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Titlebook: What Develops in Emotional Development?; Michael F. Mascolo,Sharon Griffin Book 1998 Springer Science+Business Media New York 1998 cogniti

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发表于 2025-3-21 18:23:09 | 显示全部楼层 |阅读模式
书目名称What Develops in Emotional Development?
编辑Michael F. Mascolo,Sharon Griffin
视频video
丛书名称Emotions, Personality, and Psychotherapy
图书封面Titlebook: What Develops in Emotional Development?;  Michael F. Mascolo,Sharon Griffin Book 1998 Springer Science+Business Media New York 1998 cogniti
描述The problem of development is central in the study of emotional life for two basic reasons. First, emotional life so clearly changes (dramatically in the early years) with new emotional reactions emerging against the backdrop of an increasing sensitivity to context and with self-regulation of emotion emerging from a striking dependence on regulatory assistance from caregivers. Such changes demand developmental analysis. At the same time, understanding such profound changes will surely inform our understanding of the nature of development more generally. The complexity of emotional change, when grasped, will reveal the elusive nature of development itself. At the outset, we know that development is complex. We must take seriously what is present at any given phase, including the newborn period, because a developmental analysis disallows something emerging from noth­ ing. Still, it is equally nondevelopmental to posit that new forms of new processes were simply present in their precursors. Rather, development is characterized by transformations in which more complex structures and organization "emerge" from new integration of prior components and new capacities. These new forms and o
出版日期Book 1998
关键词cognition; emotion; feeling; interaction; neuroscience; psychology
版次1
doihttps://doi.org/10.1007/978-1-4899-1939-7
isbn_softcover978-1-4899-1941-0
isbn_ebook978-1-4899-1939-7
copyrightSpringer Science+Business Media New York 1998
The information of publication is updating

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Toward a Neuroscience of Emotionpp, 1998). It offers a complementary alternative to behavioral neuroscience (which, like behaviorism, denies emotional experience as a valid area of study) and cognitive neuroscience (which concerns itself more with cortical mechanisms involved in symbolic processing). Rather than simply focusing on
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Differential Emotions Theory and Emotional Developmentese emotions are organized as a modular system with a high degree of independent functioning. The number of emotions, their expressive signatures, and their links to one another undergo remarkable change over time, to be sure, as do system organization and articulation. The core processes in emotion
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A Dynamic Systems Approach to Cognition—Emotion Interactions in Development changes in the cognitive concomitants of emotions, and the consolidation of regulatory strategies, social skills, and personality traits. Yet most theorists agree that what develops is a set of new acquisitions added to (or supplanting) a repertoire of existing ones.
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Toward a Component Systems Approach to Emotional Developmentof a continuum, theorists define emotions in terms of specific patterns of feeling and behavior organized by innate neurological pathways and biological substrates (Ackerman, Abe, & Izard, Chapter 4, this volume; Ekman, 1984; Izard & Malatesta, 1987; Panksepp, Knutson, & Pruitt, Chapter 3, this volu
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Alternative Trajectories in the Development of Anger-Related Appraisalsing pushed by his sibling, a 7-year-old boy yells, “You can’t do that! I’m telling!” After a close friend reveals a secret to a disliked other, a 14-year-old boy confronts his friend, saying, “You broke your promise. I can’t trust you anymore!” After witnessing a televised report of a brutal beating
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