Cognition, Emotion, and Education (CEE) is an open-access and international peer-reviewed journal that explores the independent and interdisciplinary aspects of cognitive, emotional, and teaching and learning processes in various domains and applications, such as psychology, neuroscience, sociology, philosophy, education, health, art, and technology. The journal aims to advance the knowledge and understanding of how these aspects interact and influence each other in diverse fields and contexts. The journal publishes original empirical studies, reviews, meta-analyses, theoretical papers, and registered reports.

Emotions and Success in Education: From Apathy to Transpathy

Reza Pishghadam; Shima Ebrahimi; Ali Rajabi Esterabadi; Amin Parsae

Volume 1, Issue 1 , May 2023, Pages 1-16

https://doi.org/10.22034/cee.2023.172495

Abstract
  Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it ...  Read More

How Does the Brain Support Theory of Mind in Children? An EEG/ERP Review

Nasim Boustani

Volume 1, Issue 1 , May 2023, Pages 17-28

https://doi.org/10.22034/cee.2023.171194

Abstract
  In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, ...  Read More

Developing Students’ Critical Thinking Skills through Contextual Teaching and Learning

Kawita Sarwari; Ahmad Fawad Kakar

Volume 1, Issue 1 , May 2023, Pages 29-42

https://doi.org/10.22034/cee.2023.172192

Abstract
  This study explored instructors’ attitudes toward developing EFL students’ critical thinking (CT) skills through contextualized teaching and learning. It specifically investigated instructors’ experiences of the challenges as well as strategies for implementing contextual teaching and ...  Read More

Teachers’ Stroking Behavior in Anxiety, Willingness to Communicate, and Achievement

Fatemeh Shirzadeh; Haniyeh Jajarmi

Volume 1, Issue 1 , May 2023, Pages 43-57

https://doi.org/10.22034/cee.2023.172167

Abstract
  Acknowledging the crucial role of teacher attention and performance in students’ learning success, this study investigated the interrelationships of teacher stroke, foreign language classroom anxiety (FLCA), L2 willingness to communicate (WTC), and English language achievement (ELA) among Iranian ...  Read More

Multisensory Learning and Vocabulary Retention: An Emotioncy-Based Study with the Stroop Task

Nasim Bahari; Younos Dost Mohammadi

Volume 1, Issue 1 , May 2023, Pages 58-76

https://doi.org/10.22034/cee.2023.173482

Abstract
  The present study aimed to examine the impact of multisensory learning based on the emotioncy model, namely audio-visual and discovery learning of vocabulary on EFL learners. In doing so, 60 participants were selected from Iranian English learners. To compare the vocabulary knowledge of the instructed ...  Read More

Emotions and Success in Education: From Apathy to Transpathy

Reza Pishghadam; Shima Ebrahimi; Ali Rajabi Esterabadi; Amin Parsae

Volume 1, Issue 1 , May 2023, , Pages 1-16

https://doi.org/10.22034/cee.2023.172495

Abstract
  Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it ...  Read More

How Does the Brain Support Theory of Mind in Children? An EEG/ERP Review

Nasim Boustani

Volume 1, Issue 1 , May 2023, , Pages 17-28

https://doi.org/10.22034/cee.2023.171194

Abstract
  In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, ...  Read More

Teachers’ Stroking Behavior in Anxiety, Willingness to Communicate, and Achievement

Fatemeh Shirzadeh; Haniyeh Jajarmi

Volume 1, Issue 1 , May 2023, , Pages 43-57

https://doi.org/10.22034/cee.2023.172167

Abstract
  Acknowledging the crucial role of teacher attention and performance in students’ learning success, this study investigated the interrelationships of teacher stroke, foreign language classroom anxiety (FLCA), L2 willingness to communicate (WTC), and English language achievement (ELA) among Iranian ...  Read More

Multisensory Learning and Vocabulary Retention: An Emotioncy-Based Study with the Stroop Task

Nasim Bahari; Younos Dost Mohammadi

Volume 1, Issue 1 , May 2023, , Pages 58-76

https://doi.org/10.22034/cee.2023.173482

Abstract
  The present study aimed to examine the impact of multisensory learning based on the emotioncy model, namely audio-visual and discovery learning of vocabulary on EFL learners. In doing so, 60 participants were selected from Iranian English learners. To compare the vocabulary knowledge of the instructed ...  Read More

Developing Students’ Critical Thinking Skills through Contextual Teaching and Learning

Kawita Sarwari; Ahmad Fawad Kakar

Volume 1, Issue 1 , May 2023, , Pages 29-42

https://doi.org/10.22034/cee.2023.172192

Abstract
  This study explored instructors’ attitudes toward developing EFL students’ critical thinking (CT) skills through contextualized teaching and learning. It specifically investigated instructors’ experiences of the challenges as well as strategies for implementing contextual teaching and ...  Read More

Conceptions of Intelligence, Teaching Motivation and Teacher Creativity: A Mixed-Methods Study

Javad Mohammadi; Ghasem Modarresi

Articles in Press, Accepted Manuscript, Available Online from 10 July 2023

https://doi.org/10.22034/cee.2023.174746

Abstract
  The present study, adopting a mixed-methods design, mainly aimed at 1) examining the significant relationship between conceptions of intelligence, teaching motivation, and teacher creativity, 2) determining the best predictor of teacher creativity in conceptions of intelligence and teaching motivation ...  Read More

Mapping out Postmethod Pedagogy Within a Brain-based Learning Framework

Hamid Khosravany Fard; Seyed Mohammad Reza Amirian

Articles in Press, Accepted Manuscript, Available Online from 23 July 2023

https://doi.org/10.22034/cee.2023.403701.1007

Abstract
  Given the importance of the macrostrategic framework (Kumaravadivelu, 2003, MSF)- as an offshoot of postmethod pedagogy- and also the growing body of research related to the brain functions in the educational systems, this study aims at mapping out MSF in light of brain-based learning framework (BBLF) ...  Read More