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Emotion, Development, and Self-Organization: Dynamic Systems Approaches to Emotional Development.

01 May 2004-Vol. 13, Iss: 2, pp 45-45
TL;DR: In this article, the authors present a rich volume encompassing emotion theory and research with integration to clinical practice with heavy emphasis on emotion theory, including dynamic systems theory, non-linear dynamic, state space, chaos theory and variants of self-organization.
Abstract: Lewis, Granic and the several chapter authors have produced a rich volume encompassing emotion theory and research with integration to clinical practice. The book begins with a necessary introduction which defines several key terms one must grasp in order to follow the book with its heavy emphasis on emotion theory. These definitions include dynamic systems theory, non-linear dynamic, state space, chaos theory and variants of self-organization. The book is otherwise broken into 3 major sections. Intrapersonal processes focuses on internal working emotional systems and their development. Neurobiological processes focuses on the neurobiological equivalents of emotion and emotion development. Interpersonal processes elaborate, in detail, on the role of parent-child relationships, attachment, interpersonal dynamics and the role of marital relationships as a model. The various chapters take an in depth look at both recent and some more classical research findings. This is interwoven with new thinking of some of the brightest minds in this field today, The chapter on Marital Modelling for example blends theory to this (Washington University) group’s own research, to practical assessment and therapeutic instruments. To whet the theorist/researcher’s appetite, the chapter goes into a mathematical model describing the marital dyad. Finally, it concludes with eight hypotheses that this group is studying toward the development of an empirically based marital intervention. Such a chapter is bound to stir up other researchers’ competitive and collaborative instincts, resulting in the provocation of both thought and emotion. This book is definitely dense, and, despite its relative brevity, it is geared primarily for a subgroup of research based professionals and interested others. Regardless of this challenge, it is well worth the read as much more than a primer on this evolving and cutting-edge research and clinical area.
Citations
More filters
Journal ArticleDOI
23 Feb 2012-Neuron
TL;DR: The approach shifts the focus from questions about whether emotions that humans consciously feel are also present in other animals, and toward questions about the extent to which circuits and corresponding functions that are present inother animals (survival circuits and functions) areAlso present in humans.

1,154 citations


Cites background from "Emotion, Development, and Self-Orga..."

  • ...…2003;; Ekman and Davidson, 1994; LeDoux, 1996; Panksepp, 1998, 2000, 2005; Rolls, 1999, 2005; Damasio, 1994, 1999; Leventhal and Scherer, 1987; Scherer, 2000; Ortony and Turner, 1990; Öhman, 1986, 2009; Johnson-Laird and Oatley, 1989; Ellsworth, 1994; Zajonc, 1980; Lazarus, 1981, 1991a,…...

    [...]

  • ...…and motivated states have profound effects on the brain, recruiting widespread areas into the service of the immediate situation, monopolizing and/or synchronizing brain resources, has been proposed previously (Gallistel, 1980; Maturana and Varela, 1987; Scherer, 2000; LeDoux, 2002, 2008)....

    [...]

  • ...…brain and body are aroused, attention is focused on relevant environmental and internal stimuli, motivational systems are engaged, learning occurs, and memories are formed (e.g., Morgan, 1943; Hebb, 1949; Bindra, 1969; Gallistel, 1980; Scherer, 1984, 2000; Maturana and Varela, 1987; LeDoux, 2002)....

    [...]

Journal ArticleDOI
TL;DR: The strongest links were found for parental monitoring, psychological control, and negative aspects of support such as rejection and hostility, accounting for up to 11% of the variance in delinquency.
Abstract: This meta-analysis of 161 published and unpublished manuscripts was conducted to determine whether the association between parenting and delinquency exists and what the magnitude of this linkage is. The strongest links were found for parental monitoring, psychological control, and negative aspects of support such as rejection and hostility, accounting for up to 11% of the variance in delinquency. Several effect sizes were moderated by parent and child gender, child age, informant on parenting, and delinquency type, indicating that some parenting behaviors are more important for particular contexts or subsamples. Although both dimensions of warmth and support seem to be important, surprisingly very few studies focused on parenting styles. Furthermore, fewer than 20% of the studies focused on parenting behavior of fathers, despite the fact that the effect of poor support by fathers was larger than poor maternal support, particularly for sons. Implications for theory and parenting are discussed.

1,104 citations


Cites background from "Emotion, Development, and Self-Orga..."

  • ...However, parents not only influence their children, but children also influence their parents (Crouter and Booth 2003; Granic 2000; Holden 1997)....

    [...]

Journal ArticleDOI
TL;DR: In this paper, a theoretical model linking achievement goals and achievement emotions to academic performance was proposed, which was tested in a prospective study with undergraduates, using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course.
Abstract: The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were consistent with the authors' hypotheses and supported all aspects of the proposed model. In multiple regression analysis, achievement goals (mastery, performance approach, and performance avoidance) were shown to predict discrete achievement emotions (enjoyment, boredom, anger, hope, pride, anxiety, hopelessness, and shame), achievement emotions were shown to predict performance attainment, and 7 of the 8 focal emotions were documented as mediators of the relations between achievement goals and performance attainment. All of these findings were shown to be robust when controlling for gender, social desirability, positive and negative trait affectivity, and scholastic ability. The results are discussed with regard to the underdeveloped literature on discrete achievement emotions and the need to integrate conceptual and applied work on achievement goals and achievement emotions.

968 citations


Cites background from "Emotion, Development, and Self-Orga..."

  • ...Emotions are defined in contemporary emotion research as multiple component processes that comprise specific affective, cognitive, physiological, and behavioral elements (Scherer, 2000; e.g., for anxiety: nervous feelings, worries, increased activation, anxious facial expression)....

    [...]

  • ...Keywords: achievement goals, achievement emotions, anxiety, achievement, performance The goals that students pursue in evaluative settings have been widely studied in the achievement motivation literature....

    [...]

Journal ArticleDOI
TL;DR: The evidence reviewed suggests that a theory that builds on concepts of both basic emotions and emotion schemas provides a viable research tool and is compatible with more holistic or dimensional approaches.
Abstract: Research on emotion flourishes in many disciplines and specialties, yet experts cannot agree on its definition. Theorists and researchers use the term emotion in ways that imply different processes and meanings. Debate continues about the nature of emotions, their functions, their relations to broad affective dimensions, the processes that activate them, and their role in our daily activities and pursuits. I will address these issues here, specifically in terms of basic emotions as natural kinds, the nature of emotion schemas, the development of emotion—cognition relations that lead to emotion schemas, and discrete emotions in relation to affective dimensions. Finally, I propose a new paradigm that assumes continual emotion as a factor in organizing consciousness and as an influence on mind and behavior. The evidence reviewed suggests that a theory that builds on concepts of both basic emotions and emotion schemas provides a viable research tool and is compatible with more holistic or dimensional approaches.

907 citations


Cites background from "Emotion, Development, and Self-Orga..."

  • ...The underlying neural systems of basic emotions can preempt the young child’s other response systems to regulate cognition and action and react to the demands of the internal milieu or those of an organism–environment interaction (Izard, 1993; cf. M.D. Lewis, 2005; Panksepp, 2000, 2005)....

    [...]

  • ...A newly emerging emotion (or change in the ongoing emotion feeling) is influenced not just by the eliciting event or situation but by the ongoing emotion in the organism; the individual’s age, sex, cognitive ability, and temperament/emotionality; the social context; and by appraisal elements that become coupled with emotion response systems (cf. M.D. Lewis, 2005)....

    [...]

  • ...Evidence suggests that the emotion feeling and cognitive components of an emotion schema may have domain-specific neural substrates but they still operate in dynamic interplay to provide a functionally unified process (M.D. Lewis, 2005)....

    [...]

  • ...In disagreement with a number of neuroscientists and emotion researchers (e.g., Buck, 1999; Damasio, 1999; LeDoux, 1996; M.D. Lewis, 2005; Panksepp, 1998, 2005, 2007), some theorists have suggested that the emotion categories described in basic-emotion theories do not meet bio-evolutionary criteria for classification as natural kinds and that the natural-kind view has outlived its scientific value (Barrett, 2006; J.A. Russell, 2003)....

    [...]

  • ...Current evidence suggests that both ongoing emotion and cognition and their interaction are involved in the activation of a new emotion (cf. M.D. Lewis, 2005)....

    [...]

Journal ArticleDOI
TL;DR: A preliminary comprehensive model of antisocial development based on dynamic systems principles based on multistability, feedback, and nonlinear causality to reconceptualize real-time parent-child and peer processes is developed.
Abstract: The purpose of this article is to develop a preliminary comprehensive model of antisocial development based on dynamic systems principles. The model is built on the foundations of behavioral research on coercion theory. First, the authors focus on the principles of multistability, feedback, and nonlinear causality to reconceptualize real-time parent-child and peer processes. Second, they model the mechanisms by which these real-time processes give rise to negative developmental outcomes, which in turn feed back to determine real-time interactions. Third, they examine mechanisms of change and stability in early- and late-onset antisocial trajectories. Finally, novel clinical designs and predictions are introduced. The authors highlight new predictions and present studies that have tested aspects of the model.

676 citations


Cites background from "Emotion, Development, and Self-Orga..."

  • ...We follow other developmentalists (e.g., Fogel & Thelen, 1987; Keating, 1990; Lewis, 1995; Lewis & Granic, 2000; Thelen & Smith, 1994; van Geert, 1991) who find that DS concepts, and especially notions of feedback, self-organization, and attractors on a state space, have important heuristic value…...

    [...]

References
More filters
Journal ArticleDOI
23 Feb 2012-Neuron
TL;DR: The approach shifts the focus from questions about whether emotions that humans consciously feel are also present in other animals, and toward questions about the extent to which circuits and corresponding functions that are present inother animals (survival circuits and functions) areAlso present in humans.

1,154 citations

Journal ArticleDOI
TL;DR: The strongest links were found for parental monitoring, psychological control, and negative aspects of support such as rejection and hostility, accounting for up to 11% of the variance in delinquency.
Abstract: This meta-analysis of 161 published and unpublished manuscripts was conducted to determine whether the association between parenting and delinquency exists and what the magnitude of this linkage is. The strongest links were found for parental monitoring, psychological control, and negative aspects of support such as rejection and hostility, accounting for up to 11% of the variance in delinquency. Several effect sizes were moderated by parent and child gender, child age, informant on parenting, and delinquency type, indicating that some parenting behaviors are more important for particular contexts or subsamples. Although both dimensions of warmth and support seem to be important, surprisingly very few studies focused on parenting styles. Furthermore, fewer than 20% of the studies focused on parenting behavior of fathers, despite the fact that the effect of poor support by fathers was larger than poor maternal support, particularly for sons. Implications for theory and parenting are discussed.

1,104 citations

Journal ArticleDOI
TL;DR: In this paper, a theoretical model linking achievement goals and achievement emotions to academic performance was proposed, which was tested in a prospective study with undergraduates, using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course.
Abstract: The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were consistent with the authors' hypotheses and supported all aspects of the proposed model. In multiple regression analysis, achievement goals (mastery, performance approach, and performance avoidance) were shown to predict discrete achievement emotions (enjoyment, boredom, anger, hope, pride, anxiety, hopelessness, and shame), achievement emotions were shown to predict performance attainment, and 7 of the 8 focal emotions were documented as mediators of the relations between achievement goals and performance attainment. All of these findings were shown to be robust when controlling for gender, social desirability, positive and negative trait affectivity, and scholastic ability. The results are discussed with regard to the underdeveloped literature on discrete achievement emotions and the need to integrate conceptual and applied work on achievement goals and achievement emotions.

968 citations

Journal ArticleDOI
TL;DR: The evidence reviewed suggests that a theory that builds on concepts of both basic emotions and emotion schemas provides a viable research tool and is compatible with more holistic or dimensional approaches.
Abstract: Research on emotion flourishes in many disciplines and specialties, yet experts cannot agree on its definition. Theorists and researchers use the term emotion in ways that imply different processes and meanings. Debate continues about the nature of emotions, their functions, their relations to broad affective dimensions, the processes that activate them, and their role in our daily activities and pursuits. I will address these issues here, specifically in terms of basic emotions as natural kinds, the nature of emotion schemas, the development of emotion—cognition relations that lead to emotion schemas, and discrete emotions in relation to affective dimensions. Finally, I propose a new paradigm that assumes continual emotion as a factor in organizing consciousness and as an influence on mind and behavior. The evidence reviewed suggests that a theory that builds on concepts of both basic emotions and emotion schemas provides a viable research tool and is compatible with more holistic or dimensional approaches.

907 citations

Journal ArticleDOI
TL;DR: A preliminary comprehensive model of antisocial development based on dynamic systems principles based on multistability, feedback, and nonlinear causality to reconceptualize real-time parent-child and peer processes is developed.
Abstract: The purpose of this article is to develop a preliminary comprehensive model of antisocial development based on dynamic systems principles. The model is built on the foundations of behavioral research on coercion theory. First, the authors focus on the principles of multistability, feedback, and nonlinear causality to reconceptualize real-time parent-child and peer processes. Second, they model the mechanisms by which these real-time processes give rise to negative developmental outcomes, which in turn feed back to determine real-time interactions. Third, they examine mechanisms of change and stability in early- and late-onset antisocial trajectories. Finally, novel clinical designs and predictions are introduced. The authors highlight new predictions and present studies that have tested aspects of the model.

676 citations