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The Oxford Handbook of Emotional Development最新文献

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The Development of Cognitive Reappraisal for Regulating Emotions 情绪调节认知重评的发展
The Oxford Handbook of Emotional Development Pub Date : 2022-01-07 DOI: 10.1093/oxfordhb/9780198855903.013.5
Kalee De France, Tom Hollenstein
{"title":"The Development of Cognitive Reappraisal for Regulating Emotions","authors":"Kalee De France, Tom Hollenstein","doi":"10.1093/oxfordhb/9780198855903.013.5","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198855903.013.5","url":null,"abstract":"Cognitive reappraisal—or altering the emotional impact of a situation by changing the way an individual thinks about it—is strongly associated with many indicators of well-being, such as increased physiological health, optimism, life satisfaction, and more active attempts to repair negative mood, as well as decreased experience and expression of negative affect. Moreover, the ability to change emotion-related cognitions, achieved via reappraisal, is one of the main determinants of improvement across most psychopathologies. Despite the depth of knowledge reflecting the benefits of reappraisal, there remains a lack of both theory and evidence to explain how this complex emotion-regulation strategy develops. The objective of this chapter is to outline the developmental trajectory of reappraisal by identifying the social and cognitive components necessary for the successful development and use of reappraisal, as well as the maturation of these components from infancy through adolescence.","PeriodicalId":315863,"journal":{"name":"The Oxford Handbook of Emotional Development","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127089835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Children’s Emotion Understanding and Cooperative Problem-Solving in Educational Settings 教育情境下儿童情绪理解与合作解决问题
The Oxford Handbook of Emotional Development Pub Date : 2022-01-07 DOI: 10.1093/oxfordhb/9780198855903.013.41
Karine M P Viana, Juliana Lucena, Imac M Zambrana, P. Harris, F. Pons
{"title":"Children’s Emotion Understanding and Cooperative Problem-Solving in Educational Settings","authors":"Karine M P Viana, Juliana Lucena, Imac M Zambrana, P. Harris, F. Pons","doi":"10.1093/oxfordhb/9780198855903.013.41","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198855903.013.41","url":null,"abstract":"Recent research has shown that emotion understanding (EU)—the capacity to understand the nature, causes, and consequences of emotions—plays a crucial role in the development of emotional, social, and cognitive competences. However, there are still many unanswered questions about the extent to which EU facilitates children’s cooperative problem-solving in educational settings. For instance, it is not yet clear how understanding emotions positively impacts children’s interaction both when they play freely with peers and when they are engaged in problem-solving tasks. In addition, there is no conclusive answer about whether the impact of EU on cooperative problem-solving varies depending on children’s age. This chapter aims to address this shortfall. Building on empirical findings, the usefulness of EU for children engaged in different types of cooperation (dyadic, triadic, free play), and at different ages (from toddlerhood to middle childhood) is discussed.","PeriodicalId":315863,"journal":{"name":"The Oxford Handbook of Emotional Development","volume":"6 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120878263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Differentiation and Language Acquisition in Children’s Understanding of Emotion 儿童情绪理解的分化与语言习得
The Oxford Handbook of Emotional Development Pub Date : 2022-01-07 DOI: 10.1093/oxfordhb/9780198855903.013.23
Sherri C Widen, N. Nelson
{"title":"Differentiation and Language Acquisition in Children’s Understanding of Emotion","authors":"Sherri C Widen, N. Nelson","doi":"10.1093/oxfordhb/9780198855903.013.23","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198855903.013.23","url":null,"abstract":"This chapter provides evidence of two processes that contribute to the acquisition of emotion categories (represented by their labels). The first is a process in which children gradually differentiate an early, valence-based (i.e., feels good vs. feels bad) emotion understanding into more discrete categories, while also learning to link the various components of emotion (e.g., causes, consequences, behaviors, facial expressions, labels) until their taxonomy closely resembles the taxonomy of the adults with whom they interact. For example, children gradually learn that some bad feelings are caused by a loss, result in tears, and are called sad, whereas others are caused by danger, result in the desire to flee, and are called scared. The second process supports the first. It is a process of elimination which enables children to quickly map novel emotion components to novel emotion categories and to begin to acquire a new emotion category.","PeriodicalId":315863,"journal":{"name":"The Oxford Handbook of Emotional Development","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116608015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Current Challenges and Advances in Computational and Artificial Agent Modeling for the Simulation of Affective Social Learning and Regulation of Motivated Behaviors 情感社会学习和动机行为调节的计算和人工智能建模的当前挑战和进展
The Oxford Handbook of Emotional Development Pub Date : 2022-01-07 DOI: 10.1093/oxfordhb/9780198855903.013.19
D. Rudrauf, Andrea C. Samson, M. Debbané
{"title":"Current Challenges and Advances in Computational and Artificial Agent Modeling for the Simulation of Affective Social Learning and Regulation of Motivated Behaviors","authors":"D. Rudrauf, Andrea C. Samson, M. Debbané","doi":"10.1093/oxfordhb/9780198855903.013.19","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198855903.013.19","url":null,"abstract":"Psychological science aims at understanding the development and interplay of hidden psychological mechanisms (cognitive, affective, and social) and their causal role in observable behaviors, both in adaptive and maladaptive contexts. It is thus relevant, though highly challenging, to develop computational models and artificial agents derived from psychological theories allowing investigators to explore and test hypotheses through simulations. This chapter reviews and discusses current modeling challenges and advances that are relevant to the understanding and simulation of affective social learning and the development of adaptive and motivated behaviors. The hope is that the chapter will encourage dialogue and the sharing of perspectives with developmental and clinical psychologists. The chapter emphasizes the importance of modeling the complex integration of multiple interacting mechanisms, including processes analogous to the imagination and subjective experience, in order to understand the development of appraisal, emotions, emotion regulation, and their roles in adaptive and maladaptive behaviors.","PeriodicalId":315863,"journal":{"name":"The Oxford Handbook of Emotional Development","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123456663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Affective Social Learning 情感社会学习
The Oxford Handbook of Emotional Development Pub Date : 2022-01-07 DOI: 10.1093/oxfordhb/9780198855903.013.33
F. Clément, Daniel Dukes
{"title":"Affective Social Learning","authors":"F. Clément, Daniel Dukes","doi":"10.1093/oxfordhb/9780198855903.013.33","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198855903.013.33","url":null,"abstract":"From their very origins, psychology and sociology have each tended to follow their own path, without taking the other into consideration. This mutual indifference is particularly problematic when studying processes of socialization. On the developmental psychological side, there is perhaps a tendency to consider the child as a “lone explorer,” while on the sociology side, the irreducibility of the social agent to their individual epistemic endeavor is, of course, central. However, socialization is essentially about transmission, from one generation to the next, of ways of doing, thinking, and feeling. In this chapter, the authors argue that culture is mostly about what is socially relevant, and that what is socially relevant can be learned by observing relevant others’ affective expressions. This affective social learning may help close the gap between psychology and sociology by providing different mechanisms that enable individuals to embody, via their developing emotions, the system of cultural relevance in which they live.","PeriodicalId":315863,"journal":{"name":"The Oxford Handbook of Emotional Development","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116752888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Neuroscientific Approaches to the Study of Self and Social Emotion Regulation During Development 发展过程中自我和社会情绪调节研究的神经科学方法
The Oxford Handbook of Emotional Development Pub Date : 2020-08-05 DOI: 10.31234/osf.io/a2p9x
A. M. Méndez Leal, J. Silvers
{"title":"Neuroscientific Approaches to the Study of Self and Social Emotion Regulation During Development","authors":"A. M. Méndez Leal, J. Silvers","doi":"10.31234/osf.io/a2p9x","DOIUrl":"https://doi.org/10.31234/osf.io/a2p9x","url":null,"abstract":"Emotion regulation is a critical skill that promotes physical and mental health across the lifespan. This chapter describes the neural networks that underlie emotion regulation, and explores how these networks develop during childhood and adolescence. We consider two forms of emotion regulation: self-regulation and social regulation. While developmental theories suggest that parents socially regulate their children’s emotions so as to scaffold burgeoning self-regulation abilities, little neuroscience work has considered the development of self- and social regulation together. Here, we address this gap in the literature by describing what is known about the neurodevelopment of self- and social regulation of emotions separately, and by discussing how they might inform one another. Given that little developmental neuroimaging research has examined social regulation, we draw inferences from adjacent research areas including social regulation of stress physiology. Finally, we provide suggestions for future developmental neuroscience work on self and social emotion regulation.","PeriodicalId":315863,"journal":{"name":"The Oxford Handbook of Emotional Development","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115967383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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