Surprise is not considered a primary emotion by Paul Ekman, who identified six primary emotions: happiness, sadness, anger, fear, disgust, and contempt.

The Yerkes-Dodson Law states that performance is optimal at a moderate level of arousal. Too little arousal can lead to boredom and inattention, while too much arousal can lead to anxiety and stress, both of which can impair performance.

Emotions can influence attention in a number of ways, but they do not typically decrease the duration of attention. Instead, emotions can narrow attention to relevant stimuli, broaden attention to a wider range of stimuli, or increase the intensity of attention.

Emotions can influence memory in a number of ways, including enhancing memory for emotionally charged events, impairing memory for emotionally charged events, and biasing memory towards positive or negative information. However, emotions do not typically have no effect on memory.

Emotions can influence motivation in a number of ways, including increasing motivation to approach positive goals, increasing motivation to avoid negative outcomes, and decreasing motivation to avoid negative outcomes. However, emotions do not typically decrease motivation to approach positive goals.

Emotional states can impact learning outcomes in a number of ways, including improving learning outcomes for positive emotional states and impairing learning outcomes for negative emotional states. However, negative emotional states do not typically improve learning outcomes.

There are a number of strategies for managing emotions in the classroom, including creating a positive and supportive learning environment, encouraging students to express their emotions in a healthy way, and helping students to develop coping mechanisms for dealing with negative emotions. However, punishing students for expressing negative emotions is not an effective strategy.

Emotions can be used to promote learning in a number of ways, including engaging students and making learning more meaningful, helping students remember information, and motivating students to learn. However, emotions cannot be used to assess students' learning.

Emotions can interfere with learning in a number of ways, including distracting students from learning, making it difficult for students to concentrate, and causing students to avoid learning tasks. However, emotions cannot help students to learn.

There are a number of ways that teachers can use emotions to create a positive learning environment, including being enthusiastic and passionate about the subject matter, showing students that you care about them, and creating opportunities for students to experience positive emotions. However, ignoring students' emotions is not an effective strategy.