A relational recasting of the principles of emotional competence

Campos, Joseph J.; Camras, Linda A.; Lee, Randy T.; He, Minxuan; Campos, Rosemary G.

doi:10.1080/17405629.2018.1502921

Cited by 9 publications

(6 citation statements)

References 24 publications

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“…Importantly, whether encodings, as reflected by snap judgments, affect actual behavior, such as whether a person will share contact information is expected to depend on other factors, such as a person's goals or strategies (e.g., Lazarus, 1991;Bolger & Zuckerman, 1995;McCabe & Fleeson, 2016;Mischel et al, 1989;Zayas, Pandey, & Mischel, 2014). For example, a person's initial snap judgment of a novel other may be favorable, but if she does not expect the person to reciprocate, she may override her initial favorable snap judgments for protective reasons (e.g., von Baeyer, Sherk, & Zanna, 1981;Campos et al, 2018). Ultimately, researchers would be interested in how other aspects of the CAPS network shape or alter the initial encoding.…”

Section: What Do If… Then… Profiles Reveal About a Person?mentioning

confidence: 99%

Modeling the mind: Assessment of if…then… profiles as a window to shared and idiosyncratic psychological processes

Zayas¹,

Rt²,

Shoda³

2021

Preprint

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People’s behavior is characterized by stable if…then… profiles, or if in x situation then behavior a, but if in y situation then behavior b. But how do researchers conceptualize and measure if…then… profiles? Drawing from Cognitive-Affective Processing System (CAPS) theory, we discuss recent developments in assessing if…then… profiles, and how such profiles can provide a window for elucidating key aspects of the underlying personality system. Specifically, the Highly-Repeated Within-Person (HRWP) approach assesses how a behavior varies as a function of key features in a situation, and operationalizes if…then… profiles as regression betas. We illustrate how the HRWP approach can be applied to data from often-used social cognitive tasks, wherein an individual is exposed to a large number of situations that differ on a dimension that has been experimentally-manipulated by the researcher, and their behaviors to the situations are tracked. The HRWP approach allows researchers to more precisely assess a given individual’s if…then… pattern, make stronger causal inferences about a given individual’s personality system, and empirically investigate, rather than simply assume, if there are meaningful differences between individuals in the causal processes.

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Section: What Do If… Then… Profiles Reveal About a Person?mentioning

confidence: 99%

Modeling the mind: Assessment of if…then… profiles as a window to shared and idiosyncratic psychological processes

Zayas¹,

Rt²,

Shoda³

2021

Preprint

Self Cite

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“…An expression sign is also defined as a tripartite structure (Holodynski & Friedlmeier, 2006, p. 67): (a) its form consisting of a pattern of nonverbal behavior such as smiling, making a fist, or a call of triumph; (b) its object, denoting the phenomenon to which the sign refers; and (c) its interpretant. What is special about expression signs compared to speech signs is that they generally point to only two kinds of objects: the feeling a person is currently experiencing and her or his current action readiness (Holodynski & Friedlmeier, 2006; Campos et al, 2018; Kottonau, 2010; Scherer & Grandjean, 2008). Speech signs, in contrast, can refer to every real or imagined object or phenomena.…”

Section: Signs and Their Significance For Emotional Processingmentioning

confidence: 99%

“…The internalization model of emotional development proposes a similar internalization process for the development of expression signs (Holodynski, 2013; Campos et al, 2018). If expression signs are used only for self-regulation, then a full-fledged performance of perceivable expression signs becomes increasingly superfluous as a person becomes aware of the internal sensations these expression signs elicit.…”

Section: What Develops In Emotional Development?mentioning

confidence: 99%

“…Emotions can be conceived as systems that regulate actions in ways that serve a person’s concerns (Frijda, 1986). Emotions establish, maintain, or disrupt individually significant relations between a person and the internal or external environment (Campos, Campos, & Barrett, 1989; Campos, Camras, Lee, He, & Campos, 2018). Understanding how emotions regulate a person’s actions opens up a differentiated approach to how emotions develop over the course of ontogenesis from biologically given systems into ones that are differentiated and voluntarily controllable.…”

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confidence: 99%

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Expressions as signs and their significance for emotional development.

Holodynski

Seeger

2019

Developmental Psychology

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For research on emotional development, defining emotions as psychological systems of appraisals, expressions, body reactions, and subjective feelings in all phases of ontogenesis raises tricky methodological issues. How can we measure single emotions when appraisals and feelings cannot be assessed from outside, when expressions do not seem to be tied unequivocally to single emotions, and feelings are sometimes decoupled from perceivable expressions? Furthermore, how does a restricted set of neonate emotions differentiate into a culturally modified set of adult emotions? This article presents an innovative answer to these issues by applying Vygotsky’s culture-historical approach on the psychological significance of social signs to the analysis of emotion, expression, and their development. The core assumption is that humans learn to use emotional expressions as communicative signs that appeal to another person to regulate their interaction through emotions and as psychological signs that appeal to the self to regulate the self’s actions through emotions. This twofold function assigns a significant mediating role to expression for not only culture-historical and ontogenetic differentiation but also a growing awareness, self-regulation, and mental processing of emotions. The article describes three stages of emotional development supported by empirical evidence on how a biologically given set of neonate emotions are transformed into a culturally modified set of conscious, sign-mediated emotions that enables a decoupling of expression and feeling.

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“…In so doing, I define emotions as felt modes of engaging the world. From this perspective, emotions are dynamic syndromes of action and experience organized in terms of the relation between organism and world (Campos, Camras, Lee, He, & Campos, 2018; de Rivera & Grinkis, 1986; Fogel et al, 1992; Lazarus, 1991, 2001; Mesquita & Boiger, 2014; Scherer, 1982). Emotions self-organize through the mutual influence of processes that occur both within and between people (Lewis & Granic, 2000; Mascolo, 2013; Overton, 2013).…”

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confidence: 99%

A Relational Conception of Emotional Development

Mascolo

2020

Emotion Review

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In this article, I outline a relational-developmental conception of emotion that situates emotional activity within a broader conception of persons as holistic, relational beings. In this model, emotions consist of felt forms of engagement with the world. As felt aspects of ongoing action, uninhibited emotional experiences are not private states that are inaccessible to other people; instead, they are revealed directly through their bodily expressions. As multicomponent processes, emotional experiences exhibit both continuity and dramatic change in development. Building on these ideas, I describe an intersubjective methodology for studying developmental changes in the structure of emotional experience. I illustrate the approach with an analysis of developmental changes in the structure of anger from birth to adulthood.

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A relational recasting of the principles of emotional competence

Cited by 9 publications

References 24 publications

Modeling the mind: Assessment of if…then… profiles as a window to shared and idiosyncratic psychological processes

Modeling the mind: Assessment of if…then… profiles as a window to shared and idiosyncratic psychological processes

Expressions as signs and their significance for emotional development.

A Relational Conception of Emotional Development

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