Emotion in Memory and Development (eBook, PDF)

Biological, Cognitive, and Social Considerations
Redaktion: Quas, Jodi; Fivush, Robyn

• Format: PDF

Produktbeschreibung

The question of how well children recall and can discuss emotional experiences is one with numerous theoretical and applied implications. Theoretically, the role of emotions generally and emotional distress specifically in children's emerging cognitive abilities has implications for understanding how children attend to and process information, how children react to emotional information, and how that information affects their development and functioning over time. Practically speaking, increasing numbers of children have been involved in legal settings as victims or witnesses to violence, highlighting the need to determine the extent to which children's eyewitness reports of traumatic experiences are accurate and complete. In clinical contexts, the ability to narrate emotional events is emerging as a significant predictor of psychological outcomes. How children learn to describe emotional experiences and the extent to which they can do so coherently thus has important implications for clinical interventions.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: Oxford University Press
• Erscheinungstermin: 9. April 2009
• Englisch
• ISBN-13: 9780199716746
• Artikelnr.: 38151015

Inhaltsangabe

* I. Stress and Memory, Empirical Evidence
* 1: Remembering Traumatic Childhood Experiences: An Attachment Theory
Perspective Yoojin Chae, Christin M. Ogle, and Gail S. Goodman
* 2: Children's Understanding and Remembering of Stressful Experiences
Lynne Baker-Ward, Peter A. Ornstein, and Lauren P. Starnes
* 3: Injuries, Emergency Rooms, and Children's Memory: Factors
Contributing to Individual Differences Carole Peterson and Kelly L.
Warren
* 4: Stress and Autobiographical Memory Functioning Andrea Follmer
Greenhoot, Rebecca J. Johnson, John-Paul Legerski, and Laura A.
McCloskey
* II. Stress, Coping, and Parent-Child Narratives
* 5: Coping and Memory: Automatic and Controlled Processes in
Adaptation to Stress Bruce E. Compas, Laura K. Campbell, Kristen E.
Robinson, and Erin M. Rodriguez
* 6: Mother-child Emotion Dialogues: A Window into the Psychological
Secure Base David Oppenheim and Nina Koren-Karie
* 7: Mother-child Reminiscing in the Context of Secure Attachment
Relationships: Lessons in Understanding and Coping with Negative
Emotions Deborah Laible and Tia Panfile
* 8: Creating a Context for Children's Memory: The Importance of
Parental Attachment Status, Coping, and Narrative Skill for
Co-Constructing Meaning Following Stressful Experiences Jessica
McDermott Sales
* III. Stress, Physiology, and Neurobiology
* 9: An Integrated Model of Emotional Memory: Dynamic Transactions in
Development Kristen Weede Alexander and Karen Davis O'Hara
* 10: Development and Social Regulation of Stress Neurobiology in Human
Development: Implications for the Study of Traumatic Memories Kristen
L. Wiik and Megan R. Gunnar
* 11: Stress Effects on the Brain System Underlying Explicit Memory
Leslie J. Carver and Annette Cluver
* 12: Physiological Stress Responses and Children's Event Memory
Allison R. Wallin, Jodi A. Quas, and Ilona S. Yim
* IV. Integration and New Directions
* 13: Co-constructing Memories and Meaning over Time Robyn Fivush
* 14: Relationships, Stress, and Memory Ross A. Thompson
* 15: Complications Abound, and Why that's a Good Thing Patricia J.
Bauer
* 16: Emotion and Memory in Development: Clinical and Forensic
Implications Karen Salmon and Rowena Conroy