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 Ego and the Mechanisms of Defence

The emerging field of emotion regulation: An integrative review.

One of life's great challenges is successfully regulating emotions. Do some emotion regulation strategies have more to recommend them than others? According to Gross's (1998, Review of General Psychology, 2, 271-299) process model of emotion regulation, strategies that act early in the emotion-generative process should have a different profile of consequences than strategies that act later on. This review focuses on two commonly used strategies for down-regulating emotion. The first, reappraisal, comes early in the emotion-generative process. It consists of changing the way a situation is construed so as to decrease its emotional impact. The second, suppression, comes later in the emotion-generative process. It consists of inhibiting the outward signs of inner feelings. Experimental and individual-difference studies find reappraisal is often more effective than suppression. Reappraisal decreases emotion experience and behavioral expression, and has no impact on memory. By contrast, suppression decreases behavioral expression, but fails to decrease emotion experience, and actually impairs memory. Suppression also increases physiological responding for suppressors and their social partners. This review concludes with a consideration of five important directions for future research on emotion regulation processes.

https://onlinelibrary.wiley.com/doi/pdf/10.1017/S0048577201393198

Emotion regulation: Affective, cognitive, and social consequences

One of the fastest growing areas within psychology is the field of emotion regulation. However, enthusiasm for this topic continues to outstrip conceptual clarity, and there remains considerable uncertainty as to what is even meant by “emotion regulation.” The goal of this review is to examine the current status and future prospects of this rapidly growing field. In the first section, I define emotion and emotion regulation and distinguish both from related constructs. In the second section, I use the process model of emotion regulation to selectively review evidence that different regulation strategies have different consequences. In the third section, I introduce the extended process model of emotion regulation; this model considers emotion regulation to be one type of valuation, and distinguishes three emotion regulation stages (identification, selection, implementation). In the final section, I consider five key growth points for the field of emotion regulation.

Emotion Regulation: Current Status and Future Prospects

Aprevious study, designed to account for the phenomenon of identificatio n in terms of incidental learning, demonstrated that children readily imitated behavior exhibited by an adult model in the presence of the model (Bandura & Huston, 1961). A series of experiments by Blake (1958) and others (Grosser, Polansky, & Lippitt, 1951; Rosenblith, 1959; Schachter & Hall, 1952) have likewise shown that mere observation of responses of a model has a facilitating effect on subjects' reactions in the immediate social influence setting. While these studies provide convincing evidence for the influence and control exerted on others by the behavior of a model, a more crucial test of imitative learning involves the generalization of imitative response patterns to new settings in which the model is absent. In the experiment reported in this paper children were exposed to aggressive and nonaggressive adult models and were then tested for amount of imitative learning in a new situation in the absence of the model. According to the prediction, subjects exposed to aggressive models would reproduce aggressive acts resembling those of their models and would differ in this respect both from subjects who observed nonaggressive models and from those who had no prior exposure to any models. This hypothesis assumed that subjects had learned imitative habits as a result of prior reinforcement, and these tendencies would generalize to some extent to adult experimenters (Miller & Bollard, 1941). It was further predicted that observation of subdued nonaggressive models would have a generalized inhibiting effect on the subjects' subsequent behavior, and this effect would be reflected in a difference between the nonaggressive and the control groups, with sub

/pdf/transmission-of-aggression-through-imitation-of-aggressive-57migvkrkk.pdf

The Ego and the Mechanisms of Defence

Citations

The emerging field of emotion regulation: An integrative review.

Emotion regulation: Affective, cognitive, and social consequences

Emotion Regulation: Current Status and Future Prospects

Transmission of aggression through imitation of aggressive models.

The Problem of Ego Identity

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