Emotion and Cognition: An Intricately Bound Developmental Process

Bell, Martha Ann; Wolfe, Christy D.

doi:10.1111/j.1467-8624.2004.00679.x

Cited by 158 publications

(127 citation statements)

References 23 publications

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“…Preclinical and clinical studies suggest that there exists a neurobiological link between emotional and cognitive processes (Bell and Wolfe, 2004;Clark and McManus, 2002;Ishigooka, 2003;Skelton et al, 2003). Accordingly, anxiety disorders may result from an overexpression of aversive memories (Crestani et al, 1999;Pare, 1996).…”

Section: Introductionmentioning

confidence: 99%

Fluoxetine Disrupts the Integration of Anxiety and Aversive Memories

Degroot

Nomikos

2004

Neuropsychopharmacol

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Anxiety disorders may result from an overexpression of aversive memories. Evidence suggests that the hippocampal cholinergic system could be the point of convergence of anxiety and memory. We propose that clinically effective anxiolytics may exert their effect by interfering with this integration mechanism. To assess anxiety and aversive memory, we used the shock-probe burying test. A reduction in anxiety in this test is indicated by decreased burying, whereas impaired cognition is reflected by an increased number of probe-contacts and/or reduced retention latency. Both an aversive stimulus and the memory of that stimulus significantly increased hippocampal acetylcholine (ACh) levels (Experiment 1). In fact, the memory of the event seemed to be more important than the event itself since the aversive memory induced a greater increase in hippocampal ACh. Injections (i.p.) of fluoxetine (Prozac s ) reduced burying behavior, while not affecting probe contacts or retention latency (Experiment 2). Although injections of fluoxetine did not affect basal hippocampal ACh efflux (Experiment 3), fluoxetine abolished the increase in ACh induced by the aversive stimulus and the memory of that stimulus (Experiment 4), emphasizing the significance of aversive memories in anxiety disorders. These actions may be mediated by a decrease in the event-related enhancement in cholinergic neurotransmission through M1 cholinergic receptors (Experiment 5). Therefore, anxiety disorders may stem from an unopposed formation of aversive memories and clinically effective anxiolytics hinder the association between emotional and cognitive processing. This reduces the emotional impact of aversive memories, thereby opposing consequent anxiety.

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Section: Introductionmentioning

confidence: 99%

Fluoxetine Disrupts the Integration of Anxiety and Aversive Memories

Degroot

Nomikos

2004

Neuropsychopharmacol

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“…But it is toys and play materials that stimulate and prolong play. Bell and Wolfe (2004) further observes that if children…”

Section: Background Of the Studymentioning

confidence: 99%

“…With supportive adults, adequate play space, and an assortment of play materials, children stand the best chance of becoming healthy, happy and productive members of society. Bell and Wolfe (2004) argues that play contributes directly to children's social and emotional development. But it is toys and play materials that stimulate and prolong play.…”

Section: Background Of the Studymentioning

confidence: 99%

Availability and Use of Play Materials, and their Influence on Social and Emotional Development of Pre-School Children in Kyangwithya Zone, Kitui County

Wathu

Mwania

Mwinzi

2017

International Journal of Asian Social Science

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“…However, because cognitive and emotion processes are dynamically linked, the study of self-regulation is best conceptualized by work that examines relationships between cognition and emotion with respect to attentional control. 10,11 For example, this could be accomplished with the inclusion of behavioral measures of working memory within studies of attention and emotion-although there are other cognitive processes that also would be relevant, such as conflict monitoring.…”

Section: Future Researchmentioning

confidence: 99%

“…10 -12 As such, we go beyond the typical focus on relationships between either cognitive functioning or attentional control and consequential emotion regulation 5,7 and provide a more dynamic view of self-regulatory processes. 11 Our focus in this review is on the biological components of developing self-regulation, as the situational and contextual components have been reviewed elsewhere. 6,7 We begin by highlighting the psychobiological framework that we use in conceptualizing regulatory processes.…”

mentioning

confidence: 99%

Biological Systems and the Development of Self-Regulation: Integrating Behavior, Genetics, and Psychophysiology

Bell

Deater‐Deckard

2007

Journal of Developmental &Amp; Behavioral Pediatrics

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142

124

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Self-regulation is the ability to control inner states or responses with respect to thoughts, emotions, attention, and performance. As such, it is a critical aspect of development and fundamental to personality and behavioral adjustment. In this review, we focus on attentional, cognitive, and emotional control as we discuss the genetic mechanisms and brain mechanisms that contribute to individual differences in self-regulation. We conclude with a discussion of the implications for deviations in the development of this complex construct and suggestions for future research. (J Dev Behav Pediatr 28:409-420, 2007) Index terms: self-regulation, controlled attention, temperament, brain mechanisms, genetic mechanisms Whatexpl ains the remarkable variation between children in how well they adapt to their ever changing environments? In part, the answer lies in self-regulation, a critical aspect of development in infancy, early childhood, and beyond. A set of developing regulatory processes appears to be fundamental to individual differences in personality development and behavioral adjustment 1-3 and includes biological components such as physiology, neurobiology, and genes, and situational components such as parenting, environment, and experience. 4,5 As such, self-regulation can be examined at many different levels and can have multiple definitions. 6 This necessarily makes self-regulation a complex construct and developmentalists have typically simplified the study of self-regulation by focusing only on one or two of these conceptual levels at a time, such as the regulation of emotion. 2,7 There is general agreement, however, that self-regulation operates at the physiological, attentional, emotional, cognitive, and behavioral levels. 1,8,9 In this review, we define self-regulation as the ability to control inner states or responses with respect to thoughts, emotions, attention, and performance. 6 Thus, our conceptualization of self-regulation could be described as cognitive control and emotion control. Within this conceptualization, we highlight attentional control as the mechanism for early developing self-regulation in both the cognitive and emotional domains. 10 -12 As such, we go beyond the typical focus on relationships between either cognitive functioning or attentional control and consequential emotion regulation 5,7 and provide a more dynamic view of self-regulatory processes. 11 Our focus in this review is on the biological components of developing self-regulation, as the situational and contextual components have been reviewed elsewhere. 6,7 We begin by highlighting the psychobiological framework that we use in conceptualizing regulatory processes. Then we discuss biological mechanisms of selfregulation associated with the development of specific cognitive and emotion behaviors. Because of our focus on psychobiology, we next examine genetic and brain mechanisms of self-regulation processes by integrating the functions associated with central nervous system and autonomic nervous system networks tha...

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Emotion and Cognition: An Intricately Bound Developmental Process

Cited by 158 publications

References 23 publications

Fluoxetine Disrupts the Integration of Anxiety and Aversive Memories

Fluoxetine Disrupts the Integration of Anxiety and Aversive Memories

Availability and Use of Play Materials, and their Influence on Social and Emotional Development of Pre-School Children in Kyangwithya Zone, Kitui County

Biological Systems and the Development of Self-Regulation: Integrating Behavior, Genetics, and Psychophysiology

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