**2. Emotion and cognition are inextricably linked in the brain**

All human activities are influenced by emotion and cognition. Emotion and cognition are linked through feelings and thoughts and vice versa. Emotional experiences are also built into the architecture of the developing brain. In fact, emotion and cognition operate seamlessly in the brain [5, 7–9]. The brain is structured into associations of neurons with specialized properties and functions. Information stimulates the brain to connect the neural network to respond for the information. This actions produce a learning experience. Based on the particular component the learning experiences are labeled cognitive or emotional aspect, but the difference between the two is theoretical since they are integrated and inseparable in the brain.

Emotion and cognition work together to guide learning processes [10, 11]. Children and adolescents have emotionally charged goals, and cognitively appraise the degree to which a situation is hindering or promoting attainment of those goals, which leads to emotional reactions. We can learn to cognitively regulate emotional reactions as well as emotionally regulate the cognitive reactions. It triggers cognitive and affective domains at a time for proper meaning making. Neuro-scientific researches shows that emotional regulation process can reduce negative emotions, which is revealed in both reduced amygdala activation and more positive personal emotional experience [12]. Effective emotional regulation strategies include reinterpretation and depersonalisation. Reinterpretation involves reframing a situation in a more positive way while depersonalisation involves considering a situation objectively rather than taking it personally. Emotional regulation could be helpful for learner. Learner could cognitively regulate his emotional reaction: reinterpreting his past and present emotional and cognitive experience. These regulatory strategies activate in both cognitive and emotional regions of the brain. It reduce the amygdala response and concentrate on cognitive aspects of learning. These process create effective learning environment.

Neuroscience approves that the emotional and cognitive dimensions of learning are inextricably intertwined, the long-standing philosophical debate as to whether learning institutions should be involved in learners' emotional development becomes irrelevant if learning institutions are accountable for cognitive development, they are habitually involved in emotional development as well [10]. Therefore, educators should guide the development of emotional regulation skills just as they guide the development of meta-cognitive skills.
