Titlebook: Integrating Emotions and Cognition Throughout the Lifespan; Gisela Labouvie-Vief Book 2015 Springer International Publishing Switzerland 2

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Equilibrium and Disequilibrium in Development, at maintaining an optimal level of tension in the system, while avoiding an escalation of tension to a point of breakdown, by applying processes of tension reduction. Early in development or in acquiring a new task, the thresholds at which tension becomes excessive are quite low, but with continuin

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,Cognitive–Emotional Development in Childhood,rated cognitively; for example, children begin to become aware of which emotions are socially acceptable or not, “good” or “bad,” and understand in which situations emotions are appropriate to express and which ones to be avoided. Overall, the control and understanding of emotions becomes considerab

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,Cognitive–Emotional Development from Adolescence to Adulthood,pment, advances that Piaget refers to as “formal operations”—the ability to deal with propositions that are highly abstract rather than concrete. Piaget assumed that formal operations was the penultimate level of cognitive development, but since about 1980, a number of researchers offered critiques

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Book 2015e positive and problematic developmental changes by recourse to a parsimonious set of core principles, such as elevations or declines in tension thresholds and their relation to the waxing and waning of the cognitive system over the life course. It integrates, similarly, the lifelong consequences of

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Book 2015 the positive or damaging aspects of the social milieu in fostering increases in tension thresholds with their advanced capacity for maintaining equilibrium and warding off stress versus a lowering of tension thresholds with disturbances of equilibrium maintenance and heightened susceptibility to stress and deregulation.