This is a book for teachers and parents as well who seek to develop such self-directed, “can-do” children.

The goal of this review is to consider how culture impacts the socialization of emotion development in infancy, and infants’ and young children’s subsequent outcomes. First, we argue that parents’ socialization decisions are embedded within cultural structures, beliefs, and practices. Second, we identify five broad cultural frames (collectivism/individualism; power distance; children’s place in family and culture; ways children learn; and value of emotional experience and expression) that help to organize current and future research. For each frame, we discuss the (...) impact on parents’ socialization practices and infants’ subsequent outcomes relating to emotion-related experience, expression, and understanding. We also generate testable hypotheses to further our understanding of the relationships between the five frames and emotion development in infancy. (shrink)

Emotion is closely associated with language, but we know very little about how children express emotion in their own writing. We used a large‐scale, cross‐sectional, and data‐driven approach to investigate emotional expression via writing in children of different ages, and whether it varies for boys and girls. We first used a lexicon‐based bag‐of‐words approach to identify emotional content in a large corpus of stories (N>100,000) written by 7‐ to 13‐year‐old children. Generalized Additive Models were then used to model (...) changes in sentiment across age and gender. Two other machine learning approaches (BERT and TextBlob) validated and extended these analyses, converging on the finding that positive sentiments in children's writing decrease with age. These findings echo reports from previous studies showing a decrease in mood and an increased use of negative emotion words with age. We also found that stories by girls contained more positive sentiments than stories by boys. Our study shows the utility of large‐scale data‐driven approaches to reveal the content and nature of children's writing. Future experimental work should build on these observations to understand the likely complex relationships between written language and emotion, and how these change over development. (shrink)

이 논문은 현대인이 앓고 있는 감정 과잉의 문제에 대한 해결책을 전통적 감정 담론, 특히 풍부한 감수성을 계발하도록 하면서도 감정의 적절한 표출을 위한 조절을 강조했던 선진 시기의 유가 철학에서 참고해보고자 하는 시도이다. 이러한 연구는 덕 윤리로서 유가 윤리가 인격 수양으로 표현되는 덕 획득의 구조 내에서 감정을 어떻게 다루었는지를 체계 적으로 재구성하는 작업이다. 이러한 작업은 당연히 덕 윤리의 일반적 체계 속에서 감정이 어떤 위상을 가지고 있는지, 어떻게 교육(계발)될 수 있는지 혹은 감정의 특성을 고려할 때 교육(계발)이라는 것 자체가 가능한지, 그리고 여러 덕들의 획득 (...) 방식과 어떤 유사성이 나 차이점이 있는지를 먼저 검토하는 것으로 이루어졌다. 그리고 이것을 바탕으로 선진 유 가가 자아 수양의 방식으로 활용한, 대표적인 양식인 예를 중심으로 규칙, 감정과 습관화 라는 큰 틀에서 유가의 감정 수양 방식, 즉 감정의 습관화 방식을 재구성하였다. 이러한 검토는 감정 조절(혹은 감정 교육이나 수양)이 얼마나 복잡한 문제이고 다양한 요소들을 함께 고려하는 문제임을 알 게 해 줄 것이며 유가의 인격 수양 이론을 다시 검토하는 계기 를 제공할 것이다. (shrink)

Emotional action and communication are integral to the development of morality, here conceptualized as our concerns for the well-being of other people and the ability to act on those concerns. Focusing on the second year of life, this article suggests a number of ways in which young children’s emotions and caregivers’ emotional communication contribute to early forms of helping, empathy, and learning about prohibitions. We argue for distinguishing between moral issues and other normative issues also in the study (...) of early moral development, for considering a wider range of emotional phenomena than the “moral emotions” most commonly studied, and for paying more attention to how specific characteristics of early emotional interactions facilitate children’s development of a concern for others. (shrink)

The aim of this paper is to propose a systematic classification of emotions which can also characterize their nature. The first challenge we address is the submission of clear criteria for a theory of emotions that determine which mental phenomena are emotions and which are not. We suggest that emotions as a subclass of mental states are determined by their functional roles. The second and main challenge is the presentation of a classification and theory of emotions that can account for (...) all existing varieties. We argue that we must classify emotions according to four developmental stages: 1. pre-emotions as unfocussed expressive emotion states, 2. basic emotions, 3. primary cognitive emotions, and 4. secondary cognitive emotions. We suggest four types of basic emotions (fear, anger, joy and sadness) which are systematically differentiated into a diversity of more complex emotions during emotional development. The classification distinguishes between basic and non-basic emotions and our multi-factorial account considers cognitive, experiential, physiological and behavioral parameters as relevant for constituting an emotion. However, each emotion type is constituted by a typical pattern according to which some features may be more significant than others. Emotions differ strongly where these patterns of features are concerned, while their essential functional roles are the same. We argue that emotions form a unified ontological category that is coherent and can be well defined by their characteristic functional roles. Our account of emotions is supported by data from developmental psychology, neurobiology, evolutionary biology and sociology. (shrink)

In this paper I review recent philosophical work in English on the nature of emotion. I begin with the well-known attacks of Bedford, Kenny and Pitcher on what I call the traditional (i.e., Cartesian) view of the nature of emotion. I then trace and discuss the successive alternative views that have been developed in the past thirty years. My aim is both to review the development of these alternative views and to indicate what particular problems have come to be considered (...) the central problems in this area. A comprehensive bibliography of recent work in English is appended. (shrink)

n both the philosophy and psychology of emotion there is disagreement regarding the role of biology/genetics and culture/sociality in emotional development and experience. Using recent insights from developmental psychology and biology, and particularly recent developments in metaphysics of mind, I argue that distinctly human emotionality requires the complex interaction of both. Human neonates and caregivers are genetically preadapted to enable emotional ontogenesis in the context only of a complexly interdependent linguistically-mediated social relationship. This relationship provides the requisite sensory-perceptual (...) stimulation to excite intracellular genetic activity and the resultant development/maturation of emotion-related neural substrata. This genetic preadaptation and the close linguistically-mediated social relationship together provide the necessary and sufficient conditions for the gradual development of human adult emotionality. (shrink)

Emotion development research centrally concerns capacities to produce emotions and to think about them. We distinguish these enterprises and consider a novel account of how they might be related. On one recent account, the capacity to have emotions of various kinds comes by way of the acquisition of emotion concepts. This account relies on a constructionist theory of emotions and an embodied theory of emotion concepts. We explicate these elements, then raise a challenge for the approach. It appears to be (...) incompatible with various familiar ways in which cognitions about one’s own emotions can come apart from episodes of emotion. (shrink)

We review evidence that language is involved in the establishment and maintenance of adult categories of facial expressions of emotion. We argue that individual and group differences in facial expression interpretation are too great for a fully specified system of categories to be universal and hardwired. Variations in expression categorization, across individuals and groups, favor a model in which an initial “core” system recognizes only the grouping of positive versus negative emotional expressions. The subsequent development of a rich representational (...) structure may require the integration of a verbal categorization system with a perceptual processing system that is category-agnostic. Such a model may reconcile many strands of apparently conflicting behavioral, physiological, and neuroscience evidence concerning our understanding of facial expressions of emotion. (shrink)

For many years emotion theory has been characterized by a dichotomy between the head and the body. In the golden years of cognitivism, during the nineteen-sixties and seventies, emotion theory focused on the cognitive antecedents of emotion, the so-called “appraisal processes.” Bodily events were seen largely as byproducts of cognition, and as too unspecific to contribute to the variety of emotion experience. Cognition was conceptualized as an abstract, intellectual, “heady” process separate from bodily events. Although current emotion theory has moved (...) beyond this disembodied stance by conceiving of emotions as involving both cognitive processes (perception, attention, and evaluation) and bodily events (arousal, behavior, and facial expressions), the legacy of cognitivism persists in the tendency to treat cognitive and bodily events as separate constituents of emotion. Thus the cognitive aspects of emotion are supposedly distinct and separate from the bodily ones. This separation indicates that cognitivism’s disembodied conception of cognition continues to shape the way emotion theorists conceptualize emotion. (shrink)

It is an honor to be able to engage Ezequiel Di Paolo’s and David Sander’s reflections on relational conceptions of emotional development. In this reply, I elaborate on the role of emotion in the o...

This volume is the result of a three-year collaboration (funded by the American Council of Learned Societies and the British Academy) between scholars of early China and of ancient/Hellenistic Greece to investigate the emergent discourses of emotions in philosophy, medicine, and literature from around the fifth century BCE to the second century CE. It brings together scholars working on the history and philosophy of emotions in the two ancient traditions, and with different areas of expertise, to investigate the emotions and (...) their conceptualization at a crucial period in the cultural and intellectual development of both cultures. The project was motivated by a desire to make an intervention in the existing scholarship on emotions in both fields, which stands to benefit from a greater methodological self-awareness about the category of emotions and the kinds of commitments it entails. The volume aims to explore how the tools of cross-cultural and cross-disciplinary investigation might be deployed to advance our understanding of the emotions in the two ancient societies and to use that understanding as a contribution to current research on the emotions more generally. (shrink)

In The Face of Emotions, which was Carroll Izard’s first major attempt at elaborating his differential emotions theory, he stated that the book “presents a theoretical framework for the study of emotions and their role in personality and interpersonal processes.” Yet, over the years, his contribution to personality theory has generally been overshadowed by the attention focused on his views on facial expressions and the structure of emotions. This article will begin with a brief overview of the DET perspective on (...) personality development. Then, it will examine how the DET framework can be used to organize recent findings from three lines of research on adult personality. It will conclude with suggestions for future research as well as some personal recollections. (shrink)

A substantial body of theoretical literature testifies to the evolutionary functions of emotions. Relatively little has been written about their developmental functions. This article discusses the developmental functions of emotions from the perspective of differential emotions theory (DET; Izard, 1977, 1991). According to DET, although all the emotions retain their adaptive and motivational functions across the lifespan, different sets of emotions may become relatively more prominent in the different stages of life as they serve stage-related developmental processes. In the first (...) section, we present a brief overview of relevant aspects of the theory. In the second section, we discuss how emotions play a central role in helping the individual achieve developmental milestones and tasks during four major periods of life: Infancy, toddler through preschool years, middle to late childhood, and adolescence. The underlying thesis of this article is that emotions play a central role in stimulating social cognitive attainments at each stage of development. (shrink)

본 논문에서는 맹자가 제시하는 친(親) 감정의 확장 방법에 대해 분석함으로써 확장설이 인정설(仁政說)에 어떤 논리적 근거를 제공하고 있는지에 대해 밝힌다. 첫째,『맹자』 텍스트에 나오는 ‘擴充’, ‘達’, ‘推’, ‘及’, ‘恕’ 등의 개념들을 분석해보면 도덕 감정의 확장이 맹자의 수양론 및 정치철학의 기초를 이루고 있음을 알 수 있다. 맹자는 친(親) 감정이 사랑의 원천이므로 이웃이나 백성에게 확장함으로써 사회적 유대를 증진시킬 수 있다고 생각한다. 둘째, 친 감정을 어떻게 확장할 것인지와 관련해 맹자는 사랑의 차등성에 기초해 묵가의 겸애설을 추종하는 이지(夷之)의 동등한 적용 방식을 비판한다. 맹자가 가정하는 사랑의 차등성은 현대 (...) 감정이론에서 제시하는 기초 감정과 복합 감정이라는 두 가지 범주를 통해 잘 설명될 수 있다. 셋째, 맹자는 사랑의 차등성을 감안한 유비적 확장과 합리적 확장 방법을 사용한다. 유비적 확장이란 나의 가족과 이웃 사이의 유사성에 기초하여 이웃에게 유사 가족적 감정을 갖는 것을 가리킨다. ‘부모 같은 군주’나 ‘자식 같은 백성’이라는 가족 은유는 그러한 사례들이다. 한편 합리적 확장이란 내가 나의 친 감정을 중시하듯이 다른 사람들도 자신들의 친 감정을 중시한다는 보편적 사실에 대한 인식에 기초한다. 친의 우선성이 보편적이므로 군주는 자신의 가족 돌보기를 헤아려 백성들 역시 스스로의 가족을 돌볼 수 있도록 지원하는 정책을 시행할 수 있다. 이처럼 맹자는 친 감정의 유비적 확장과 합리적 확장을 통해 인정(仁政)의 정치를 실천하면 사회적 안정이 이루어질 것이라고 주장한다. 넷째, 맹자의 낙관적 전망에도 불구하고 확장 과정에서 친(親)과 인(仁)이 충돌하는 문제가 생길 수 있다. 이 경우에 친을 선택하고 인을 방치하면 가족 이기주의와 같은 편파주의로 흐를 위험이 있다. 이러한 문제와 관련해 맹자는 모든 사람의 친 감정을 평등하게 대함으로써 인정(仁政)의 공공성을 지키고자 한다. (shrink)

The use of robots had already been proven to encourage the promotion of social interaction and skills lacking in children with Autism Spectrum Disorders, who typically have difficulties in recognizing facial expressions and emotions. The main goal of this research is to study the influence of a humanoid robot to develop socio-emotional skills in children with ASD. The children’s performance in game scenarios aiming to develop facial expressions recognition skills is presented. Along the sessions, children who performed the game (...) scenarios with the robot and the experimenter had a significantly better performance than the children who performed the game scenarios without the robot. The main conclusions of this research support that a humanoid robot is a useful tool to develop socio-emotional skills in the intervention of children with ASD, due to the engagement and positive learning outcome observed. (shrink)

Shun argues that the distinction made between emotions experienced from the first-person perspective and those from the third-person perspective does not capture our everyday emotional experience. My proposal is that even if we accept this claim, first- and third-person perspective taking is still crucial in the development of our emotional psychology. This is so in two respects. First, the features of intimacy and impartiality that mark adult emotional response are a product of a developmental process that involves (...) perspective taking. Second, perspective taking is a crucial part of refining and developing virtuous emotional responses. (shrink)

Carroll Izard completed his dissertation in 1952, beginning a career spanning more than six decades that coincided with clinical psychology maturing as a profession, and the birth of clinical science and cognitive neuroscience. Izard’s focus on discrete emotions as evolved systems that organize information, prepare responses, and shape the development of personality and relationships persisted through his career, despite “emotions” often being overshadowed by psychodynamic, behavioral, or cognitive perspectives. His theoretical work anticipated and now integrates contemporary neuroscience and relational perspectives. (...) Exploration of discrete emotions has kept lines of inquiry open that enrich our understanding of psychopathology. Izard also embraced clinical science, combining basic research with effectiveness studies addressing the unmet need for mental health services via emotion-focused interventions. (shrink)

In this article, I outline a relational-developmental conception of emotion that situates emotional activity within a broader conception of persons as holistic, relational beings. In this model, emotions consist of felt forms of engagement with the world. As felt aspects of ongoing action, uninhibited emotional experiences are not private states that are inaccessible to other people; instead, they are revealed directly through their bodily expressions. As multicomponent processes, emotional experiences exhibit both continuity and dramatic change in development. (...) Building on these ideas, I describe an intersubjective methodology for studying developmental changes in the structure of emotional experience. I illustrate the approach with an analysis of developmental changes in the structure of anger from birth to adulthood. (shrink)

Teachers’ social-emotional competence is considered important to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers’ occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), (...) which is a theory-based situational judgment test measuring teachers’ knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers’ general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers’ occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool. (shrink)

This study developed an emotional vulnerability scale and examined its reliability and validity with a sample of university students. In health psychology, a measurement of emotional pain can contribute to the prevention and improvement of physical and mental health problems in daily life. We collected data from 361 Japanese university students. From preliminary interviews with 20 participants, 42 semantic units were extracted. For scale development, a questionnaire survey was conducted using the 42 extracted categories, and exploratory and confirmatory (...) factor analyses were performed. Four factors emerged, which were both reliable and valid: “vulnerability toward criticism or denial,” “vulnerability toward worsening relationships,” “vulnerability toward interpersonal discord,” and “vulnerability toward procrastination and emotional avoidance.” This scale can be useful to understand vulnerability in everyday situations and grasp the vulnerable conditions experienced by individuals. This can help prevent stress responses and mental health problems, which are valuable contributions to health psychology. (shrink)

The psychology of emotions illuminates the questions of intentional capacities raised by Barresi & Moore (B&M). Complex emotions require the development of a sense of self and are based on social comparisons between mainly imagined objects. The fourth level in B&M's framework requires something like a constructive agent rather than a mental agent.

The long-term success of organizations is mainly attributable to employees’ psychological health. Organizations focusing on promoting and managing the flow may enhance employees’ well-being and performance to an optimum level. Surprisingly, the literature representing the role of HRM practices for their effect on work-related flow is very sparse. Accordingly, by drawing primarily on the job demands-resources model and HRM specific attribution theory, this paper develops a theoretical framework that unravels the effectiveness of specific organizational level High Involvement HRM practices in (...) activating the individual level work-related flow with beneficial effect and mediating role of affective commitment. In addition to highlighting the underlying mechanisms that may cause HIHRM practices to be regarded as resources and sometimes as demands, this paper especially proposes that these practices implemented with a focus to promote employee well-being are perceived as job resources and may positively influence affective commitment and flow, whereas these practices used as a demand to increase performance are perceived as job demands and may hinder affective commitment and flow. It is further significant to understand the possible moderating effects of emotional intelligence on the relationships among HIHRM practices, affective commitment, and flow. The paper augments the knowledge and understanding of the impact process of HIHRM practices, in particular how the HIHRM effect is sensed by the workers and thus, influences their succeeding job attitude and work experience. Finally, this work, as the first paper to link HIHRM practices with work-related flow, promotes the concept of positive psychology in the workplace. (shrink)

Emotion regulation plays a vital role in individuals’ well-being and successful functioning. In this study, we attempted to develop a computerized adaptive testing to efficiently evaluate ER, namely the CAT-ER. The initial CAT-ER item bank comprised 154 items from six commonly used ER scales, which were completed by 887 participants recruited in China. We conducted unidimensionality testing, item response theory model comparison and selection, and IRT item analysis including local independence, item fit, differential item functioning, and item discrimination. Sixty-three items (...) with good psychometric properties were retained in the final CAT-ER. Then, two CAT simulation studies were implemented to assess the CAT-ER, which revealed that the CAT-ER developed in this study performed reasonably well, considering that it greatly lessened the test items and time without losing measurement accuracy. (shrink)

Synthesizing decades of influential research and theory, Michael Lewis demonstrates the centrality of consciousness for emotional development. At first, infants' competencies constitute innate reactions to particular physical events in the child's world. These "action patterns" are not learned, but are readily influenced by temperament and social interactions. With the rise of consciousness, these early competencies become reflected feelings, giving rise to the self-conscious emotions of empathy, envy, and embarrassment, and, later, shame, guilt, and pride. Focusing on typically developing children, (...) Lewis also explores problems of atypical emotional development. (shrink)

ObjectiveTo revise and test the Chinese version of the Sports Emotional Intelligence Scale in sports situations.Materials and methodsAfter pretesting 112 college students, 832 college students were formally tested, and item analysis, validity test, internal consistency reliability analysis, and calibration validity and equivalence test of the Chinese version of the SEIS were performed. The Chinese version of the SEIS had 14 items with four dimensions, with a cumulative variance contribution of 57.812 percent; the four-factor measurement model fit well. The internal (...) consistency coefficients of the Chinese version of the SEIS ranged from 0.824 to 0. 905, and the split-half reliability ranged from 0.807 to 0.891; the correlations between the total SEIS score and its dimensional scores and the calibration variables were significantly correlated, ranging from 0.255 to 0.603. The gender measure equivalence test was valid, and the mean difference of potential variables across gender groups was not significant in the potential mean analysis.ConclusionThe Chinese version of the SEIS has good reliability and validity, and it is appropriate for assessing emotional intelligence in sports situations. (shrink)

In recent decades, considerable progress has been made in our understanding of emotional development. Yet no single current theory can fully encompass all of the empirical findings. Herein I propose that aspects of several theoretical approaches can be incorporated into a novel view that is informed by the dynamical systems perspective.

Emotion regulation is one of the major foci of study in the fields of emotion and emotional development. This article proposes that to properly study emotion regulation, one must consider not only an intrapersonal view of emotion, but a relational one as well. Defining properties of intrapersonal and relational approaches are spelled out, and implications drawn for how emotion regulation is conceptualized, how studies are designed, how findings are interpreted, and how generalizations are drawn. Most research to date has (...) been conducted from an intrapersonal perspective, and the shortcomings of this approach for understanding emotion regulation are highlighted. The article emphasizes major conceptual and methodological steps required for a fuller description of the process of emotion regulation. (shrink)

최근 인간의 감정을 기계에 재현하는 기술이 빠르게 발전하고 있다. 2015년 세계적인 고령 국가인 일본에서 인간의 감정을 표현할 수 있다고 광고된 휴머노이드 페퍼는 출시 1분 만에 준비된 물량이 매진되는 기록을 세우기도 했다. 오늘날 우리가 기계와 함께 살아가야 할 미래를 말하는 맥락은 과거와는 사뭇 다르다. 오늘날의 기계들은 방직 기계나 증기 기관과 달리 인간의 말을 알아듣고, 심지어 인간보다 더 빠르고 정확하게 상황 판단을 하기 때문이다. 이제 기계는 인간의 감정 영역까지 밀려들어오고 있다. 이 글은 감정 재현 기술의 발전의 의미를 현상학적 관점에서 추적한다. 분석의 주요 (...) 대상은 불안이라는 감정이다. 불안은 미래의 불확실성에 대한 인지적 반응과 관련된, 고도의 지적 능력을 가진 존재에게서 나타나는 감정이며, 많은 철학자들은 불안을 인간만의 고유한 실존적 감정으로 평가해왔다. 그런데 기계가 그런 불안의 감정마저 재현해 낼 수 있을까? 문제의 핵심은 생명이 아닌 기계가 실제로 그런 불안의 감정을 가질 수 있느냐가 아니다. 오히려 튜링테스트와 같은 사용자 경험(User experience)의 관점에서 인간이 기계가 불안한 감정을 갖고 있는 것처럼 느낄 수 있느냐에 있을 것이다. 최근 기술의 발전은 그런 상상이 불가능하지는 않다는 것을 보여주고 있다. 이 글은 이러한 감정 재현 기술 발전이 어떤 의미를 갖고 있으며, 그것이 현상학적 탐구에 대해 어떤 함축을 갖고 있는지 살펴볼 것이다. (shrink)

In this volume an outstanding group of scientists consider emotional development from fetal life onwards. The book includes views from neuroscience, primatology, robotics, psychopathology, and prenatal development. The first book of its kind, this book will be of major interest to all those interested in emotion, from the fields of social, developmental, and clinical psychology, to psychiatry, and neuroscience.

This book presents a coherent framework for the balanced development of emotions and cognition throughout the lifespan. It synthesizes rich sources across psychology and neuroscience to show that the brain is hard-wired for basic emotions as well as reasoning, and that these structures mature as individuals learn social rules in interactions with others and progress through complex relationships. In contrast to traditional views that held emotions and cognition to be opposing domains, the author builds on recent views that emphasize the (...) ideal of a cooperative relationship among the two domains. Central to this construct is the fragile balance of expansion and stability that is crucial to both cognitive and affective development: how it can be nurtured for optimal functioning, and how, in contrast, the absence of such a caring context functions to derail growth and encourage pathology that can be carried into later stages of the lifespan. This groundbreaking volume: Traces historical changes in conceptions of the relation between reason and emotion from ancient philosophy to modern science. Expands on Piaget's theories of alternating phases of equilibrium in cognitive development and details how these contribute toward integrated cognitive-emotional growth. Discusses neurobiological mechanisms contributing to balance between emotional and cognitive development. Presents examples of the integration of cognitive/emotional development from infancy to adulthood. Explores the relationships between affect and cognition in later life. Integrating Emotions and Cognition Throughout the Lifespan is an essential resource for researchers, graduate students, and clinicians in a range of disciplines, including developmental psychology, aging, educational philosophy, biological psychology, and personality/social psychology.. (shrink)

Early emotional attachment, the development of the right brain, and the relational origins of the unconscious mind -- Modern attachment theory -- Early interpersonal neurobiological assessment of attachment and autistic spectrum disorders -- All our sons: the developmental neurobiology and neuroendocrinology of boys at risk -- Early right brain regulation and the relational origins of emotional wellbeing -- The development of the right brain across the life span: what's love got to do with it? -- Playing on the (...) right side of the brain. an interview with allan n. schore in the American journal of play -- Index. (shrink)

The overreliance on verbal models and theories in psychology has been criticized for hindering the development of reliable research programs (Harris, 1976; Yarkoni, 2020). We demonstrate how the conceptual space framework can be used to formalize verbal theories and improve their precision and testability. In the framework, scientific concepts are represented by means of geometric objects. As a case study, we present a formalization of an existing three-dimensional theory of emotion which was developed with a spatial metaphor in mind. Wundt (...) posits that the range of human emotion can be represented along three axes of basic emotions (pleasure/displeasure, excitement/inhibition, tension/relaxation), just as color vision can be represented using three basic colors. We use dimensions to represent basic emotions, points to represent emotional states, and regions to represent broader emotional concepts. We then compare our formalization to an existing structuralist formalization of Wundt’s theory. Further, we discuss the empirical predictions that our formalization generates, such as comparisons of similarity and intensity. We conclude by demonstrating how the tools developed in the conceptual space framework can be used to formulate a theory of emotion based on empirical observation. (shrink)

Emotion recognition plays an important role in children’s socio-emotional development. Research on children’s emotion recognition has heavily relied on stimulus sets of photos of adults posed stereotyped facial configurations. The Child Affective Facial Expression set is a relatively new stimulus set that provides researchers with photographs of a diverse group of children’s facial configurations in seven emotional categories—angry, sad, happy, fearful, disgusted, surprised, and neutral. However, the large size of the full CAFE set makes it less ideal for (...) research in children. Here, we introduce two subsets of CAFE with 140 photographs of children’s facial configurations in each set, diverse in the race and ethnicity of the models, and designed to produce variability in naïve observers. The subsets have been validated with 1000 adult participants. (shrink)

Emotive Interjections in British English: A corpus-based study on variation in acquisition, function and usage constitutes the first in-depth corpus-based study on the use of emotive interjections in Present Day British English. In a novel approach, it systematically distinguishes between child and adult speakers, providing new insights into how they use Ow!, Ouch!, Ugh!, Yuck!, Whoops!, Whoopsadaisy! and Wow! in everyday spoken language. It studies in detail their acquisition by children and pinpoints changes and developments in their use throughout early (...) childhood. The study highlights particularities displayed by child and adult speakers in general and identifies crucial differences regarding how adults use emotive interjections depending on whether they are interacting with children or other adults. This book thus offers an exhaustive overview on the functions of emotive interjections based on thorough empirical research and will appeal to linguists concerned with pragmatics, child language acquisition, the expression of emotion and interjections. (shrink)

The overreliance on verbal models and theories in psychology has been criticized for hindering the development of reliable research programs (Harris, 1976; Yarkoni, 2020). We demonstrate how the conceptual space framework can be used to formalize verbal theories and improve their precision and testability. In the framework, scientific concepts are represented by means of geometric objects. As a case study, we present a formalization of an existing three-dimensional theory of emotion which was developed with a spatial metaphor in mind. Wundt (...) posits that the range of human emotion can be represented along three axes of basic emotions (pleasure/displeasure, excitement/inhibition, tension/relaxation), just as color vision can be represented using three basic colors. We use dimensions to represent basic emotions, points to represent emotional states, and regions to represent broader emotional concepts. We then compare our formalization to an existing structuralist formalization of Wundt’s theory. Further, we discuss the empirical predictions that our formalization generates, such as comparisons of similarity and intensity. We conclude by demonstrating how the tools developed in the conceptual space framework can be used to formulate a theory of emotion based on empirical observation. (shrink)

Psychological research shows that our emotions and feelings often guide the moral decisions we make about our own lives and the social groups to which we belong. But should we be concerned that out important moral judgments can be swayed by "hot" passions, such as anger, disgust, guilt, shame and sympathy? Aren't these feelings irrational and counterproductive? Using a functional conflict theory of emotions (FCT), Giner-Sorolla proposes that each emotion serves a number of different functions, sometimes inappropriately, and that moral (...) emotions in particular are intimately tied to problems faced by the individuals in a group, and by groups interacting with each other. Specifically, the author suggests that these emotions help us, as individuals and group members, to: Appraise developments in the environment Learn through association Regulate our own behavior Communicate convincingly with others. Drawing on extensive research, including many studies from the author's own lab, this book shows why emotions work to encourage reasonable moral behaviour, and why they sometimes fail. This is the first single-authored volume in the field of psychology dedicated to a separate examination of the major moral and positive emotions. As such, the book is ideal reading for researchers, postgraduates and undergraduates of social psychology, sociology, philosophy and politics. (shrink)

This article suggests a way to circumvent some of the problems that follow from the lack of consensus on a definition of emotion (Izard, 2010; Kleinginna & Kleinginna, 1981) and emotion regulation (Cole, Martin, & Dennis, 2004) by adopting a conceptual framework based on discrete emotions theory and focusing on specific emotions. Discrete emotions theories assume that neural, affective, and cognitive processes differ across specific emotions and that each emotion has particular motivational and regulatory functions. Thus, efforts at regulation should (...) target the specific dysregulated emotions. The positive effects of emotion regulation are more likely to be optimized when they result from or lead to emotion utilization—the constructive use of the energy of emotion arousal. Effective processes for regulation differ for basic emotions and emotion schemas. This article identifies neural systems that facilitate emotion experiences and emotion regulation processes. It considers the implications of the developmental change from basic emotions to emotion schemas, and also briefly discusses the effects of interventions on changes in emotion knowledge, emotion regulation, and social and emotional competence. (shrink)

Trait emotional intelligence concerns our perceptions of our emotional abilities, that is, how good we believe we are in terms of understanding, regulating, and expressing emotions in order to adapt to our environment and maintain well-being. In this article, we present succinct summaries of selected findings from research on the location of trait EI in personality factor space, the biological underpinnings of the construct, indicative applications in the areas of clinical, health, social, educational, organizational, and developmental psychology, and (...) trait EI training. Findings to date suggest that individual differences in trait EI are a consistent predictor of human behavior across the life span. (shrink)

Frameworks of emotional development have tended to focus on how environmental factors shape children's emotion understanding. However, individual experiences of emotion represent a complex interplay between both external environmental inputs and internal somatovisceral signaling. Here, we discuss the importance of afferent signals and coordination between central and peripheral mechanisms in affective response processing. We propose that incorporating somatovisceral theories of emotions into frameworks of emotional development can inform how children understand emotions in themselves and others. We highlight promising (...) directions for future research on emotional development incorporating this perspective, namely afferent cardiac processing and interoception, immune activation, physiological synchrony, and social touch. (shrink)