journal article
Dynamic Integration: Affect, Cognition, and the Self in AdulthoodCurrent Directions in Psychological Science
Vol. 12, No. 6 (Dec., 2003)
, pp. 201-206 (6 pages)
Published By: Sage Publications, Inc.
//www.jstor.org/stable/20182881
This is a preview. Log in to get access
Abstract
Positive self- and emotional development is often measured by optimization of happiness, but a second aspect of positive development--the ability to tolerate tension and negativity in the interest of maintaining objective representations--needs to be integrated with this hedonic emphasis. The integration of these two aspects, optimization and differentiation, reflects a dynamic balance. Such integration is possible when emotional activation or arousal is moderate, but is impaired at very high levels of activation. From youth to middle adulthood, the capacity for integration increases, but later in life, limitations or poor regulation strategies foster compensatory processes that compromise integration.
Journal Information
Current Directions in Psychological Science reviews current trends and controversies in psychology. It contains concise reviews of research in all subdisciplines of scientific psychology. Written by leading experts in terms that are accessible outside of their particular subspecialties, the reviews published in Current Directions in Psychological Science cover such current topics as theory of mind, neural bases of memory, face recognition, expression of emotion, cognition and aging, and attachment and personality in mammals.
Publisher Information
Sara Miller McCune founded SAGE Publishing in 1965 to support the dissemination of usable knowledge and educate a global community. SAGE is a leading international provider of innovative, high-quality content publishing more than 900 journals and over 800 new books each year, spanning a wide range of subject areas. A growing selection of library products includes archives, data, case studies and video. SAGE remains majority owned by our founder and after her lifetime will become owned by a charitable trust that secures the company’s continued independence. Principal offices are located in Los Angeles, London, New Delhi, Singapore, Washington DC and Melbourne. www.sagepublishing.com
Rights & Usage
This item is part of a JSTOR Collection.
For terms and use, please refer to our Terms and Conditions
Current Directions in Psychological Science © 2003 Association for Psychological Science
Request Permissions
journal article
Emotional Regulation and Emotional DevelopmentEducational Psychology Review
Vol. 3, No. 4 (December 1991)
, pp. 269-307 (39 pages)
Published By: Springer
//www.jstor.org/stable/23359228
This is a preview. Log in to get access
Abstract
Current neofunctionalist views of emotion underscore the biologically adaptive and psychologically constructive contributions of emotion to organized behavior, but little is known of the development of the emotional regulatory processes by which this is fostered. Emotional regulation refers to the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. This review provides a developmental outline of emotional regulation and its relation to emotional development throughout the life-span. The biological foundations of emotional self-regulation and individual differences in regulatory tendencies are summarized. Extrinsic influences on the early regulation of a child's emotion and their long-term significance are then discussed, including a parent's direct intervention strategies, selective reinforcement and modeling processes, affective induction, and the caregiver's ecological control of opportunity for heightened emotion and its management. Intrinsic contributors to the growth of emotional self-regulatory capacities include the emergence of language and cognitive skills, the child's growing emotional and self-understanding (and cognized strategies of emotional self-control), and the emergence of a "theory of personal emotion" in adolescence.
Journal Information
Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. The contents provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform the most learned specialists in the discipline.
Publisher Information
Springer is one of the leading international scientific publishing companies, publishing over 1,200 journals and more than 3,000 new books annually, covering a wide range of subjects including biomedicine and the life sciences, clinical medicine, physics, engineering, mathematics, computer sciences, and economics.
Rights & Usage
This item is part of a JSTOR Collection.
For terms
and use, please refer to our Terms and Conditions
Educational Psychology Review
Request Permissions