The Oxford Handbook of Emotional Development

Edited by Daniel Dukes, Eric Walle, and Andrea Samson

A stimulating and wide-ranging examination of emotional development from different corners of academia
Covers a range of topics including communication and understanding, interactive contexts, socialization and learning, morality and pro-social behaviour, emotion regulation, typical and atypical development, and theoretical perspectives of emotional development
A truly multidisciplinary work, with contributions from experts in the fields of psychology, neuroscience, sociology, primatology, philosophy, history, cognitive science, computer science, and education
Presents cutting-edge research from leading academics on what we know today about emotional development, as well as pondering on future directions
Chapters are concise and accessible for the researcher or intellectually curious person alike

The Oxford Handbook of Emotional Development

Edited by Daniel Dukes, Eric Walle, and Andrea Samson

Description

Emotional Development is a topic that embraces a range of disciplines, including, psychology, neuroscience, sociology, primatology, philosophy, history, cognitive science, computer science, and education.

The Oxford Handbook of Emotional Development is the first volume of its kind to include such a multidisciplinary group of experts to consider this topic, and as such, provides perhaps the most complete examination yet of how emotions develop and manifest themselves neuronally, intra- and interpersonally, across different cultures and species, and over time.

The volume is separated into five themes: macro and micro underpinnings; communication and understanding; interactive contexts; socialization and learning; and morality and prosocial behaviour. Each section includes contributions from researchers in at least three disciplines, resulting in a volume that is destined to provoke the interested reader into either purposively or accidentally discovering emotional development from novel and stimulating perspectives. The chapters are written to be concise in their overview and accessible to the researcher or intellectually curious person alike. The reader can enjoy state of the art critical analysis of emotional development from different viewpoints, which, whether dipped into casually or read as a whole, will provide the best view of not only what we know today about emotional development, but also where the future study of emotional development lies.

The Oxford Handbook of Emotional Development is an original and important contribution to the literature in psychology and the affective sciences.

The Oxford Handbook of Emotional Development

Edited by Daniel Dukes, Eric Walle, and Andrea Samson

Section One: Theory
1. Evolved to learn: Emotions as calibrational adaptations, Colin Holbrook and Jennifer Hahn-Holbrook
2. Changing standards in emotional development: The history factor, Peter Stearns
3. Why Are Humans So Emotional? An Explanation from Evolutionary Sociology, Jonathan Turner
4. Current challenges and advances in computational and artificial agent modelling for the simulation of social affective learning and regulation of motivated behaviours, David Rudrauf, Andrea Samson, and Martin Debbané
5. The Development of Appraisals and Discrete Emotions, Eric Walle
6. Statistical Learning in an Emotional World, Rista C. Plate, Kristina Woodard, and Seth D. Pollak
7. Emotion Regulation Across the Lifespan, Michaela Riediger and Jennifer Bellingtier
8. The development of cognitive reappraisal to regulate emotions from infancy to adolescence, Kalee De France and Tom Hollenstein
Section Two: Communication & Understanding
9. The function of emotional expressions: An ontogenic and phylogenic comparison, Yena Kim and Kret Mariska
10. Historicizing Emotion Development, Karen Vallgårda and Stephanie Olsen
11. Developmental Changes in Emotion Understanding During Middle Childhood, Kristin Lagattuta, Hannah Kramer, and Karen Hjortsvang Lara
12. Differentiation and language acquisition in children's understanding of emotion, Sherri Widen and Nicole Nelson
13. The social and affective power of humor in infancy, Gina Mireault
14. Neuroscientific approaches to the study of self- and social emotion regulation during development, Jennifer Silvers and Adriana Mendez Leal
15. Emotion Development in Autism, Caitlin Conner, Andrea Trubanova Wieckowski, Taylor Day, and Carla Mazefsky
16. Impact of hearing loss on children's emotional development and mental health, Lizet Ketelaar, John Lambie, Boya Li, Adva Eichengreen, Anat Zaidman-Zait, and Carolien Rieffe
Section Three: Interactive Contexts
17. Emotional Engagement and Social Understanding, Vasudeva Reddy and Vanello Daniel
18. Emotions as Felt Patterns of Engagement: A Relational-Developmental Approach, Michael Mascolo
19. Comparative perspectives of socio-emotional development: Insights from chimpanzees and bonobos, Zanna Clay, Christine Webb, Teresa Romero, and Frans BM de Waal
20. Developmental Methods for Emotion Dynamics, Jessica Lougheed
21. Early interaction: New approaches, Daniel S. Messinger, Jacquelyn Moffitt, Samantha G. Mitsven, Yeojin Amy Ahn, Stephanie Custode, Evgeniy Chervonenko, Saad Sadiq, Mei-Ling Shyu, and Lynn K. Perry
22. Emotion Regulation in Couples Across the Life Span, Claudia Haase, Emily Hittner, and Jacquelyn Stephens
23. Play and emotions; the effect of physical play on children's social well-being, Guida Veiga, Brenda MS da Silva, Jenny Louise Gibson, and Carolien Rieffe
24. The potential of board games to promote emotional competences, Andrea Samson, Linda Dell'Angela, David Sander, and Alexandra Zaharia
Section Four: Socialization and Learning
25. Emotion Development in Context, Rebecca J. Erickson and Marci Cottingham
26. Affective Social Learning: a lens for developing a fuller picture of socialization processes, Fabrice Clément and Daniel Dukes
27. Emotional development across cultures, Tanya Broesch & Jeremy Carpendale
28. Emotions as Fixatives for Children's Understandings about the World, Amy Halberstadt
29. Parenting, Emotion Regulation, and Psychosocial Adjustment in Chinese and Chinese Immigrant Children and Adolescents, Jeffrey Liew and Qing Zhou
30. Emotional Frontiers, Stephanie Olsen and Karen Vallgårda
31. Development of achievement emotions, Rheinard Pekrun
32. Educational Applications of Social and Emotional Learning: A Review of Normative and Conceptual Critiques, Bruce Maxwell and Joanna Peplak
Section Five: Morality and Prosocial Behavior
33. The development of moral judgments, emotions, and sentiments, Elliot Turiel
34. Inequality and Moral Emotions, Steve Hitlin and Sarah Harkness
35. Emotional skilfulness and virtue acquisition, Mario De Caro, Maria Silvia Vaccarezza, and Ariele Niccoli
36. The prosocial functions of guilt in early childhood, Amrisha Vaish
37. Development, Culture, and Neurobiology of Moral Emotions in Ethnic/Racial Minority Children: A Case Study of U.S. Latino/a Children, Gustavo Carlo, Paul D. Hastings, J. Logan Dicus, and Elisa Ugarte
38. I feel, you feel, we feel: The role of emotion in early prosocial beahvior, Aleksandra Petkova and Celia Brownell
39. Emotional development and the growth of moral self-awareness, Ross A. Thompson
40. Emotion understanding and cooperative problem-solving in children, 1. Karine M.P. Viana, Juliana Lucena, Imac Maria Zambrana, Paul L. Harris & Francisco Pons

The Oxford Handbook of Emotional Development

Edited by Daniel Dukes, Eric Walle, and Andrea Samson

Author Information

Daniel Dukes, Postdoctoral researcher, chEERS Laboratory, University of Fribourg, Switzerland,Eric Walle, Associate Professor of Psychology, University of California, Merced,Andrea Samson, Associate Professor, chEERS Laboratory, University of Fribourg

Daniel Dukes worked in special education before returning to academia. He is currently a postdoctoral researcher at the University of Fribourg and is Co-General Editor of the Studies of Emotion and Social Interaction series at Cambridge University Press. His research mainly focuses on socio-emotional development and processes, including affective social learning.

Andrea C. Samson is Associate Professor in psychology at Unidistance, Switzerland and holds a Swiss National Science Foundation-funded professorship at the Institute of Special Education, University of Fribourg. She is the director of the chEERS Lab, a team of researchers interested in socio-emotional processes in developmental disorders and intellectual disabilities.

Eric A. Walle is an Associate Professor of Psychological Sciences at the University of California, Merced. He is the Director of the Interpersonal Development Lab and conducts research examining emotion, socio-emotional development, and developmental transitions. He also serves on the Executive Board of the International Society for Research on Emotion.

Contributors:

Jennifer Bellingtier, Friedrich Schiller University Jena, Germany
Tanya Broesch, Department of Psychology, Simon Fraser University, USA
Celia Brownell, University of Pittsburgh, USA
Jeremy Carpendale, Department of Psychology, Simon Fraser University, USA
Zanna Clay, University of Durham, UK
Fabrice Clément, Neuchâtel, Switzerland
Caitlin Conner , University of Pittsburgh School of Medicine, USA
Marci Cottingham, University of Amsterdam, The Netherland
Brenda M S da Silva, Leiden University
Vanello Daniel, University of College, Dublin, Ireland
Taylor Day, Florida State University, USA
Mario De Caro, University Roma Tre, Italy
Kalee De France, Queens University, USA
Frans BM de Waal, Emory University, USA
Linda Dell'Angela, University of Geneva, Switzerland
Martin Debbané, Université de Genève, Switzerland
Logan Dicus, University of Missouri, USA
Daniel Dukes, University of Fribourg, Switzerland
Rebecca Erickson, University of Akron, USA
Jenny Louise Gibson, Centre for Research on Play in Education, Development and Learning (PEDAL), University of Cambridge, UK
Carlo Gustavo, University of Missouri, USA
Claudia Haase, Northwestern University, USA
Jennifer Hahn-Holbrook, University of California, Merced, USA
Amy Halberstadt, North Carolina State, USA
Sarah Harkness, University of Iowa, USA
Paul L. Harris, Harvard University, USA
Karen Hjortsvang Lara, University of California, Davis, USA
Steve Hitlin, University of Iowa, USA
Emily Hittner, Northwestern University, USA
Colin Holbrook, University of California, Merced, USA
Tom Hollenstein, Queens University, Canada
Lizet Ketelaar, Dutch Foundation for the Deaf and Hard of Hearing Child, The Netherlands
Yena Kim, Leiden University, The Netherlands
Hannah Kramer, University of California, Davis, USA
Mariska Kret, Leiden University, The Netherlands
Kristin Lagattuta, University of California, Davis, USA
Adriana Mendez Leal, UCLA, USA
Jeffrey Liew, University of Texas, USA
Jessica Lougheed, Department of Psychology, University of British Columbia, Canada
Juliana Lucena, University of Pernambuco, Brazil
Michael Mascolo, Merrimack College, USA
Bruce Maxwell, University of Quebec Trois-Rivières, Canada
Carla Mazefsky, University of Pittsburgh School of Medicine, USA
Daniel S. Messinger, University of Miami, USA
Samantha G. Mitsven, Department of Psychology, University of Miami, USA
Gina Mireault, Northern Vermont University, USA
Jacquelyn Moffitt, California State University, USA
Nicole Nelson, University of Queensland, Australia
Ariele Niccoli, University of Florence, Italy
Stephanie Olsen, McGill University, Canada
Rheinard Pekrun, Department Psychology, Ludwig-Maximilians-Universität München, Germany
Aleksandra Petkova, University of Pittsburgh, USA
Lynn K. Perry, Department of Psychology, University of Miami, USA
Rista C. Plate, University of Wisconsin, USA
Seth Pollak, University of Wisconsin, USA
Francisco Pons, University of Oslo, Norway
Vasudeva Reddy, University of Portsmouth, UK
Michaela Riediger, Friedrich Schiller University Jena, Germany
Carolien Rieffe, Leiden University, The Netherlands
Teresa Romero, University of Lincoln, UK
David Rudrauf, Université de Genève, Switzerland
Andrea Samson, University of Fribourg, Switzerland
David Sander, University of Geneva, Switzerland
Jennifer Silvers, UCLA, USA
Jacquelyn Stephens, Northwestern University, USA
Peter Stearns, George Mason University, USA
Ross Thompson, University of California, Davis, USA
Andrea Trubanova Wieckowski, University of Pittsburgh School of Medicine, USA
Elliot Turiel, University of California, Berkeley, USA
Jonathan Turner, University of California, Santa Barbara, USA
Elisa Ugarte, University of California, Davis, USA
Maria Silvia Vaccarezza, University of Genova, Italy
Amrisha Vaish, University of Virginia, USA
Karen Vallgårda, University of Copenhagen, Denmark
Guida Veiga, Universidade de Évora, Portugal
Eric Walle, University of California, Merced, USA
Christine E. Webb, Harvard University, USA
Sherri Widen, Committee for Children
Kristina Woodard, University of Wisconsin, USA
Alexandra Zaharia, University of Geneva, Switzerland
Anat Zaidman-Zait, Tel-Aviv University, Israel
Imac Maria Zambrana, University of Oslo, Norway
Qing Zhou, University of California, Berkeley, USA