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On Thu, May 24, 2012 at 6:07 PM, Jack Whitehead <jack@actionresearch.net>wrote: > I'm wondering if anyone has any references you can send me that can help > me to understand how to represent flows of energy with values, in > explanatory principles that can be used in explanations of educational > influences in learning? > Marvin Minsky. The Emotion Machine http://www.amazon.com/The-Emotion-Machine-Commonsense-Intelligence/dp/0743276639 Different emotions mobilise the resources required for different ways of thinking I've written a summary. Ch 7 is relevant: http://learningevolves.wikispaces.com/minsky#Chapter7 eg.1 The case of Elliot who lost part of his frontal lobes when having a tumour removed (from Damasio's book *Descarte's Error*). His ability to reach decisions was impaired. He displayed no emotions, there was no inner turmoil to hush. Damasio's interpretation: lack of emotion plays a role in Elliot's decision making ability Minsky's interpretation: his inability to make decisions reduced his range of emotions and feelings eg.2 "Valence" - the extent to which one's attitude toward some thing or situation is generally positive or negative. Or an object's colour and shape can change independently; we can think of objects or ideas as having "matter of fact" or neutral aspects that are "coloured" by additional emotional characteristics --> attractive, exciting, desirable - versus disgusting, dull or repulsive Minsky still has a draft of his whole book on his website: http://web.media.mit.edu/~minsky/ __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca