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Decoding facial expressions of emotion is an important aspect of social communication that is often impaired following psychiatric or neurological illness. However, little is known of the cognitive components involved in perceiving emotional expressions. Three dual task studies explored the role of verbal working memory in decoding emotions. Concurrent working memory load substantially interfered with choosing which emotional label described a facial expression (Experiment 1). A key factor in the magnitude of interference was the number of emotion labels from which to choose (Experiment 2). In contrast the ability to decide that two faces represented the same emotion in a discrimination task was relatively unaffected by concurrent working memory load (Experiment 3). Different methods of assessing emotion perception make substantially different demands on working memory. Implications for clinical disorders which affect both working memory and emotion perception are considered.
What can teachers do to engage learners in homework instruction using 21st century tools? Using multimedia for instruction has grown to meet the needs and the demands of 21st century learners. Teachers have access to a wealth of resources to provide instructional presentations that combine visual and verbal modes-text, graphics, audio, picture, animations, and video (Bull, 2009). The influences that new technologies bring to everyday social engagements have also changed the way instructional technology is viewed in education (Shih & Waugh, 2011). As teachers strive to incorporate new technologies into their classroom instruction to motivate their learners, they should harness the strength that multimedia and new technologies have to offer students for their homework instructions. To motivate and engage learners in homework instruction, delivery methods must mirror what is incorporated into classroom instruction. Since classroom instruction is the vehicle that conveys learning in the classroom, homework instruction and activities should also reflect this transformation change in delivery. Changing the By way homework is delivered has the potential to extend student learning into students' home environments without the physical presence of the teacher. To ensure that instruction reflects use of 21st century technologies, teachers must keep abreast of current trends in the 21st century to match what learners are using in their day-today lives in and out of school. Learning and instruction are continually evolving to reflect emerging technologies. On the other hand, educational views are changing from an objective epistemology and behavior learning approach to more of a collaborative learning approach with a constructivist epistemology (Bull, 2012). To meet the needs of 21st century learners, educators and researchers are reflecting on everything from instructional practices, instructional design and delivery and how learning is facilitated in the classroom (Shih & Waugh, 2011). This study seeks to address some of these questions by addressing the impact of using multimedia files as the vehicle for conveying homework instructions and activities for kindergarten students.
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