Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development

Abstract

The concepts of self-regulation and autonomy are examined within an organizational framework. We begin by retracing the historical origins of the organizational viewpoint in early debates within the field of biology between vitalists and reductionists, from which the construct of self-regulation emerged. We then consider human autonomy as an evolved behavioral, developmental, and experiential phenomenon that operates at both neurobiological and psychological levels and requires very specific supports within higher order social organizations. We contrast autonomy or true self-regulation with controlling regulation (a nonautonomous form of intentional behavior) in phenomenological and functional terms, and we relate the forms of regulation to the developmental processes of intrinsic motivation and internalization. Subsequently, we describe how self-regulation versus control may be characterized by distinct neurobiological underpinnings, and we speculate about some of the adaptive advantages that may underlie the evolution of autonomy. Throughout, we argue that disturbances of autonomy, which have both biological and psychological etiologies, are central to many forms of psychopathology and social alienation.

Mechanisms of mindfulness

“…In other words, we become able to reflectively choose what has been previously reflexively adopted or conditioned. The literature suggests that automatic processing often limits considerations of options that would be more congruent with needs and values (Brown & Ryan, 2003;Ryan, Kuhl, & Deci, 1997). However, an open, intentional awareness can help us choose behaviors that are congruent with our needs, interests and values (Brown & Ryan, 2003;Ryan & Deci, 2000).…”

Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process

“…In general terms, autonomy depends on the coordination between prefrontal cortical regions and subcortical striatal-thalamic areas that promote or inhibit motivation as well as on inputs from the hippocampus and amygdala that can provide contextual and affective information (e.g., Bradley, 2000;Chambers, Taylor, & Potenza, 2003). Autonomy requires supervisory and selective functions that are fully informed by affective and memory related processes (Di Domenico, Fournier, Ayaz, & Ruocco, 2013;Ryan, Kuhl, & Deci, 1997). Impairment in the development of prefrontal areas and interconnections with limbic structures produces vulnerability to autonomy disturbance (e.g., Bechara, Tranel, Damasio, & Damasio, 1996).…”

“…Using functional near-infrared spectroscopy (fNIRS), they examined the effect of need satisfaction on activity in the medial prefrontal cortex (MPFC), an important brain region for integrative processing of information about the self (Ryan et al, 1997). Participants engaged in a task involving a series of forced choices expressing personal preferences.…”

Becoming a teacher educator – the motivational factors

“…Self Determination Theory (Deci and Ryan 1985) proposes that personal intrinsic motivation, differing dependent on individual personality, is heavily influenced by three basic needs, namely: competence, relatedness and autonomy (Deci and Ryan 2002). SDT (Ryan and Deci 2000b) also asserts that presence of internalised extrinsic motivators have been linked to greater well-being (Ryan, Kuhl and Deci 1997). In the findings from the current study this may have been specifically relevant within the theme of lifelong learners.…”