Tag self-regulation

On Emotions, Cognition, and Comedy: An Introduction

Hello everyone! My name is Melissa Cesarano, and I am a new member of the rethinkED team for the 2015-2016 school year. To introduce myself, I’d like to begin by stating that I’m quite an eccentric human with eclectic tastes and talents. I’m a yogi, actress, comedian/improviser, poet, and cognitive scientist! I graduated from the University of Pennsylvania (Quakersssss!!!) with a Bachelor’s Degree in Cognitive Studies and Philosophy of Mind, and a minor in Poetics. Currently, I’m a PhD student at Columbia University in Cognitive Studies in Education. I also work at a biotech company, Evoke Neuroscience, where I serve as the company’s science writer, lecturer, and research associate. At Evoke, I’m also training to receive a certification in biofeedback and neurofeedback, which will help me acquire a more holistic approach to emotional and psychological wellness, in addition to my more academic brain expertise. Additionally, I’m attending comedy school at The Peoples Improv Theater and The Upright Citizens Brigade. I’ve co-founded my own NYC sketch comedy group, Laundry Day Comedy, and believe strongly that humor, play, and creativity are essential to our epistemic growth and self-realization as life long students; as Ludwig Wittgenstein so elegantly stated, “If people never did silly things nothing intelligent would ever get done.”

My research as a Doctoral Candidate focuses on emotions. In undergrad, I felt that the cognitive realm was academically interesting, yet lacked the poetry, color, and humanity that I yearned for as an artist and creative. Admittedly, there seemed to be a lack of understanding as to where/how to fit emotions into a cognitive framework. Therefore, about two years into graduate school education, I resolved to undertake the task of understanding emotions from a cognitive perspective.

Emotions are difficult to comprehend intellectually even though they’re an integral part of our everyday lives. Nevertheless, they certainly color our interactions with others, motivate our behaviors, elucidate our passions, and are essential to our experience as humans. To clarify, they are a phenomenological manifestation of the things that matter to us. For a brief introduction to emotions (What Emotions Are (and Aren’t)) I recommend reading this riveting article in The New York Times by Lisa Feldman Barrett, the head honcho in Emotion Research (I like to call her ‘The Big LFB’):

http://www.nytimes.com/2015/08/02/opinion/sunday/what-emotions-are-and-arent.html?_r=0

Specifically, the research that I’ve been conducting at Columbia, along with my research partner Ilya, relates to teaching people abstract models of the Human Emotion System (HES). Creating accurate mental models of our own emotional functioning and grounding these principles in tangible real-life emotional situations, seems to increase self-regulation through increased self-awareness of emotional functioning in a variety of different experiential contexts. The topic of my dissertation, however, deals with the ‘naïve’ mental models that people acquire intuitively through everyday life experience prior to explicit learning of the HES. Arriving at a deeper understanding of people’s HES intuitions and misconceptions (and the cognitive processes that underlie them) through careful epistemological inquiry, should thus allow for a more effective teaching of the HES model and other social-emotional learning (SEL) concepts.

Basically, I think it’s really insane that students are taught things like ‘the laws of physics’ in school, but are never taught the ‘laws of emotions’, the causal relations and principles of our own emotional functioning. Instead, we are left with the difficult and daunting task of pretty blindly dealing with these powerful and mysterious forces. Interestingly, emotionality is delegated to ‘higher learning’, a Psych 101 lecture in the hallowed spaces of America’s college halls.

Finally, I would like to join Ali in saying that it is an absolute privilege to be a part of such an inspiring community here at Riverdale. We hope to enlighten you and to contribute to the ever-evolving educational landscape at this prestigious school. Keep a lookout for upcoming posts from the rethinkED team!

With gratitude and an abundance of smiles,

Mel

Watch Walter Mischel Discuss the Marshmallow Test & Strategies for Delaying Gratification…*

“The successful delaying of gratification is very much about how you represent the object of desire.” – Walter Mischel

Looking for some last minute strategies for self-regulation before sitting down to your Thanksgiving meal? You’re in luck, here’s a great short video from the RSA featuring Walter Mischel discussing his motivation for creating his now famous Marshmallow Test sets of experiments and some of his findings on delayed gratification, willpower and self-control.

source: RSA – What Marshmallows Can Tell Us About Self Control

{ Character Strengths } Me Want It (But Me Wait) ~ Cookie Monster Shares His Strategies For Self-Regulation…*

In this brilliantly funny video from Sesame Street, Cookie Monster attempts to explain the concept of self-regulation and its importance, while sharing some of his strategies for deferring gratification when faced with a pile of delicious chocolate chip cookies.

Sesame Street launches its 44th season on September 16th, 2013 with a new self-regulation and executive function curriculum.

via Sesame Street on YouTube, published August 5, 2013.

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