system and, moreover, can significantly color the cognitive process and its output (LeDoux, 1996; LeDoux, 1994; Niedenthal & Kitayama, 1994).

(-) Such is the case when emotional memories of past threatening experiences automatically trigger a fear-anxiety response to a future anticipated event, often circumventing the processes of conscious thought and self-control. LeDoux’s work (1996) provides an understanding of the mechanisms involved. Evolving long before the neocortex, the subcortical brain circuitry involved in emotional processing is highly attuned to signs of potential danger, and it is hyperreactive to perceived threat.

Within this context of test anxiety, the important point is that emotional memories can be triggered by the anticipation of a future event that is similar to a past unpleasant event, irrespective of whether or not those emotions are appropriate for the current situation (LeDoux, 1996).

(+) Taken as a whole, these new understandings of the extensive interactions between the emotional and cognitive systems have enormous implications for education, as Immordino-Yang and Damasio (2007) elaborate in a recent paper aptly titled "We Feel, Therefore We Learn." As noted at the outset of this chapter, they conclude that the very "aspects of cognition that we recruit most heavily in schools, namely, learning, attention, memory, decision making, and social functioning, are all profoundly affected by and subsumed within the processes of emotion" (Immordino-Yang & Damasio, 2007.:

(+) Anxiety and worry also generate the equivalent of mental "noise" in the brain, overloading the neural circuits that are otherwise available for and involved in higher order cognitive processes. Research has shown that the psychophysiological activity associated with heightened anxiety and other negative emotions interferes with the brain’s ability to properly synchronize neural activity (Ratey, 2001). The resulting desynchronization inhibits brain processes necessary for functions such as attention, memory recall, abstract reasoning, problem solving, and creativity. Thus, when students come to school or enter a testing situation with high levels of anxiety and emotional stress, the resulting "inner noise" impairs the very cognitive resources needed for learning, memory, and effective academic performance (Arguelles, McCraty, & Rees, 2003; McCraty, 2005).

(+++) In contrast, sustained positive emotions, such as appreciation, care, compassion, and love, generate a smooth, ordered, sine-wave-like pattern in the heart’s rhythms. This pattern reflects increased synchronization between the two branches of the ANS and a general shift in autonomic balance towards increased parasympathetic activity. As is visually evident (Figure 2.) and also demonstrable by quantitative methods (Tiller et al, 1996; McCraty et al, 2006), heart rhythms associated with positive emotions, such as appreciation, are clearly more coherent—organized as a stable pattern of repeating sine waves—than those generated during a negative emotional experience such as anxiety.
Incluir graficos.

Figure 2. Heart rhythm patterns reflect different emotional states.
These heart rate tachograms show examples of the heart rate variability patterns recorded in real time from individuals experiencing different emotions. Negative emotions, such as anxiety, anger, and frustration, typically give rise to an erratic, irregular heart rhythm pattern (incoherence). In contrast, positive emotions, such as appreciation, care, and compassion, produce a highly ordered, stable heart rhythm pattern of smooth, repeating sine waves (coherence).

The effect of heart activity on brain function has been researched extensively over the last half century. It is now known that the heart actually sends more neurological signals to the brain than the brain sends to the heart (Cameron, 2002).

:* In four matched-group comparisons (involving subsamples of 50 to 129 students) there was a significant increase in test performance in the experimental group over the control group, ranging on average from 10 to 25 points.

== OTRO ARTICULO DE SOPORTE ==
:* [http://www.ascd.org/publications/educational-leadership/oct94/vol52/num02/How-Emotions-Affect-Learning.aspx How Emotions Affect Learning]
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