Theories of Emotional Development: Where Have We Been and Where Are We Now?

Buss, Kristin A.; Cole, Pamela M.; Zhou, Anna M.

doi:10.1007/978-3-030-17332-6_2

Cited by 12 publications

(16 citation statements)

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“…Although it has been argued that there is a paucity of theories specific to adolescent emotion regulation (see Buss et al, 2019), several relevant theories are commonly invoked in empirical work. A brief review of the existing theoretical landscape is provided here to contextualize the present systematic review and assess to what extent phenomena identified through text mining mirror or complement existing theory.…”

Section: Theoretical Approaches To Emotion Regulationmentioning

confidence: 99%

“…A brief review of the existing theoretical landscape is provided here to contextualize the present systematic review and assess to what extent phenomena identified through text mining mirror or complement existing theory. Others have published detailed reviews of theories of emotional development (Buss et al, 2019) and of empirical research on adolescent emotion regulation (Riediger & Klipker, 2014). The left panel of Fig.…”

Section: Theoretical Approaches To Emotion Regulationmentioning

confidence: 99%

“…Given the prevalence of emotion regulation difficulties in adolescence, their implications for mental health and downstream cost to society, it is important to have a comprehensive overview of the phenomena associated with adolescents' emotion regulation. Despite the abundance of publications in this field, it is difficult to obtain a comprehensive understanding of emotion regulation in adolescence (Riediger & Klipker, 2014): Different (sub) disciplines have approached the topic in disparate ways (Riediger & Klipker, 2014), without consistent terminology (Bariola et al, 2011), conceptual frameworks (Stifter & Augustine, 2019), or an overarching theoretical framework (Buss et al, 2019). This has prompted calls for the integration of knowledge across research areas (Riediger & Klipker, 2014) and consolidation of empirical research into overarching theory (e.g., Buss et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Despite the abundance of publications in this field, it is difficult to obtain a comprehensive understanding of emotion regulation in adolescence (Riediger & Klipker, 2014): Different (sub) disciplines have approached the topic in disparate ways (Riediger & Klipker, 2014), without consistent terminology (Bariola et al, 2011), conceptual frameworks (Stifter & Augustine, 2019), or an overarching theoretical framework (Buss et al, 2019). This has prompted calls for the integration of knowledge across research areas (Riediger & Klipker, 2014) and consolidation of empirical research into overarching theory (e.g., Buss et al, 2019). Formal methods for theory construction state that the first step in this endeavor is to identify well-established relevant empirical phenomena, defined as stable and general features of the world (Borsboom et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Mapping Phenomena Relevant to Adolescent Emotion Regulation: A Text-Mining Systematic Review

Lissa

2021

Adolescent Res Rev

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Adolescence is a developmentally sensitive period for emotion regulation with potentially lifelong implications for mental health and well-being. Although substantial empirical research has addressed this topic, the literature is fragmented across subdisciplines, and an overarching theoretical framework is lacking. The first step toward constructing a unifying framework is identifying relevant phenomena. This systematic review of 6305 articles used text mining to identify phenomena relevant to adolescents’ emotion regulation. First, a baseline was established of relevant phenomena discussed in theory and recent narrative reviews. Then, article keywords and abstracts were analyzed using text mining, examining term frequency as an indicator of relevance and term co-occurrence as an indicator of association. The results reflected themes commonly featured in theory and narrative reviews, such as socialization and neurocognitive development, but also identified undertheorized themes, such as developmental disorders, physical health, external stressors, structural disadvantage, substance use, identity and moral development, and sexual development. The findings illustrate how text mining systematic reviews, a novel approach, may complement narrative reviews. Future theoretical work might integrate these undertheorized themes into an overarching framework, and empirical research might consider them as promising areas for future research, or as potential confounders in research on adolescents’ emotion regulation.

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Section: Theoretical Approaches To Emotion Regulationmentioning

confidence: 99%

Section: Theoretical Approaches To Emotion Regulationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mapping Phenomena Relevant to Adolescent Emotion Regulation: A Text-Mining Systematic Review

Lissa

2021

Adolescent Res Rev

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“…Still, these hypotheses are largely driven by inferences from adult-centric research, and thus neglect the unique complexities of infant development (see also K. C. Barrett, 2020; Buss, Cole, & Zhou, 2019; D’Arms & Samuels, 2019). Children are exceptional learners (Gopnik, Griffiths, & Lucas, 2015; Gopnik et al, 2017; Plebanek & Sloutsky, 2017), and while labels undoubtedly influence emotion concept learning (Ruba et al, 2020a; Ruba & Repacholi, 2020), we must also look beyond language to create a comprehensive theory of emotion concept development.…”

mentioning

confidence: 99%

Beyond Language in Infant Emotion Concept Development

Ruba

Repacholi

2020

Emotion Review

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The process by which emotion concepts are learned is largely unexplored. Hoemann, Devlin, and Barrett (2020) and Shablack, Stein, and Lindquist (2020) argue that emotion concepts are learned through emotion labels (e.g., “happy”), which cohere variable aspects of emotions into abstract, conceptual categories. While such labeling-dependent learning mechanisms (supervised learning) are plausible, we argue that labeling-independent learning mechanisms (unsupervised learning) are also involved. Specifically, we argue that infants are uniquely situated to learn emotion concepts given their exceptional learning abilities. We provide evidence that children learn from complex, irregular input in other domains (e.g., symbolic numbers) without supervised instruction. Thus, while labels undoubtedly influence emotion concept learning, we must also look beyond language to create a comprehensive theory of emotion concept development.

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Applying Research Domain Criteria to the study of emotion dysregulation in infancy and early childhood

Brown,

Crowell,

Conradt

2023

Infant and Child Development

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Emotion regulation is a principal task of early development. The failure to develop effective emotion regulation skills is associated with behavioural, academic, psychological and socioemotional difficulties. Although researchers have studied emotion regulation for decades, work on emotion dysregulation—defined as the inability to maintain emotional control, engage with the environment or recover from distress in a developmentally appropriate manner—is rare and there are discrepancies in its conceptualisation among very young samples. While some scientists refer to emotion dysregulation as if it were a discrete concept, it may be more accurately depicted as a multidimensional system of developmental processes. The National Institute of Mental Health's Research Domain Criteria (RDoC) is a framework that allows researchers to track dysfunction across multiple areas of analysis and may be an ideal system for exploring the multidimensional nature of infant emotion dysregulation. In this paper, we draw on empirical studies to describe how the RDoC framework can be used to support studies of emotion dysregulation in infancy. This proposed model can also serve as a roadmap for future researchers to follow to generate the evidence base for a multidimensional conceptualisation of infant emotion dysregulation and its underlying mechanisms.

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Theories of Emotional Development: Where Have We Been and Where Are We Now?

Cited by 12 publications

References 92 publications

Mapping Phenomena Relevant to Adolescent Emotion Regulation: A Text-Mining Systematic Review

Mapping Phenomena Relevant to Adolescent Emotion Regulation: A Text-Mining Systematic Review

Beyond Language in Infant Emotion Concept Development

Applying Research Domain Criteria to the study of emotion dysregulation in infancy and early childhood

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