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146
The Emerging Field of Emotion Regulation: An Integrative Review
- Review of General Psychology
, 1998
"... The emerging field of emotion regulation studies how individuals influence which emotions they have, when they have them, and how they experience and express them. This review takes an evolutionary perspective and characterizes emotion in terms of response tendencies. Emotion regulation is defined a ..."
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Cited by 454 (44 self)
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The emerging field of emotion regulation studies how individuals influence which emotions they have, when they have them, and how they experience and express them. This review takes an evolutionary perspective and characterizes emotion in terms of response tendencies. Emotion regulation is defined and distinguished from coping, mood regulation, defense, and affect regulation. In the increasingly specialized discipline of psychology, the field of emotion regulation cuts across traditional boundaries and provides common ground. According to a process model of emotion regulation, emotion may be regulated at five points in the emotion generative process: (a) selection of the situation, (b) modification of the situation, (c) deployment of attention, (d) change of cognitions, and (e) modulation of responses. The field of emotion regulation promises new insights into age-old questions about how people manage their emotions. Conquer your passions and you conquer the wodd.---Hindu proverb To yield to man's emotions will assuredly lead to strife and disorderliness.... It is only under the influence of teachers and laws.., that courtesy will be observed, etiquette respected, and order restored.
Reflective and impulsive determinants of social behavior
- Personality and Social Psychology Review
, 2004
"... This article describes a 2-systems model that explains social behavior as a joint function of reflective and impulsive processes. In particular, it is assumed that social behavior is controlled by 2 interacting systems that follow different operating principles. The reflective system generates behav ..."
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Cited by 365 (5 self)
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This article describes a 2-systems model that explains social behavior as a joint function of reflective and impulsive processes. In particular, it is assumed that social behavior is controlled by 2 interacting systems that follow different operating principles. The reflective system generates behavioral decisions that are based on knowledge about facts and values, whereas the impulsive system elicits behavior through associative links and motivational orientations. The proposed model describes how the 2 systems interact at various stages of processing, and how their outputs may determine behavior in a synergistic or antagonistic fashion. It extends previous models by integrating motivational components that allow more precise predictions of behavior. The implications of this reflective–impulsive model are applied to various phenomena from social psychology and beyond. Extending previous dual-process accounts, this model is not limited to specific domains of mental functioning and attempts to integrate cognitive, motivational, and behavioral mechanisms. In the history of attempts to discover the causes of human behavior, the most widespread explanations are based on the assumption that human beings do what they believe is good for them. Thus, they are construed as “rational animals ” capable of recognizing the value or utility of their actions. At the same time, however, it is obvious that human beings do not always act this way; that is, under certain circumstances people behave in ways that do not reflect their values. To account for this phenomenon, to which the Greek philosophers gave the name akrasia (e.g., Mele, 1992), several strategies have been pursued. The first strategy assumes ignorance or lack of knowledge on the part of the actor. Socrates, for example, claimed that if people only knew what is good for them, they would act accordingly. A similar position is held by modern economists who imply that irrational decisions This article received the 2003 Theoretical Innovation Price of the
A Comparison of Neuropsychological Profiles of the DSM-IV Subtypes of ADHD
- Journal of Abnormal Child Psychology
, 2001
"... Recent research on the DSM-IV subtypes of attention-deficit/hyperactivity disorder (ADHD) has demonstrated that the subtypes differ in demographic characteristics, types of functional impairment, and profiles of comorbidity with other childhood disorders. However, little research has tested whether ..."
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Cited by 68 (1 self)
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Recent research on the DSM-IV subtypes of attention-deficit/hyperactivity disorder (ADHD) has demonstrated that the subtypes differ in demographic characteristics, types of functional impairment, and profiles of comorbidity with other childhood disorders. However, little research has tested whether the subtypes differ in underlying neuropsychological deficits. This study compared the neuropsycho-logical profiles of children without ADHD (n D 82) and children who met symptom criteria for DSM-IV Predominantly Inattentive subtype (ADHD-IA; n D 67), Predominantly Hyperactive Im-pulsive subtype (ADHD-HI; n D 14), and Combined subtype (ADHD-C; n D 33) in the areas of processing speed, vigilance, and inhibition. We hypothesized that children with elevations of inatten-tion symptoms (ADHD-IA and ADHD-C) would be impaired on measures of vigilance and processing speed, whereas children with significant hyperactivity/impulsivity (ADHD-HI and ADHD-C) would be impaired on measures of inhibition. Contrary to prediction, symptoms of inattention best predicted performance on all dependent measures, and ADHD-IA and ADHD-C children had similar profiles of impairment. In contrast, children with ADHD-HI were not significantly impaired on any dependent measures once subclinical symptoms of inattention were controlled. Our results do not support distinct neuropsychological deficits in ADHD-IA and ADHD-C children, and suggest that symptoms of inat-tention, rather than symptoms of hyperactivity/impulsivity, are associated with neuropsychological impairment. KEY WORDS: attention-deficit/hyperactivity disorder; neuropsychology; DSM-IV; subtypes.
Views of nature and self-discipline: Evidence from innercity children
- Journal of Environmental Psychology, Special Issue: Environment and Children
, 2002
"... Children growing up in the inner city are at risk of academic underachievement, juvenile delinquency, teenage pregnancy, and other important negative outcomes. Avoiding these outcomes requires self-discipline. Self-dis-cipline, in turn, may draw on directed attention, a limited resource that can be ..."
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Cited by 65 (0 self)
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Children growing up in the inner city are at risk of academic underachievement, juvenile delinquency, teenage pregnancy, and other important negative outcomes. Avoiding these outcomes requires self-discipline. Self-dis-cipline, in turn, may draw on directed attention, a limited resource that can be renewed through contact with nature. This study examined the relationship between near-home nature and three forms of self-discipline in 169 inner city girls and boys randomly assigned to 12 architecturally identical high-rise buildings with vary-ing levels of nearby nature. Parent ratings of the naturalness of the view from home were used to predict children’s performance on tests of concentration, impulse inhibition, and delay of grati¢cation. Regressions indicated that, on average, the more natural a girl’s view from home, the better her performance at each of these forms of self-discipline. For girls, view accounted for 20 % of the variance in scores on the combined self-discipline index. For boys, who typically spend less time playing in and around their homes, view from home showed no relationship to performance on any measure. These ¢ndings suggest that, for girls, green space immediately outside the home can help them lead more e¡ective, self-disciplined lives. For boys, perhaps more distant green spaces are equally important. # 2002 Academic Press
Can training in a real-time strategy video game attenuate cognitive decline in older adults
- Psychology and Aging
, 2008
"... Declines in various cognitive abilities, particularly executive control functions, are observed in older adults. An important goal of cognitive training is to slow or reverse these age-related declines. However, opinion is divided in the literature regarding whether cognitive training can engender t ..."
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Cited by 47 (7 self)
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Declines in various cognitive abilities, particularly executive control functions, are observed in older adults. An important goal of cognitive training is to slow or reverse these age-related declines. However, opinion is divided in the literature regarding whether cognitive training can engender transfer to a variety of cognitive skills in older adults. In the current study, the authors trained older adults in a real-time strategy video game for 23.5 hr in an effort to improve their executive functions. A battery of cognitive tasks, including tasks of executive control and visuospatial skills, were assessed before, during, and after video-game training. The trainees improved significantly in the measures of game performance. They also improved significantly more than the control participants in executive control functions, such as task switching, working memory, visual short-term memory, and reasoning. Individual differences in changes in game performance were correlated with improvements in task switching. The study has implications for the enhancement of executive control processes of older adults.
In opposition to inhibition
- In B.H. Ross (Ed.), The psychology of learning and motivation
, 2003
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Response execution and inhibition in children with AD/HD and other disruptive disorders: The role of behavioural activation
- Journal of Child Psychology and Psychiatry
, 2001
"... This study was aimed at (a) replicating findings of slow and variable response execution and slow response inhibition in Attention Deficit}Hyperactivity Disorder (AD}HD), (b) investigating whether these deficits are specifically related to AD}HD or may also be observed in Oppositional Defiant Disord ..."
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Cited by 28 (6 self)
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This study was aimed at (a) replicating findings of slow and variable response execution and slow response inhibition in Attention Deficit}Hyperactivity Disorder (AD}HD), (b) investigating whether these deficits are specifically related to AD}HD or may also be observed in Oppositional Defiant Disorder (ODD), and children comorbid for AD}HD›ODD, and (c) examining the role of activation level in task performance of children with AD}HD. To meet these aims, the stop paradigm was administered at three levels of activation, using a slow, medium, and fast presentation rate of stimuli, to 4 groups of children: 24 AD}HD children, 21 children with ODD, 27 children with comorbid AD}HD›ODD, and 41 normal controls. As hypothesized, children with AD}HD exhibited a slow response execution process with considerable variability in the speed of responding compared to normal controls. Slow response execution was also observed in the comorbid AD}HD›ODD group but not in the pure ODD group. Larger variability in the speed of responding was common to all disruptive groups compared with controls. In contrast to our hypothesis, no group differences emerged for inhibitory functioning. Finally, the slow event rate condition caused a further deterioration in the speed of the response execution process in both the AD}HD group and ODD group.
Automatic and controlled response inhibition: associative learning in the go/no-go and stop-signal
"... In 5 experiments, the authors examined the development of automatic response inhibition in the go/no-go paradigm and a modified version of the stop-signal paradigm. They hypothesized that automatic response inhibition may develop over practice when stimuli are consistently associated with stopping. ..."
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Cited by 27 (2 self)
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In 5 experiments, the authors examined the development of automatic response inhibition in the go/no-go paradigm and a modified version of the stop-signal paradigm. They hypothesized that automatic response inhibition may develop over practice when stimuli are consistently associated with stopping. All 5 experiments consisted of a training phase and a test phase in which the stimulus mapping was reversed for a subset of the stimuli. Consistent with the automatic-inhibition hypothesis, the authors found that responding in the test phase was slowed when the stimulus had been consistently associated with stopping in the training phase. In addition, they found that response inhibition benefited from consistent stimulus–stop associations. These findings suggest that response inhibition may rely on the retrieval of stimulus–stop associations after practice with consistent stimulus–stop mappings. Stimulus–stop mapping is typically consistent in the go/no-go paradigm, so automatic inhibition is likely to occur. However, stimulus–stop mapping is typically inconsistent in the stop-signal paradigm, so automatic inhibition is unlikely to occur. Thus, the results suggest that the two paradigms are not equivalent because they allow different kinds of response inhibition.
The relation between disinhibition and emotion regulation in boys with attention deficit hyperactivity disorder
- Journal of Clinical Child and Adolescent Psychology
, 2004
"... This study examined group differences of 49 boys ages 6 to 11 years with and without attention deficit hyperactivity disorder (ADHD) in emotion regulation during frus-trating peer competition. Half of all boys in each group were explicitly instructed to hide their feelings if they became upset durin ..."
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Cited by 25 (0 self)
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This study examined group differences of 49 boys ages 6 to 11 years with and without attention deficit hyperactivity disorder (ADHD) in emotion regulation during frus-trating peer competition. Half of all boys in each group were explicitly instructed to hide their feelings if they became upset during the competition. Behavioral inhibition, both before and after the competitive task, was examined using the Stop Signal Task (SST), and emotion regulation was assessed via structured observation data. Effect sizes indicated that impulsive ADHD boys displayed greater disinhibition and were less effective at emotion regulation than comparison boys. In addition, boys with ADHD were unsuccessful in masking their emotions even when instructed to do so. In contrast, comparison boys were more successful at emotion regulation when given in-struction to self-regulate, and these regulatory attempts predicted later inhibitory control. Findings are discussed in the context of current ADHD-related theories of in-hibitory deficit, and suggestions for future research are provided. Disturbed peer relationships are common among children with attention deficit hyperactivity disorder
Neuropsychological functioning in people with ADHD across the lifespan
- Clinical Psychology Review
, 2006
"... Abstract ADHD is defined by behavioral characteristics similar to neuropsychological disorders of executive dysfunction. This paper is a literature review of the neurocognitive characteristics of ADHD from early childhood through adulthood. The author addresses the development of the concept of att ..."
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Cited by 25 (0 self)
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Abstract ADHD is defined by behavioral characteristics similar to neuropsychological disorders of executive dysfunction. This paper is a literature review of the neurocognitive characteristics of ADHD from early childhood through adulthood. The author addresses the development of the concept of attention and executive function (EF) deficits in ADHD, clinical neuropsychological studies of preteenage children, teenagers and adults with ADHD, gender and the role of psychiatric co-morbidity including the relationship of learning disabilities to ADHD, heterogeneity of neuropsychological dysfunctions, experimental neuropsychological studies, the relationship of brain structure to function, psychopharmacology of ADHD, and clinical neuropsychological assessment. The group data clearly supports the hypothesis that executive dysfunctions are correlates of ADHD regardless of gender and age, and these EF deficits are exacerbated by co-morbidity with learning disabilities such as dyslexia. However, there is limited data on children under the age of 5, teenagers from age 13-18, and adults with ADHD over the age of 40. Studies of individual classification of people with ADHD compared to healthy, non-psychiatric controls do not support the use of neuropsychological tests for the clinical diagnosis of ADHD, and indicate that not all persons with ADHD have EF deficits. Some persons with ADHD may have deficits in brain reward systems that are relatively independent of EF impairments. Future research should clarify the multiple sources of ADHD impairments, continue to refine neuropsychological tools optimized for assessment, and incorporate longitudinal, developmental designs to understand ADHD across the lifespan.
