This handbook offers a comprehensive review of the research on emotional development. It examines research on individual emotions, including happiness, anger, sadness, fear, and disgust, as well as self-conscious and pro-social emotions. Chapters describe theoretical and biological foundations and address the roles of cognition and context on emotional development. In addition, chapters discuss issues concerning atypical emotional development, such as anxiety, depression, developmental disorders, maltreatment, and deprivation. The handbook concludes with important directions for the future research of emotional development.
Topics featured in this handbook include:
- The physiology and neuroscience of emotions.
- Perception and expression of emotional faces.
- Prosocial and moral emotions.
- The interplay of emotion and cognition.
- The effects of maltreatment on children’s emotional development.
- Potentialemotional problems that result from early deprivation.
The Handbook of Emotional Development is an essential resource for researchers, clinicians/professionals, and graduate students in child and school psychology, social work, public health, child and adolescent psychiatry, pediatrics, and related disciplines.
表中的内容
Chapter 1. Introduction: Emotional Development, Past and Present.-
Section I: Theories and Biological Foundations of Emotional Development .- Chapter 2. Theories of Emotional Development: Where Have We Been and Where Are We Now?.- Chapter 3. Get bent into shape: The non-linear, multi-psychophysiology of emotional development.- Chapter 4. A Neuroscience Perspective on Emotional Development.- Chapter 5. Facial Expressions across the Lifespan.- Chapter 6. The Perception of Facial Emotion in Typical and Atypical Development.- Chapter 7. Through the Looking Glass: Temperament and Emotion as Separate and Interwoven Constructs.-
Section II: Expression of Individual Emotions .- Chapter 8. Happiness and Joy.- Chapter 9. The Development of Anger.- Chapter 10. Sadness in Youth: Socialization, Regulation, and Adjustment.- Chapter 11. Fear in Development.- Chapter 12. Developing Disgust: Theory, Measurement, and Application.- Chapter 13. The Self-Conscious Emotions and the Role of Shame in Psychopathology.- Chapter 14. Prosocial Emotions.- Chapter 15. Cognition and Emotion in Development.- Chapter 16. Emotion Regulation.-
Section III: Cognition and Context in Emotional Development .- Chapter 17. Children’s Understanding of Emotions or the “Error” of Pascal.- Chapter 18. The Role of Language in Emotional Development.- Chapter 19. Emotion Understanding and Regulation: Implications for Positive School Adjustment.- Chapter 20. Emotional Competence During Childhood and Adolescence.- Chapter 21. Emotions in Contexts of Conflict and Morality: Developmental Perspectives.- Chapter 22. Culture in Emotional Development.- Chapter 23. Emergent Emotions in Adolescence.- Chapter 24. Emotional Development within the Family Context.-
Section IV: Atypical Emotional Development .- Chapter 25. Emotional Development and Anxiety.- Chapter 26. Emotional Development and Depression.- Chapter 27. Emotional Development in the context of Developmental Disorders.- Chapter 28. Maltreatment and Emotional Development.- Chapter 29. Early Deprivation and Children’s Emotional Development: A Developmental Perspective.- Chapter 30. Conclusion: The Future of Emotional Development.
关于作者
Vanessa Lo Bue, Ph.D., is an Assistant Professor of Psychology at Rutgers University. She received her B.S. from Carnegie Mellon University, and her M.A. and Ph.D. from the University of Virginia, where she worked with Judy De Loache. After completing a post-doc at New York University with Karen Adolph, she joined the Rutgers University faculty in 2011. In her research, Dr. Lo Bue is interested in emotional development and the effect of emotion and experience on perception and learning.
Koraly Pérez-Edgar, Ph.D., is an Associate Professor of Psychology at the Pennsylvania State University. She received her A.B. from Dartmouth College and her M.A. and Ph.D. from Harvard University. Dr. Perez-Edgar’s training was under the mentorship of Dr. Jerome Kagan at Harvard University, Dr. Nathan A. Fox at the University of Maryland, and Dr. Daniel S. Pine at the NIMH. Dr. Perez-Edgar’s research focuses on the relations between temperament and psychopathology. In particular, she examines how individual differences in attention can work to ameliorate or exacerbate early temperament traits.
Kristin A. Buss, Ph.D., is a Professor of Psychology at the Pennsylvania State University. She received her B.S. in Child Development at the University of Minnesota and her M.S. and Ph.D. in psychology from University of Wisconsin. She is interested in emotional development and temperamental variation from birth through early adolescence. Her work spans multiple areas of research within social development, psychobiology, and neuroscience. Her current work is focused on the development of risk for adjustment problems, such as anxiety symptoms in toddlers with fearful temperaments. This work has demonstrated significant effects for types of situations where children show fear as well as how biomarkers, such as physiological stress reactivity, increase risk for maladaptive outcomes for these children.
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