The Emergence of Free, Intentional Control

Author(s):  
Timothy O’Connor
Keyword(s):  
2009 ◽  
Vol 33 (3) ◽  
pp. 243-252 ◽  
Author(s):  
Tracy A. Dennis ◽  
Deborah A. Kelemen

Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and fear. Forty-seven adults were presented with a parallel questionnaire. Participants rated the degree to which six emotion-regulation strategies were effective in decreasing negative emotions. Results showed that even the youngest preschoolers viewed cognitive and behavioral distraction and repairing the situation as relatively effective; compared to adults, however, preschoolers favored relatively “ineffective” strategies such as venting and rumination. Children also showed a functional view of emotion regulation; that effective strategies depend on the emotion being regulated. All participants favored repairing a negative situation to reduce anger and behavioral distraction to reduce sadness and fear. Finally, the more children indicated that venting would reduce negative emotions, the lower their maternal report of social skills. Findings are discussed in terms of functional emotion theory and implications of emotion-regulation understanding for child adjustment.


NeuroImage ◽  
2013 ◽  
Vol 72 ◽  
pp. 207-213 ◽  
Author(s):  
Jelle Demanet ◽  
Wouter De Baene ◽  
Catherine M. Arrington ◽  
Marcel Brass
Keyword(s):  

2012 ◽  
Vol 29 (2) ◽  
pp. 131-142 ◽  
Author(s):  
LORI B. DANIELS ◽  
DAVID F. NICHOLS ◽  
MATHEW S. SEIFERT ◽  
HOWARD S. HOCK

AbstractThe diameter of the pupil is affected by changes in ambient illumination, color, spatial structure, movement, and mental effort. It has now been found that pupil diameter can be affected by cognitive processes. That is, it can be entrained by alternations between broadly spread and narrowly focused attention that are cued exogenously (attention is “summoned” by the cue) or endogenously (attention changes under the perceiver’s intentional control). Pupil diameter also is affected by post-eye-blink constrictions that occur most often when attention is narrowed, and possibly by changes evoked by the near reflex, although changes in attention state parsimoniously account for the entirety of the results. Changes in pupil diameter produce differences in spherical aberration that alternately blur (when the pupil dilates) and sharpen the retinal image (when the pupil constricts), affecting the relative sensitivity of large receptive fields that mediate broadly spread attention compared with smaller receptive fields that mediate more narrowly focused attention. Results for endogenously cued, intentional changes in attentional spread provide definitive behavioral evidence for cortical feedback to subcortical nuclei that control pupil diameter, either directly or through pupil-constricting eye blinks. Analyses of convergent and divergent changes in eye position indicate that the near reflex was activated long after the initiation of relatively gradual attentionally cued changes in pupil diameter, and further, that when it occurs, the near reflex facilitates ongoing changes in pupil diameter.


2002 ◽  
Vol 81 (7) ◽  
pp. 1255-1257 ◽  
Author(s):  
Yoshitaka Taniyasu ◽  
Makoto Kasu ◽  
Naoki Kobayashi

2017 ◽  
Vol 47 (3) ◽  
pp. 714-727 ◽  
Author(s):  
Edita Poljac ◽  
Vincent Hoofs ◽  
Myrthe M. Princen ◽  
Ervin Poljac

Author(s):  
David F. Bjorklund

In this overview, I focus on contemporary research and theory related to five “truths” of cognitive development: (1) cognitive development proceeds as a result of the dynamic and reciprocal transaction of endogenous and exogenous factors; (2) cognitive development involves both stability and plasticity over time; (3) cognitive development involves changes in the way information is represented, although children of every age possess a variety of ways to represent experiences; (4) children develop increasing intentional control over their behavior and cognition; and (5) cognitive development occurs within a social context. Cognitive development happens at a variety of levels, and developmental scientists are becoming increasingly aware of the need to be cognizant of this and the interactions among the various levels to produce a true developmental science.


2010 ◽  
Vol 43 (1) ◽  
pp. 63-69 ◽  
Author(s):  
Shinji Kudo ◽  
Taisuke Maki ◽  
Hiroyuki Kono ◽  
Maria Olea ◽  
Kazuhiro Mae

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