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Many prominent lines of research on student's reasoning and conceptual changewithin learning sciences and physics education research have not attended tothe role of learners' affect or emotions in the dynamics of their conceptualreasoning. This is despite evidence from psychology and cognitive- and neuro-sciences that emotions are deeply integrated with cognition and documentedassociations in education research between emotions and academic performance.The few studies that have aimed to integrate emotions within models oflearners' cognition, have mostly done so at a coarse grain size. In thismanuscript, toward the long-term goal of incorporating emotions intofine-grained models of in-themoment cognitive dynamics, we present a case studyof Judy, an undergraduate electrical engineering and physics major. We arguethat a fine-grained aspect of Judy's affect, her annoyance at a particular kindof homework problem, stabilizes a context-dependent epistemological stance shedisplays, about an unbridgeable gulf she perceives to exist between real andideal circuits.

Toward affect-inclusive models of cognitive dynamics: Coupling epistemological resources and emotions