Does cognitive affective complexity relies on advances in emotional awareness and regulation?

journal article

Emotional Regulation and Emotional Development

Educational Psychology Review

Vol. 3, No. 4 (December 1991)

, pp. 269-307 (39 pages)

Published By: Springer

//www.jstor.org/stable/23359228

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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.

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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.

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PSY 220: Survey in Developmental Psychology

Chapter 6: Cognitive Change - Cognitive-Developmental and Sociocultural Appraches -

Introduction

6.1Piaget’s Cognitive-Developmental Perspective:Cognition in Infancy and Early

Childhood

Learning Objective: Identify Piaget’s six substages of sensorimotor reasoning and summarize

criticism of this perspective on infant and early childhood cognitive development

-Jean Piaget believed that to understand children we must understand how they think

because thinking influences behavior

-Formed the cognitive developmental perspective

-Views children and adults as active explorers who learn by interacting

with the world, building their own understanding of everyday phenomena

and applying it to adapt to the world around them

Processes of Development

-Children are active explorers because they engage the world and adapt their ways of

thinking in response to their experiences

-Schemas: concepts, ideas and ways of interacting on the world formed organization of

through interactions

-Earliest schemase are inborn motor responses

-Reflex response that causes infants to close their fingers when an object

touches their palm

-Early motor schemas are transformed into cognitive schemas

-At all ages we rely on schemas

-Constantly adapting and developing in response to experiences

-According to piaget cognitive development is the result of assimilation and

accommodation

-Assimilation: integrating a new experience into a pre-existing schema

-Accommodation: changing, adapting and modifying a schema due to experiences or

information that do not fit within an existing schema

-Piaget proposed that people strive for cognitive equilibrium

-Cognitive equilibrium: a balance between the processes of assimilation and

accommodation

-Individuals are neither incorporating new information into their chemas

nor changing their schemas in light of new information

-Schemas match the world

-Rare and fleeting

-People experience a disequilibrium of their schemas and the world more frequently

-Leads to cognitive growth

Infancy: Sensorimotor Reasoning

-Earliest stage of cognitive development

Sensorimotor Stages

-From birth to 2 years of age