Anderson, J. E. (1942). The relation of emotional behavior to learning. In N. B. Henry (Ed.), The forty-first yearbook of the National Society for the Study of Education: Part 2, The psychology of learning (pp. 333-352). Chicago, IL, US: University of Chicago Press.
http://dx.doi.org/10.1037/11335-009
The learning theories presented in the earlier sections of this book are concerned primarily with the problem of the organization of behavior patterns in concrete situations. They seek to show why we remember one word rather than another, how we attain skill in arithmetic, spelling, or reading, how control of a golf club or of a baseball bat is achieved, how problems are solved, how concepts or principles come to be understood, etc. All of these can be viewed as the attainment of proficiency or mastery within a more or less circumscribed area of the individual's life experience. In some degree, learning theory also takes account of the manner in which acquired patterns transfer from one situation or circumstance to another. It has been, however, but little concerned with the inter-relationship of learnings to one another and their contribution in a broad sense to the whole process of adjustment. This chapter examines the following topics: Modern Theory of Emotions; Similarity Between Emotion and Learning; Emotion Initiates Structuring But Does Not Determine End Results; Approach and Withdrawal Reactions; Maladjustment through Inadequate Response; Motivation--Goals--Symbolic Correlates; Effect of Success and Objectivity; Facilitation and Frustration; Openness of Personality; Attitudes; Emotional Outlets; Age Relations of Emotional Responses; Level of Aspiration; and The Effect of the Emotional Context. (PsycINFO Database Record (c) 2016 APA, all rights reserved)