What Develops in Emotional Development? PDF
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What Develops in Emotional Development? EMOTIONS, PERSONALITY, AND PSYCHOTHERAPY Series Editors: Carroll E. Izard, University of Delaware, Newark, Delaware and Jerome L. Singer, Yale University, New Haven, Connecticut Current volumes in the series THE COGNITIVE FOUNDATIONS OF PERSONALITY TRAITS Shulamith Kreitler and Hans Kreitler FINDING MEANING IN DREAMS: A Quantitative Approach G. William Domhoff FROM MEMORIES TO MENTAL ILLNESS: A Conceptual Journey William M. Hall IMAGERY AND VISUAL EXPRESSION IN THERAPY Vija Bergs Lusebrink THE PSYCHOLOGY OF EMOTIONS Carroll E. Izard QUANTIFYING CONSCIOUSNESS: An Empirical Approach Ronald J. Pekala THE ROLE OF EMOTIONS IN SOCIAL AND PERSONALITY DEVELOPMENT: History, Theory, and Research Carol Magai and Susan H. McFadden SAMPLING INNER EXPERIENCE IN DISTURBED AFFECT Russell T. Hurlburt SAMPLING NORMAL AND SCHIZOPHRENIC INNER EXPERIENCE Russell T. Hurlburt WHAT DEVELOPS IN EMOTIONAL DEVELOPMENT? Edited by Michael F. Mascolo and Sharon Griffin A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. What Develops in Emotional Development? Edited by Michael F. Mascolo Merrimack College North Andover, Massachusetts and Sharon Griffin Clark University Worcester, Massachusetts Springer Science+ Business Media. LLC Library of Congress Cataloging-in-Publication Data On file ISBN 978-1-4899-1941-0 ISBN 978-1-4899-1939-7 (eBook) DOI 10.1007/978~1-4899-1939-7 © 1998 Springer Science+Business Media New York Originally published by Plenum Press, New York in 1998 Softcover reprint ofthe hardcover ISI edition 1998 http://www.plenum.com 109 8 76 5 4 3 2 1 AH rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, record ing, or otherwise, without written permission from the Publisher To Bonnie and Paul and to Dennis McLaughlin who inspires through his compassionate style of guidance, support, and good humor. Contributors JoAnn A. Abe • Department of Psychology, 220 Wolf Hall, University of Delaware, Newark, Delaware 19716 Brian P. Ackennan • Department of Psychology, 220 Wolf Hall, University of Delaware, Newark, Delaware 19716 Karen Caplovitz Barrett • Department of Human Development and Family Studies, Colorado State University, Fort Collins, Colorado 80523 Terrance Brown • 3530 North Lake Shore Drive, 12-A, Chicago, Illinois 60657 K. Laurie Dickson • Department of Psychology, Northern Arizona Univer sity, Flagstaff, Arizona 86011 Lori Douglas • Ontario Institute for Educational Studies, 252 Bloor Street West, Toronto Ontario, Canada M5S 1V6 Alan Fogel • Department of Psychology, University of Utah, Salt Lake City, Utah 84112 Nico H. Frijda • University of Amsterdam, Roeterstraat 15, 1018 WB Am sterdam, The Netherlands Sharon Griffin • Frances L. Hiatt School of Psychology, Clark University, 950 Main Street, Worcester, Massachusetts 01610 Debra Harkins • Department of Psychology, Suffolk University, Boston, Massachussets 02114 Carrol E. Izard • Department of Psychology, 220 Wolf Hall, University of Delaware, Newark, Delarware 19716 Brian Knutson • Department of Psychology, Bowling Green State Univer sity, Bowling Green, Ohio 43402 Arnold Kozak • RR1, Box 1276, Cambridge, Vermont 05444 Marc D. Lewis • Ontario Institute for Educational Studies, 252 Bloor Street West, Toronto, Ontario, Canada M5S 1V6 Michael Lewis • Institute for the Study of Child Development, Robert Wood Johnson Medical School, 97 Paterson Street, New Brunswick, New Jersey 08903 vii viii Contributors James C. Mancuso • Department of Psychology, State University of New York at Albany, 1400 Washington Avenue, Albany, New York 12222 Michael F. Mascolo • Department of Psychology, Merimack College, 315 Turnpike Street, North Andover, Massachusetts 01845 Batja Mesquita • Department of Psychology, Wake Forest University, Winston-Salem, North Carolina 27101 Daniel Messinger • Departments of Pediatrics and Psychology, University of Miami, Miami, Florida 33101 Jaak Panksepp • Department of Psychology, Bowling Green State Univer sity, Bowling Green, Ohio 43402 Douglas L. Pruitt • Department of Psychology, Bowling Green State Uni versity, Bowling Green, Ohio 43402 Theodore R. Sarbin • University of California, 25515 Hatton Road, Carmel, California 93923 Foreword The problem of development is central in the study of emotional life for two basic reasons. First, emotional life so clearly changes (dramatically in the early years) with new emotional reactions emerging against the backdrop of an increasing sensitivity to context and with self-regulation of emotion emerging from a striking dependence on regulatory assistance from caregivers. Such changes demand developmental analysis. At the same time, understanding such profound changes will surely inform our understanding of the nature of development more generally. The complexity of emotional change, when grasped, will reveal the elusive nature of development itself. At the outset, we know that development is complex. We must take seriously what is present at any given phase, including the newborn period, because a developmental analysis disallows something emerging from noth ing. Still, it is equally nondevelopmental to posit that new forms of new processes were simply present in their precursors. Rather, development is characterized by transformations in which more complex structures and organization "emerge" from new integration of prior components and new capacities. These new forms and organizations cannot be specified from prior conditions but are due to transactions of the evolving organism with its environment over time. They are not simply in the genome, and they are not simply conditioned by the environment. They are the result of the develop mental process. Thus, positing a simple differentiation mechanism, in which mature forms simply "come out of" earlier forms, without specifying the nature of the interactive process is not adequate; nor is a position in which mature forms are assumed to have always been present. Development, then, implies increasing complexity and organization, often accompanied by a more precise coordination of components and a more precise coordination between organism and environment. There are distinc tive patterns of infant-environment transaction, even in the newborn. These set the stage for later processes involving subjective engagement, evaluation, and (ultimately) represented subjectivity. It is differentiation in this sense, not ix X Foreword in the sense of more differentiated components only, that defines a develop mental analysis. Yet understanding and specifying this type of developmental change is extraordinarily challenging. The authors in this volume grapple with this complexity from many points of view, with varying emphases that sometimes seem difficult to integrate; yet integration remains the goal of all. Emotional development includes the emergence of specific affects, the growth of emotional regulation, and the increasing integration of emotion with social and cognitive develop ment. It also includes changes in experience and changes in the narratives children and others construct of these experiences. It is all of this and more. Each of these aspects of emotional development is taken up by one contribu tor or another, in the knowledge that greater understanding of these various features of emotional life will contribute to the integration we seek. Some explicitly move toward an overarching integration. In their view, as in mine, what develops are not just components or facets of emotions, but changes in systemic organization of emotional life itself. This is the challenge confronted in this volume. L. ALAN SROUFE Institute of Child Development University of Minnesota
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