Development of Emotions and Their Regulation: An Internalization Model

 Content: 1. Introduction    1.1 Perspectives on Emotional Development    1.2 A Preliminary Summary    1.3 The Design of This Book   2. Research paradigms on emotion    2.1 The Structuralist Paradigm: Emotion as a Specific Psychological State    2.1.1 Premises   2.1.2 Empirical Findings   2.1.3 Discussion   2.1.4 Conclusions for an Integrative Approach     2.2 The Functionalist Paradigm: Emotion as a Psychological Function    2.2.1 Premises   2.2.2 Empirical Findings   2.2.3 Discussion   2.2.4 Conclusions for an Integrative Approach   2.2.5 Differentiation of Levels of Emotional Processing and Emotion Regulation   2.2.6 Conclusions for an Integrative Approach     2.3 The Dynamic-Systems Paradigm: Emotion as an Evolving System    2.3.1 Premises   2.3.2 Empirical Findings   2.3.3 Discussion   2.3.4 Conclusions for an Integrative Approach     2.4 The Sociocultural Paradigm: Emotion as a Co-Constructed Psychological Function    2.4.1 Premises   2.4.2 Empirical Findings   2.4.3 Discussion   2.4.4 Conclusions for an Integrative Approach   3. The Internalization Model of emotional development   3.1 Emotion as a Functional Psychological System    3.1.1 The Components of an Emotion System   3.1.2 The Interaction of the Components as a Feedback Model   3.1.3 Support for a Feedback Model of Feeling   3.1.4 The Internalization of Feedback From Expressive and Body Reactions     3.2 From Interpersonal to Intrapersonal Regulation     3.3 The Transformation of Expressive Reactions Into Signs    3.3.1 What Is an Expression Sign (Semantics)?    3.3.2 What Are Expression Signs For (Pragmatics)?    3.3.3 How Do New Expression Signs Emerge?    3.3.4 How Can Expression Signs Be Combined (Syntax)?    3.3.5 Summary     3.4 Levels of Action Regulation   3.4.1 Actions and Volitional Regulation   3.4.2 Operations and Automatic Regulation   3.4.3 Emotions and Emotional Action Regulation   3.4.4 \"Meta-Actions\" and Reflective Regulation   4. Ontogenesis of emotions and their regulation    4.1 Preadaptation of Infant and Caregiver    4.1.1 The Emotions of the Neonate   4.1.2 Sensorimotor Abilities for Engaging in Interpersonal Regulation   4.1.3 Intuitive Parenting   4.1.4 Summary     4.2 The Emergence of Sign-Mediated Regulation in Infancy   4.2.1 The Emergence of Sign-Mediated Emotion Systems   4.2.2 The Emergence of Volitional Action Regulation   4.2.3 Precursors of Reflective Emotion Regulation in Infants and Toddlers   4.2.4 Interindividual Differences   4.2.5 Summary     4.3 The Emergence of Intrapersonal Regulation Levels in Toddlers and Preschoolers   4.3.1 The Emergence of Intrapersonal Emotional Action Regulation   4.3.2 The Emergence of an Intrapersonal Volitional Action Regulation   4.3.3 The Emergence of an Intrapersonal Reflective Emotion Regulation   4.3.4 Summary     4.4 The Internalization of Mental Means of Regulation From Age 6 Onward    4.4.1 The Internalization of Expression Signs   4.4.2 The Internalization of Speech Signs   4.4.3 The Development of Symbol Comprehension in Reflective Emotion Regulation     4.5 Mental Emotions and Adult Emotion Regulation   4.5.1 Support for Miniaturized and Internalized Expression Signs   4.5.2 The Development of Reflective Emotion Regulation    4.6 Summary   5. Culture and emotional development   5.1 How far are emotions culturally shaped?    5.1.1 Culture, Artifacts, and Psychological Development   5.1.2 A Reconstruction of the Phylogenesis of Emotions   5.1.3 Ethnotheories as Culture-Specific Patterns for Interpreting Emotional Phenomena    5.2 Emotional Development in the Cultural Context   5.2.1 Preadaptation of Infant and Caregiver as a Universal Baseline   5.2.2 The Emergence of Sign-Mediated Emotion Systems   5.2.3 The Emergence of the Intrapsychological Regulation of Emotion   5.2.4 The Internalization of Expression Signs    5.3 Summary and Outlook
 Abstract:             
              Examines emotional development from birth to adulthood. This title defines emotion in terms of attendant expression, feeling, and physical reaction, and describes its development in terms of both universal and culture-specific contexts. It is intended for students, researchers, and practitioners in the developmental field.                 Read more...