Handbook of Emotional Development (eBook)

Vanessa Lobue, Koraly Pérez-Edgar, Kristin A. Buss (Herausgeber)

eBook Download: PDF

2019
XVII, 836 Seiten
Springer International Publishing (Verlag)
9783030173326 (ISBN)

Infos

This handbook offers a comprehensive review of the research on emotional development. It examines research on individual emotions, including happiness, anger, sadness, fear, and disgust, as well as self-conscious and pro-social emotions. Chapters describe theoretical and biological foundations and address the roles of cognition and context on emotional development. In addition, chapters discuss issues concerning atypical emotional development, such as anxiety, depression, developmental disorders, maltreatment, and deprivation. The handbook concludes with important directions for the future research of emotional development.

Topics featured in this handbook include:

• The physiology and neuroscience of emotions.
  
• Perception and expression of emotional faces.
  
• Prosocial and moral emotions.
  
• The interplay of emotion and cognition.
  
• The effects of maltreatment on children's emotional development.
  
• Potential emotional problems that result from early deprivation.
  

The Handbook of Emotional Development is an essential resource for researchers, clinicians/professionals, and graduate students in child and school psychology, social work, public health, child and adolescent psychiatry, pediatrics, and related disciplines.

Vanessa LoBue, Ph.D., is an Assistant Professor of Psychology at Rutgers University. She received her B.S. from Carnegie Mellon University, and her M.A. and Ph.D. from the University of Virginia, where she worked with Judy DeLoache. After completing a post-doc at New York University with Karen Adolph, she joined the Rutgers University faculty in 2011. In her research, Dr. LoBue is interested in emotional development and the effect of emotion and experience on perception and learning.

Koraly Pérez-Edgar, Ph.D., is an Associate Professor of Psychology at the Pennsylvania State University. She received her A.B. from Dartmouth College and her M.A. and Ph.D. from Harvard University. Dr. Perez-Edgar's training was under the mentorship of Dr. Jerome Kagan at Harvard University, Dr. Nathan A. Fox at the University of Maryland, and Dr. Daniel S. Pine at the NIMH. Dr. Perez-Edgar's research focuses on the relations between temperament and psychopathology. In particular, she examines how individual differences in attention can work to ameliorate or exacerbate early temperament traits.

Kristin A. Buss, Ph.D., is a Professor of Psychology at the Pennsylvania State University. She received her B.S. in Child Development at the University of Minnesota and her M.S. and Ph.D. in psychology from University of Wisconsin. She is interested in emotional development and temperamental variation from birth through early adolescence. Her work spans multiple areas of research within social development, psychobiology, and neuroscience. Her current work is focused on the development of risk for adjustment problems, such as anxiety symptoms in toddlers with fearful temperaments. This work has demonstrated significant effects for types of situations where children show fear as well as how biomarkers, such as physiological stress reactivity, increase risk for maladaptive outcomes for these children.

Inhalt

Acknowledgments 6
Contents 7
Introduction: Emotional Development, Past, and Present 15
References 17
Part I: Theories and Biological Foundations of Emotional Development 18
Theories of Emotional Development: Where Have We Been and Where Are We Now? 19
Theories of Emotion Development 20
Discrete/Differential Emotion Theory 20
Discrete/Basic View of Emotions 20
Discrete/Basic Emotion Perspective on Emotional Development 22
Functionalist Theory 22
Functionalist View of Emotion 23
Functionalist Perspective on Emotional Development 23
Sroufe’s Theory of Emotional Development 25
Sroufe’s Definition of Emotion 25
Sroufe’s Conceptualization of Emotional Development 26
Cognition and Emotional Development 27
Theoretical Approaches Applied to the Study of Emotional Development 28
Dynamic Systems Theory 28
Biopsychosocial Perspectives 29
Sociocultural Theories of Emotional Development 31
Information Processing Approaches 32
Concluding Thoughts: Application of Emotion Theory to Developmental Science 32
References 33
Get Bent Into Shape: The Non-linear, Multi-system, Contextually-embedded Psychophysiology of Emotional Development 38
The Autonomic Nervous System 40
The Hypothalamic-Pituitary-Adrenal (HPA) Axis System 42
Overarching Themes and Fundamental Issues 43
Recent, Current, and Future Directions in the Psychophysiology of Emotional Development 48
Conclusions and Future Directions 58
References 59
A Neuroscience Perspective on Emotional Development 67
Introduction 67
Challenge I: Emotion and Emotion Regulation as Distinct Constructs 68
Challenge II: Emotion and Cognition Integration 69
Challenge III: Variations Across Development and Across Individuals 70
Neural Correlates of Emotion 71
Normative Development 71
Individual Differences 73
Outstanding Issues and Future Directions 74
Neural Correlates of Emotion Regulation 75
Normative Development 75
Individual Differences 79
Outstanding Issues and Future Directions 80
Conclusion 81
References 82
Facial Expressions Across the Life Span 92
Facial Expressions Across the Lifespan 92
Infancy 93
Socialization Influences and Individual Differences 97
Toddlers and Children 99
Expression Differentiation 99
Expression Regulation 100
Socialization Influences 102
Adulthood 103
Expression-Emotion Coherence 103
Older vs. Younger Adults 103
Expression Regulation and Cultural Display Rules 104
Expression Dialects 105
Mimicry 105
Conclusion 106
References 108
The Perception of Facial Emotion in Typical and Atypical Development 113
Explaining Emotional Facial Expression Perception: Setting the Stage 114
Variant and Invariant Streams of Information Embedded in Faces 114
The Perception of Emotional Faces in the Brain 115
Early Development: From Birth to Toddlerhood 117
Emotional Facial Expression Perception in Very Young Infants 117
Early Biases Toward the Facial Expression of Fear 120
Categorical Representation of Facial Emotions Across Different Identities 121
Emergence of Contextual Understanding 122
Childhood and Adolescence 123
Typical Trajectories 124
Atypical Trajectories and Individual Differences 125
Outstanding Questions 129
Perceived Emotional Valence of Facial Expressions in Development 129
Commonalities and Variations in Facial Emotion Identification Across Cultures 131
Conclusion 132
References 132
Through the Looking Glass: Temperament and Emotion as Separate and Interwoven Constructs 147
The Problem at Hand 148
What Are We Studying? 148
What Is the Relation Between Temperament and Emotion? 149
Which Emotions Do We Study? 150
Are We Studying Emotion or Emotion Regulation? 152
Person 153
The Thomas and Chess Approach 155
The Buss and Plomin Approach 155
The Goldsmith Approach 155
The Rothbart Approach 155
The Kagan Approach 156
Context 157
Parenting 158
Culture 161
Regulation Across Context 163
The Child as a Context 163
Time 164
Micro-level Changes 165
Macro-level Changes 165
Experience 166
Conclusions 168
References 169
Part II: Expression of Individual Emotions 177
Happiness and Joy 178
Theoretical Perspectives on the Development of Positive Emotion 179
Behavioral Expressions of Happiness and Joy 180
The Neurophysiology and Genetics of Happiness 181
Joyful Positive Emotion: The Heterogeneity of Smiling and Positive Vocalizations 182
The Development of Happiness and Joy Expressions 184
Neonatal and Early Smiling: 0–2 Months 184
Early Smiling and the Transition to Social Smiling: 1–2 Months 185
The Development of Social Smiling in Face-to-Face Interaction: 2–6 Months 185
Developments in Interactive Smiling Between 2 and 6 Months 187
The Development of Different Types of Smiling 188
Smiling Between 6 and 18 Months: The Development of Referential Smiling 189
Expressions of Happiness and Joy in Older Children 191
Joyful Expressivity and Developmental Associations with Social Competence and Life Outcomes 192
Happiness, Joy, and Social Competence in Early Childhood 192
Positive Expressiveness and Positive Life Outcomes in Adulthood 193
Gender, Cultural, and Risk-Based Difference in Happiness and Joy 193
Cross-Cultural Research on the Development of Happiness and Joy 194
Smiling as an Index of Developmental Risk and Disability 196
Limitations and Future Directions 198
Conclusion 198
References 198
The Development of Anger 206
Definition of Anger 207
The Development of Anger 208
The Regulation of Anger 209
Factors Influencing the Expression and Regulation of Anger 211
Biological Factors 211
Socialization and the Environment 212
Anger and Functioning 215
Externalizing Behaviors 215
Internalizing Behaviors 217
Social Adjustment 218
Academic Adjustment 218
Physical Health 219
Conclusion and Future Directions 220
References 222
Sadness in Youth: Socialization, Regulation, and Adjustment 233
Parental Sadness Socialization 234
Parental Sadness Expressivity 235
Parental Sadness Discussions and Responses 235
Supportive Discussion Styles and Responses 235
Unsupportive Discussion Styles and Responses 236
Child-Level Factors 237
Age 237
Gender 238
Temperament 239
Emotional Competencies 239
Atypical Environments 239
Parent-Level Factors 239
Gender 239
Emotional Competencies 240
Peer Sadness Socialization 240
Child-Level Factors 241
Age and Gender 241
Sadness Regulation 241
Child-Level Factors 242
Child Age 242
Child Gender 245
Atypical Environments 245
Psychosocial Adjustment Outcomes 246
Parental Sadness Socialization of Child-Age Offspring 246
Adjustment from Parental Sadness Expressivity 246
Adjustment from Supportive Sadness Socialization 247
Adjustment from Unsupportive Sadness Socialization 248
Equivocal Findings Regarding Adjustment from Sadness Responses 248
Adjustment from Sadness Regulation 249
Parental Sadness Socialization of Adolescent-Age Offspring 249
Adjustment from Supportive Sadness Socialization 249
Adjustment from Unsupportive Sadness Socialization 249
Adjustment from Sadness Regulation 250
Peer Sadness Socialization in Adolescence 250
Adjustment from Peer Sadness Socialization 250
Limitations and Future Directions 250
Role of Emotion Theory 251
Examination of Discrete Emotions 251
Socialization Agents 252
Role of Culture 253
Methodological Issues 254
Conclusion 254
References 254
Fear in Development 263
Perception of Fear 265
Perception and Recognition of Fear 266
Threat Detection 268
Fearful Behavior 271
Emotional Expression in Infancy 271
Emotional Expression in Later Childhood and Adolescence 273
Fear Acquisition 274
Three General Learning Pathways 274
Evolutionary Models 275
Individual Differences and Combined Models 276
Fear in the Brain: Developmental Implications 278
Conclusions and Future Directions 280
References 281
Developing Disgust: Theory, Measurement, and Application 289
Defining Disgust 290
Theories of Disgust 290
Disgust as a Mechanism for Disavowing Desired Objects 291
Disgust as a Response to “Matter Out of Place” 291
Disgust as an Existential Barrier 292
Disgust as Rejecting Offensive Substances 292
Disgust as Preventing Pathogens 293
Disgust as Regulating Social Interactions 294
Section Summary: Theories of Disgust 295
Measuring Disgust 296
Section Summary: Measuring Disgust 298
Disgust Across the Lifespan 298
The Nature and Nurture of Disgust 299
Overview of Developmental Trajectory 299
Development of Distaste and Avoidance 300
Development of Contamination Beliefs 301
Enculturation of Disgust 301
Theoretical Implications of Developmental Evidence 303
Section Summary: Disgust Across the Lifespan 303
Broader Implications 303
Disgust and Disorders 304
Disgust, Nutrition, and Health 305
Public Health Interventions 306
Social Justice 306
Section Summary: Broader Implications 307
Conclusion 307
References 307
The Self-Conscious Emotions and the Role of Shame in Psychopathology 316
Do Sunflowers Feel Joy and Sadness? 317
The Development of Intentionality 317
The Self System 318
What Selves Know and Know They Do Not Know 319
The Role of Selves in Development 320
Emotions and Explicit Consciousness 321
Darwin’s Ideas on Self-Conscious Emotions 322
Two Kinds of Embarrassment 323
The Self-Conscious Emotions 325
Self-Conscious Exposed Emotions 327
Embarrassment 327
Empathy 328
Jealousy 329
Self-Conscious Evaluative Emotions 330
Shame 332
Guilt 332
Pride 333
Hubris 333
Testing the Theory: Self-Consciousness and the Emergence of Emotional Life 334
Embarrassment: The First Self-Conscious-Exposed Emotion 335
Self-Conscious Evaluative Emotions 335
Attributions 335
Measuring Task (Specific) and Performance (Global) Attributions 336
Task vs Performance Focus and Their Relation to Other Responses to Failure 336
Performance Focus and Self-Conscious Evaluative Emotions 337
Shame, Pride, Guilt, Hubris, and Embarrassment 338
Learning SRGs 339
Measuring Self-Conscious Evaluative Emotions 339
Parental Socialization and Self-Conscious Evaluative Emotions 340
Cultural Differences in Self-Conscious Evaluative Emotions 340
Shame and Psychopathology 344
Maltreatment and Shame 344
Criminal Behavior and Shame 346
Sexual Abuse and Shame 348
Summary 350
References 350
Prosocial Emotions 356
Definitional Issues 356
Prosocial Emotions as Self-Conscious Emotions 358
Development of Prosocial Emotions 358
Heritability of Prosocial Emotions 360
Parental Socialization of Prosocial Emotions 361
Warmth/Support 361
Parental Discipline 362
Emotion-Related Socialization Practices 362
Sociocognitive Skills 363
Relations of Prosocial Emotions to Temperamental Characteristics 365
Emotionality 365
Self-Regulatory Skills 366
Shyness/Inhibition 366
The Mediating and Moderating Effects of Temperamental Characteristics on the Relations of Socialization Variables to Prosocial Emotions 368
Conclusions and Future Directions 369
References 369
Part III: Cognition and Context in Emotional Development 378
Cognition and Emotion in Development 379
A Tale of Two Children 380
Cognition Influences Emotion Outcomes 382
Attention 382
Executive Functions 385
Emotion Influences Cognitive Outcomes 386
Negative Emotions 387
Positive Emotions 388
Contradictory Findings 389
Cognition, Emotion, and Self-Regulation 390
Genetics, Epigenetics, and the Prenatal Environment 391
Emerging Self-Regulation and the Role of Parenting 393
Self-Regulation 394
Sociocultural, Environmental, and Historical Context 395
Critical Areas for Future Research on Self-Regulation 396
Sleep and the Development of Self-Regulation 396
Nutrition and the Development of Self-Regulation 397
Conclusion 398
References 398
Emotion Regulation 408
Introduction 408
Definition of Emotion Regulation 409
Temperament and Emotion Regulation 411
Developmental Course of Emotion Regulation Across the Lifespan 412
Infancy and Toddlerhood 413
Childhood and Adolescence 414
Adulthood and Aging 416
The Measurement of Emotion Regulation 416
Parenting, Socialization, and Emotion Regulation 418
Developmental Outcomes of Emotion Regulation 422
Summary and Recommendations 424
References 427
Children’s Understanding of Emotions or Pascal’s “Error”: Review and Prospects 434
Introduction 434
How Can We Define and Measure Emotion Understanding in Children? 435
How Can We Define Emotion Understanding? 435
Understanding the Nature of Emotions 436
Understanding the Antecedents of Emotions 436
Understanding the Consequences of Emotions 437
How Can We Measure Emotion Understanding in Children? 437
How Does Emotion Understanding Develop During Childhood and How Do Children Vary in Their Understanding? 439
How Does Emotion Understanding Develop During Childhood? 439
The Three Stages of Emotion Understanding Development in Typical Children 439
Individual Differences in the Development of Emotion Understanding 441
Emotional Understanding and Emotional Experience 441
How Can We Explain the Development of Emotion Understanding? 443
The Affective Hypothesis 443
The Cognitive Hypothesis 444
Affect, Intellect, or Both? 445
What Is the Impact of Emotion Understanding and How Can We Help Them to Improve Children’s Emotion Understanding? 446
The Impact of Emotion Understanding 446
Teaching Emotion Understanding 446
Conclusion 448
References 449
The Role of Language in Emotional Development 453
Definitions and Focus 455
A Psychologist Constructionist Approach to Emotional Development: The Trajectory from General Affective States to Specific Discrete Emotions 456
Preverbal Infants Perceive Valence and Arousal, Not Discrete Emotions 457
Language Acquisition Across Childhood Accompanies Discrete Emotion Perception 461
Learning Emotion Words Is Associated with Emotion Perception 462
Parental Communication Is Associated with Emotion Perception and Understanding 464
Emotion Language During Adolescence 466
Manipulating Emotion Language Shifts Perceptions and Experiences of Emotion in Young Adults 467
Older Adults with Deteriorating Language Ability Perceive Valence Not Discrete Emotions 469
Conclusion 470
Limitations and Future Directions 470
References 471
Emotion Understanding and Regulation: Implications for Positive School Adjustment 481
Emotion Understanding and Emotion Regulation: Definition and Conceptual Background 482
Development of Children’s Understanding of Emotion 482
Development of Children’s Emotion Regulation 483
Parents’ Role in Children’s Acquisition of Emotion Understanding and Regulation Skills 484
Emotion Understanding and Regulation as Predictors of Positive School Adjustment 484
Promoting Emotional Development in Family and School Contexts 486
Parenting Interventions to Promote School Readiness 486
School-Based Interventions 487
Conclusion 488
References 489
Emotional Competence During Childhood and Adolescence 494
Components of Emotional Competence: Emotional Expressiveness 496
Outcomes of Emotional Expressiveness 497
Preschoolers’ Social Competence 497
Preschoolers’ School Success 499
Gradeschoolers’ and Adolescents’ Social Competence, Behavior Problems, and School Success 499
Components of Emotional Competence: Emotion Regulation 500
Outcomes of Emotion Regulation and Dysregulation 502
Preschoolers’ Social Competence and Behavior Problems 502
Preschoolers’ School Success 503
Gradeschoolers’ and Adolescents’ Social Competence, Behavior Problems, and School Success 503
Components of Emotional Competence: Emotion Knowledge 505
Outcomes of Emotion Knowledge or Its Lack 506
Preschoolers’ Social Competence and Behavior Problems 506
Preschoolers’ School Success 507
Possible Contributors to Early Emotion Knowledge 507
Gradeschoolers’ and Adolescents’ Social Competence, Behavior Problems, and School Success 508
Pathways Among Components of Emotional Competence 508
Socialization of Emotional Competence 509
Parent Socialization of Emotion 510
Parent Socialization of Emotion for Preschoolers: Modeling 510
Parent Socialization of Emotion for Gradeschoolers and Adolescents: Modeling 511
Parent Socialization of Emotion for Preschoolers: Contingent Reactions to Children’s Emotions 512
Parent Socialization of Emotion for Gradeschoolers and Adolescents: Contingent Reactions to Children’s Emotions 512
Validation and Invalidation 513
Integrating Child Physiology 514
Child Report of Parental Socialization of Emotion 515
Developmental Changes in Socialization of Emotion 515
Between- and Within-Parent Consistency as Socializers of Emotional Competence 516
Cultural Considerations in Socialization of Emotion 517
Parent Socialization of Emotion for Preschoolers: Teaching 519
Parent Socialization of Emotion for Gradeschoolers and Adolescents: Teaching 520
Summary: Parent Socialization of Emotion 520
Friend Socialization 520
Teacher Socialization of Emotion 522
Teachers’ Own Emotional Competence 523
Teacher Socialization of Emotion: Modeling 523
Teacher Socialization of Emotion: Reactions 524
Teacher Socialization of Emotion: Teaching About Emotions 524
Summary and Looking Forward: Teacher Socialization of Emotion 525
Educating for Emotional Competence 525
Effective Emotional Competence Programming 526
Assessment of Emotional Competence 527
Summary and Conclusions 527
References 528
Emotions in Contexts of Conflict and Morality: Developmental Perspectives 543
What Are Moral Emotions? 545
Taxonomy of Emotions in Contexts of Moral Conflict 545
Theoretical Framework: An Integrative Clinical-Developmental Approach 546
Development of Emotions in Contexts of Moral Conflict 550
Guilt and Its Development 550
Sympathy and Its Development 551
Pride and Its Development 551
Respect and Its Development 552
Pathways to Moral Emotions: Temperament, Socialization, and Gender 553
Temperament 553
Socialization 554
Gender 555
Emotion-Behavior Links in Contexts of Moral Conflicts 556
Guilt-Behavior Links 557
Guilt and Aggressive Behavior 557
Guilt and Prosocial Behavior 558
Sympathy-Behavior Links 558
Sympathy and Aggressive Behavior 558
Sympathy and Prosocial Behavior 559
Pride-Behavior Links 559
Pride and Aggressive Behavior 559
Pride and Prosocial Behavior 559
Respect-Behavior Links 560
Respect and Aggressive Behavior 560
Respect and Prosocial Behavior 560
Conclusions and Future Directions 560
References 561
Culture in Emotional Development 568
Culture in Emotional Development 568
Cultural Influences on Emotion 569
Culture in Emotion Socialization 570
Parental Emotional Expressivity 570
Parent-Child Conversation About Emotions 572
Parental Reactions to Children’s Emotions 574
Children’s Emotional Development Across Cultures 576
Temperament 576
Emotional Expression and Experience 577
Emotion Recognition 578
Emotion Knowledge 579
Emotion Regulation 580
Emotional Well-Being 582
Future Directions 584
References 585
Emergent Emotions in Adolescence 593
Theories of Emotions in Adolescence 594
Changes in Emotional Intensity 594
Physiological/Anatomical Development and Emotion 595
Structural Neurobiological Changes and Adolescent Emotion 597
Cognitive Changes and Emotion 600
Changing Social Dynamics, Relationships, and Emotion 602
Gender and Emotion in Adolescence 606
Emotion Regulation 608
Emotion and Psychopathology in Adolescence 610
Conclusion 612
References 613
Emotional Development Within the Family Context 624
Introduction 624
Overview of Key Outcomes 625
Emotional Development Within the Parent-Child Relationship 627
Infant-Parent Attachment and Children’s Emotional Development 627
Parental Sensitivity and Children’s Emotional Development 632
Parental Emotion Socialization and Children’s Emotional Development 635
Harsh and Abusive Parenting and Children’s Emotional Development 638
Parents’ Emotion-Related Characteristics and Children’s Emotional Development 639
Emotional Development Within the Family System 640
Interparental Conflict and Children’s Emotional Development 641
Coparenting and Children’s Emotional Development 643
Sibling Relationships and Children’s Emotional Development 644
Remaining Gaps and Future Research Directions 645
Conclusion 646
References 646
Part IV: Atypical Emotional Development 659
Emotional Development and Anxiety 660
Emotion Development in Youth Anxiety Disorders 661
Emotion Reactivity 662
Emotion Regulation 662
Emotional Understanding and Competence 663
Emotion Reactivity and Regulation in Adults 664
Emotion Development and Developmental Precursors to Anxiety 665
Temperament 665
Attachment 668
Moderators and Mediators 670
Gender 670
Attention Bias and Information Processing 671
Parenting 672
Culture and Context 675
Incorporating Emotion Development into Treatment 676
Conclusion 678
References 679
Emotional Development and Depression 689
Introduction 689
What Is Depression? 690
Depression as a Disorder of Affect 691
A Developmental Framework 691
The Present Chapter: A Roadmap 692
Historical Perspectives 692
The Organizational Approach 693
The Developmental Psychopathology Perspective 693
Cognitive-Behavioral Models of Depression 694
Developmental Timing of Depression Onset 695
Developmental Differences in Symptomology 695
Developmental Epidemiology 696
Patterns of Sequential Psychiatric Comorbidities and Transdiagnostic Factors 697
Anxiety Disorders 697
Substance Abuse and Self-Medication 697
Non-suicidal Self-Harm 699
Suicidal Ideation and Suicide 700
Temperament 700
Temperament and Increased Risk 701
Temperament and Resilience 703
Methodological Concerns and Future Directions 703
Genetic Correlates 704
Heritability of Depression 704
Gene by Environment and Candidate Gene Studies 704
Genome-Wide Association Studies (GWAS) 705
Epigenetics 706
Genetic and Epigenetic Effects on Interventions 707
Neurobiology of Depression 708
Stress Physiology 708
HPA Axis 708
Neurobiological Correlates of Depression: Autonomic Nervous System 709
Neuroimmunology 709
Neuroanatomy and Circuitry 710
Family Processes and Attachment Relationships 712
Attachment Relationships 712
Parental Depression 714
Emotion Socialization and Co-regulation in the Family 716
Culture 717
Cultural Values Surrounding Emotions 717
Social Influences Outside the Home 719
Bullying and Peer Victimization 719
Risk and Protective Factors for Peer Victimization 720
Social Support 720
Stressful Life Experiences 721
Maltreatment and Neglect 722
Poverty and Socioeconomic Status 724
Other Forms of Adversity 725
Prevention Interventions for Depressive Disorders 726
Translational Research 726
Prevention Trials 726
Treatment Interventions of Depressive Disorders 727
Psychotherapy 727
Alternative Treatments 728
Personalized Medicine 728
Conclusions and Future Directions 728
References 729
Emotional Development in the Context of Developmental Disorders 743
Autism Spectrum Disorder 744
Fragile X Syndrome 744
Down Syndrome 745
Methodologies for Studying Emotion in the Context of Developmental Disorders 745
Emotional Development in Autism Spectrum Disorder 747
Emotional Development in Fragile X Syndrome 750
Emotional Development in Down Syndrome 752
What We Can Learn About Emotion Development from Studying Developmental Disorders? 753
Unanswered Questions and Future Directions 754
References 755
Maltreatment and Emotional Development 761
Emotional Problems Related to Child Maltreatment 762
Emotion Perception, Recognition, and Attentional Processes 763
Emotional Attention Processes 764
Neural Bases of Emotional Attention 765
Interventions Targeting Emotional Attention 766
Emotional Expression 767
Emotion Regulation 768
Neural Bases for Emotion Regulation 768
Hormonal Regulation of Emotions and Stress 769
Prevention and Intervention for Emotion Regulation Difficulties 770
Reward Processing 770
Neural Mechanisms of Reward Processing 771
Conclusions and Future Directions 774
References 775
Early Deprivation and Children’s Emotional Development: A Developmental Perspective 781
Insights from Animal Models 782
Aspects of Caregiving and Degrees of Neglect 784
Early Deprivation and Biological Mechanisms Underlying Emotional Functioning 785
Effects of Deprivation on HPA Activity and Emotional Development 785
The Impact of Early Deprivation on Neural Structure and Function Underlying Emotional Development 790
Early Deprivation and Behavioral Mechanisms Underlying Emotional Functioning 792
Emotion Regulation 792
Emotion Recognition and Facial Processing 794
Emotion Understanding 795
Conclusions and Future Directions 796
References 798
Conclusion: The Future of Emotional Development 806
Index 809

Produkt-Details

• Erscheint lt. Verlag: 4.7.2019
• Zusatzinfo: XVII, 836 p. 22 illus., 7 illus. in color.
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Sozialpädagogik
• Schlagworte: Anxiety and emotional development • Autism and emotional development • Cultural variation in emotional expression • Depression and emotional development • Deprivation and emotional development • Emotional development across the lifespan • Emotional development in adolescence and emerging adulthood • Emotional development in infancy and early childhood • Emotion and development of theory of mind • Emotion in childhood education • Facial expressions in infants • Infant behavior and development • Infant emotional development • Language and emotional development • Maltreatment and emotional development • Measuring emotions throughout development • Morality and emotional development • Neuroscience of emotional development • Prosocial emotions in childhood • Self-conscious emotions throughout development
• ISBN-13: 9783030173326 / 9783030173326