How Emotions Develop and How they Organise Development

Abstract

Concepts from functional theories of emotions are integrated with princi-, ples of skill development to produce a theory of emotional development. The theory provides tools for predicting both the sequences of emotional development and the ways emotions shape development. Emotions are characterised in terms of three component models: (a) the process of emotion generation from event appraisal, (b) a hierarchy of emotion categories organised around a handful of basic-emotion families, and (c) a characterisation of emotions in terms of prototypic event scripts. The basic emotions and the positive vs. negative hedonic components of emotions function as constraints or organisers that shape behaviour whenever an emotion is activated. Through these patterning effects, emotions shape both short-term behavioural organisation and long-term development. The skilldevelopment component of the theory explains how, as children grow, they construct and control increasingly complex skills-which affect many aspects of emotion, from appraisal to emotional self-control. These skills can be characterised in terms of a series of developmental tiers and levels; they are not fixed traits of the child but instead are affected by assessment conditions and emotional action tendencies. The developmental process gradually moves from basic, species-specific emotions to culture-specific, subordinate-category emotions and the complexities of adult emotional experiences. The theory provides a set of conceptual and methodological tools to predict and assess emotional development. It also indicates how emotional development fits with other aspects of systematic change in the organisation of behaviour. I NTRODUCTIO NEmotions develop, and as they do, they help structure and direct other aspects of development. A theory of emotional development needs to explicate both of these distinct sets of phenomena-the development of emotions and the ways that emotions shape development (Barrett & Campos, 1987;Izard & Malatesta, 1987).During the first year or SO of life, infants exhibit facial expressions and action patterns that most parents and psychologists readily categorise as instances of joy, affection, anger, sadness, and fear. Over many years, as infants develop into adults, more complex emotions develop, such as compassion, nostalgia, humiliation, resentment, and alienation. This is the first set of phenomena that needs explication-the development from a few relatively simple basic emotions to a broad array of complex and often subtle ones.At the same time, emotions shape development. When an emotion is activated, it tends to shift a person's goals from their prior state to a new organisation determined by the emotion. For example, when a one-yearold girl becomes angry at her father's interference with her play, she stops playing, complains, and pushes him away to stop the interference. This organising effect of emotions on behaviour begins in early infancy and continues throughout life. When children have disproportionate experience with one or more s...

Ethnic and Gender Differences in Emotional Ideology, Experience, and Expression

“…Many psychologists have attempted to provide a taxonomy of the -basic emotions.‖ Researchers generally have little trouble classifying emotions as positive versus negative in feeling tone (See Carlson & Hatfield, 1992;Fischer, Shaver, & Carnochan, 1990;Frijda, 1986; Plutchik & Kellerman, 1983;or Zajonc, 1980. ) Descartes, 1967, andSpinoza, 1963; continuing through Darwin, 1872;on to Fischer, Shaver, & Carnochan, 1990.…”

“…Theorists have proposed an array of taxonomies (beginning with Descartes, 1967, andSpinoza, 1963; continuing through Darwin, 1872;on to Fischer, Shaver, & Carnochan, 1990. ) In fact, some theorists (such as Averill, 1982, andKemper, 1978) argue that emotions are -social constructions.‖ Thus, there could be an indeterminate number of emotions.…”

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