The CORE work for this research was meant to investigate and assemble a set of ideas that may be useful to teachers, through examining the expressions of numerous institutions and authors who have participated in this conversation over time. Saturation evaluation techniques were employed and the summary results show below. For a technical report on the research, all citations, and the final version of the Framework of the CORE, see Scalise, Kathleen; Felde, Marie (2017). Why Neuroscience Matters in the Classroom (What's New in Ed Psych) (Pages 292-307 Technical Report; Pages 24-35 Framework of the CORE). Pearson Education.

Table 5.

Guiding Principle 5: When we effectively learn is affected by important brain-related factors including emotions and what we filter out as much as what we process.

Idea	Description
5a	Recent contributions of neuroscience are revealing the emotional dimension of learning (see Ch. 3). Emotions arise from cerebral processes and are necessary for the adaptation and regulation of human behavior.
5b	Different emotions correspond to distinct functional systems in the brain and have their own cerebral circuit involving structures in the limbic system, known as the "seat of the emotions," as well as cortical structures, mainly the prefrontal cortex, which plays a prime role in regulating emotions.
5c	If a positively perceived emotion is associated with learning, it will often facilitate success, whereas a negatively perceived emotion can be associated with failure. Retention and recall of an event or information in learning also can be changed by a strong emotional state, a special context, heightened motivation or increased attention.
5d	The benefits of intrinsic motivation for learning are such that it is of paramount importance for research to orient its efforts towards this domain.
5e	The brain is not composed entirely of cortex and many other structures are critical for learning, including the hippocampus, critical for consolidating new memories, and the amygdala, playing an important role in emotional responses. Amygdala appears to play a role in attaching emotional significance to otherwise neutral stimuli and events.
5f	Emotions are complex reactions that can be described in three components: a particular mental state, a physiological change and an impulsion to act.
5g	Researchers have gained insight into the mechanism of molecular neuropharmacology, which provides a new understanding of the mechanisms of addiction and other ways brain function interacts with motivation. Neurotransmitters and neuromodulators include a variety of important types that have different actions (see the list in 47b). They may be excitatory or inhibitory of actions. The amount of neurotransmitter released and the number of receptors involved are responsive to experience, which is a cellular basis of plasticity.
5h	Newly discovered molecules responsible for guiding nervous system development give scientists a better understanding of youth. An important discovery is that so-called "second messengers" trigger biochemical communication with a cell after the action of neurotransmitters at the receptors. Direct effects of second messengers on the genetic material of cells may lead to long-term alternations in cell function and ultimately in behavior.
5i	The prefrontal cortex matures late in human beings, concluding its development in the third decade of an individual's development. This means the regulation of emotions and compensation for excesses of the limbic system occur relatively late in an individual's development.