Details

Development of Emotions and Emotion Regulation


Development of Emotions and Emotion Regulation


International Series in Outreach Scholarship, Band 8

von: Manfred Holodynski, Wolfgang Friedlmeier

117,69 €

Verlag: Springer
Format: PDF
Veröffentl.: 26.10.2006
ISBN/EAN: 9780387232959
Sprache: englisch
Anzahl Seiten: 265

Dieses eBook enthält ein Wasserzeichen.

Beschreibungen

vii PREFACE It was 13 years ago that we met for the ?rst time at a German developmental psychology conference. One of us, Wolfgang Friedlmeier (WF), was interested in ontogenetic development from a cross-cultural perspective. He presented a study on the development of empathy and distress in preschool age, dealing with how far children from different cultures respond to comparable demands with different emotions and regulation strategies. The other, Manfred Holodynski (MH), was - terested in ontogenetic development from the perspective of internalization: how processes that are originally socially distributed between persons are transformed into mental processes within the individual. He presented a study on the devel- ment of the emotions pride and shame in preschool age. This led the two of us to discover our common interest in central issues of emotional development: What role do the emotions play in an individual’s activity regulation? What is it exactly that is “developing” when we talk about emotional development? Do emotional processes have a social genesis? And what is the role of the early social interactions between children and their caregivers, along with the obvious fact that individuals grow up and live in completely different cultures? Even at this time, we both already suspected that the social and cultural embedment of the individual would prove to be a key to understanding how the diversity of human emotions and their regulation develop.
vii PREFACE It was 13 years ago that we met for the ?rst time at a German developmental psychology conference. One of us, Wolfgang Friedlmeier (WF), was interested in ontogenetic development from a cross-cultural perspective. He presented a study on the development of empathy and distress in preschool age, dealing with how far children from different cultures respond to comparable demands with different emotions and regulation strategies. The other, Manfred Holodynski (MH), was - terested in ontogenetic development from the perspective of internalization: how processes that are originally socially distributed between persons are transformed into mental processes within the individual. He presented a study on the devel- ment of the emotions pride and shame in preschool age. This led the two of us to discover our common interest in central issues of emotional development: What role do the emotions play in an individual’s activity regulation? What is it exactly that is “developing” when we talk about emotional development? Do emotional processes have a social genesis? And what is the role of the early social interactions between children and their caregivers, along with the obvious fact that individuals grow up and live in completely different cultures? Even at this time, we both already suspected that the social and cultural embedment of the individual would prove to be a key to understanding how the diversity of human emotions and their regulation develop.
<P>1. Introduction&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp; 1.1 Perspectives on Emotional Development&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp; 1.2 A Preliminary Summary&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp; 1.3 The Design of This Book
<P>2. Research paradigms on emotion&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp; 2.1 The Structuralist Paradigm: Emotion as a Specific Psychological State&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.1.1 Premises<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.1.2 Empirical Findings<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.1.3 Discussion<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.1.4 Conclusions for an Integrative Approach</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 2.2 The Functionalist Paradigm: Emotion as a Psychological Function&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.2.1 Premises<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.2.2 Empirical Findings<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.2.3 Discussion<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.2.4 Conclusions for an Integrative Approach<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.2.5 Differentiation of Levels of Emotional Processing and Emotion Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.2.6 Conclusions for an Integrative Approach</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 2.3 The Dynamic-Systems Paradigm: Emotion as an Evolving System&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.3.1 Premises<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.3.2 Empirical Findings<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.3.3 Discussion<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.3.4 Conclusions for an Integrative Approach</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 2.4 The Sociocultural Paradigm: Emotion as a Co-Constructed Psychological Function&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.4.1 Premises<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.4.2 Empirical Findings<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.4.3 Discussion<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.4.4 Conclusions for an Integrative Approach</P>
<P>3. The Internalization Model of emotional development<BR>&nbsp;&nbsp;&nbsp;&nbsp; 3.1 Emotion as a Functional Psychological System&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.1.1 The Components of an Emotion System<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.1.2 The Interaction of the Components as a Feedback Model<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.1.3 Support for a Feedback Model of Feeling<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.1.4 The Internalization of Feedback From Expressive and Body Reactions</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 3.2 From Interpersonal to Intrapersonal Regulation</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 3.3 The Transformation of Expressive Reactions Into Signs&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.3.1 What Is an Expression Sign (Semantics)?&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.3.2 What Are Expression Signs For (Pragmatics)?&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.3.3 How Do New Expression Signs Emerge?&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.3.4 How Can Expression Signs Be Combined (Syntax)?&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.3.5 Summary</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 3.4 Levels of Action Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.4.1 Actions and Volitional Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.4.2 Operations and Automatic Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.4.3 Emotions and Emotional Action Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3.4.4 "Meta-Actions" and Reflective Regulation</P>
<P>4. Ontogenesis of emotions and their regulation&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp; 4.1 Preadaptation of Infant and Caregiver&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.1.1 The Emotions of the Neonate<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.1.2 Sensorimotor Abilities for Engaging in Interpersonal Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.1.3 Intuitive Parenting<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.1.4 Summary</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 4.2 The Emergence of Sign-Mediated Regulation in Infancy<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.2.1 The Emergence of Sign-Mediated Emotion Systems<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.2.2 The Emergence of Volitional Action Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.2.3 Precursors of Reflective Emotion Regulation in Infants and Toddlers<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.2.4 Interindividual Differences<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.2.5 Summary</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 4.3 The Emergence of Intrapersonal Regulation Levels in Toddlers and Preschoolers<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.3.1 The Emergence of Intrapersonal Emotional Action Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.3.2 The Emergence of an Intrapersonal Volitional Action Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.3.3 The Emergence of an Intrapersonal Reflective Emotion Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.3.4 Summary</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 4.4 The Internalization of Mental Means of Regulation From Age 6 Onward&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.4.1 The Internalization of Expression Signs<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.4.2 The Internalization of Speech Signs<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.4.3 The Development of Symbol Comprehension in Reflective Emotion Regulation</P>
<P>&nbsp;&nbsp;&nbsp;&nbsp; 4.5 Mental Emotions and Adult Emotion Regulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.5.1 Support for Miniaturized and Internalized Expression Signs<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4.5.2 The Development of Reflective Emotion Regulation<BR><BR>&nbsp;&nbsp;&nbsp;&nbsp; 4.6 Summary</P>
<P>5. Culture and emotional development<BR>&nbsp;&nbsp;&nbsp;&nbsp; 5.1 How far are emotions culturally shaped?&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5.1.1 Culture, Artifacts, and Psychological Development<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5.1.2 A Reconstruction of the Phylogenesis of Emotions<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5.1.3 Ethnotheories as Culture-Specific Patterns for Interpreting Emotional Phenomena<BR><BR>&nbsp;&nbsp;&nbsp;&nbsp; 5.2 Emotional Development in the Cultural Context<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5.2.1 Preadaptation of Infant and Caregiver as a Universal Baseline<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5.2.2 The Emergence of Sign-Mediated Emotion Systems<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5.2.3 The Emergence of the Intrapsychological Regulation of Emotion<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5.2.4 The Internalization of Expression Signs<BR><BR>&nbsp;&nbsp;&nbsp;&nbsp; 5.3 Summary and Outlook </P>
<P></P>
<P>The first book to examine emotional development from birth to adulthood, <STRONG>Development of Emotions and Their Regulation</STRONG> fills in significant gaps in the literature by integrating major developmental theories of emotion with robust research on emotion regulation in adults. Noted German psychologists Holodynski and Friedlmeier have written a work that takes on dominant theories such as the desomatization of emotion as people attain maturity, as well as more recent contextual models of emotional growth.</P>
<P></P>
<P>The authors define emotion in terms of attendant expression, feeling, and physical reaction, and describe its development in terms of both universal and culture-specific contexts. This trajectory is characterized first by the origination of emotions and later the move from interpersonal to intrapersonal emotion regulation, including:</P>
<P>- Processes that occur during emotional development, starting with infancy </P>
<P></P>
<P>- Links between children’s emotions and communication strategies
<P></P>
<P>- The key role of caregivers’ communication in the child’s emotional development
<P></P>
<P>- How emotions become nuanced and individualized during the school years
<P></P>
<P>- The intricate relationship between emotional development and emotion regulation as the person reaches adulthood.
<P>Surprising and often startling in its conclusions, <STRONG>Development of Emotions and Their Regulation</STRONG> is sure to spark controversy among students, researchers, and practitioners in the developmental field. It may also signal a paradigm shift in the making.</P>
<P>Offers a state-of-the-art look at this area going beyond infant emotional development</P>
<P>Research on emotions has increased steadily in the last decade, having significance for both normal and disordered behavior. Emotional development, in particular, is a key area in which many different theoretical and methodological approaches have come together. This book takes on the tasks of constructing a consistent theoretical framework for this field and providing a general overview on emotional development. It offers a state-of-the-art look at this area, going beyond infant emotional development. </P>

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