The emerging field of emotion regulation studies how individuals influence which emotions they have, when they have them, and how they experience and express them. This review takes an evolutionary perspective and characterizes emotion in terms of response tendencies. Emotion regulation is denned and distinguished from coping, mood regulation, defense, and affect regulation. In the increasingly specialized discipline of psychology, the field of emotion regulation cuts across traditional boundaries and provides common ground. According to a process model of emotion regulation, emotion may be regulated at five points in the emotion generative process: (a) selection of the situation, (b) modification of the situation, (c) deployment of attention, (d) change of cognitions, and (e) modulation of responses. The field of emotion regulation promises new insights into age-old questions about how people manage their emotions.

http://www.elaborer.org/cours/A13/lectures/Gross1998.pdf

The emerging field of emotion regulation: An integrative review.

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Attachment--and loss.

A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emph...

Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

Young Children's Understanding of a Speaker's Intentional Use of a False Utterance

SCHVANEVELDT, ROGER; ACKERMAN, BRIAN P.; and SEMLEAR, TEDDY. The Effect of Semantic Context on Children's Word Recognition. CHILD DEVELOPMENT, 1977, 48, 612-616. This study employs a lexical-decision task to investigate children's use of semantic context in word recognition. Previous studies have shown that young children do not use contextual factors in word recognition as much as older children do. However, these studies do not distinguish between knowledge of contextual structure (syntactic and semantic) and the use of contextual information. In this study, secondand fourth-grade children made decisions about words in semantically related or unrelated contexts. By presenting common words and their associates, childrens' knowledge of the contextual information was assured, and a more accurate assessment of their use of context could be made. Younger and poorer readers benefit at least as much from semantic context in word recognition as do older and better readers.

The Effect of Semantic Context on Children's Word Recognition.

This study used a person-centered approach to understand continuity and change in the externalizing behavior of children from economically disadvantaged families (N = 134). Groups of children differed in showing high levels of externalizing behavior in first grade (7 years old) that persisted (persistent problem) or decreased (improver) in third grade (9 years old) and low levels in first grade that were stable (unproblematic) or increased (new problem) in third grade. The results showed that verbal ability, behavioral impulsivity, parent maladjustment, and harsh parenting distinguished the persistent problem and unproblematic groups. Family instability was associated with change for the improver and new problem groups. The results suggest the importance of examining changes in the early adjustment to school for children from economically disadvantaged families.

Continuity and Change in Levels of Externalizing Behavior in School of Children From Economically Disadvantaged Families

This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children.

Relation Between Reading Problems and Internalizing Behavior in School for Preadolescent Children From Economically Disadvantaged Families

Differential emotions theory (DET) packs the infant Infants gain possession of a limited set of discrete emotions in the first months of life, and these 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 emotional development, however, consist of the construction and consolidation of affective—cognitive structures, which mediate intersystem coordination of the emotions, cognitive, and motor systems

Brian P. Ackerman

Papers

Young Children's Understanding of a Speaker's Intentional Use of a False Utterance

The Effect of Semantic Context on Children's Word Recognition.

Continuity and Change in Levels of Externalizing Behavior in School of Children From Economically Disadvantaged Families

Relation Between Reading Problems and Internalizing Behavior in School for Preadolescent Children From Economically Disadvantaged Families

Differential Emotions Theory and Emotional Development