Emotion in Memory and Development: Biological, Cognitive, and Social Considerations
Emotion in Memory and Development: Biological, Cognitive, and Social Considerations
Associate Professor of Psychology
Samuel Candler Professor of Psychology
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Abstract
The question of how well children recall and can discuss emotional experiences is one with numerous theoretical and applied implications. Theoretically, the role of emotions generally and emotional distress specifically in children's emerging cognitive abilities has implications for understanding how children attend to and process information, how children react to emotional information, and how that information affects their development and functioning over time. Practically speaking, increasing numbers of children have been involved in legal settings as victims or witnesses to violence, highlighting the need to determine the extent to which children's eyewitness reports of traumatic experiences are accurate and complete. In clinical contexts, the ability to narrate emotional events is emerging as a significant predictor of psychological outcomes. How children learn to describe emotional experiences and the extent to which they can do so coherently thus has important implications for clinical interventions.
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Front Matter
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I Stress and Memory, Empirical Evidence
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1
Remembering Negative Childhood Experiences: An Attachment Theory Perspective
Yoojin Chae and others
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2
Children's Understanding and Remembering of Stressful Experiences
Lynne Baker-Ward and others
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3
Injuries, Emergency Rooms, and Children's Memory: Factors Contributing to Individual Differences
Carole Peterson andKelly L. Warren
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4
Stress and Autobiographical Memory Functioning
Andrea Follmer Greenhoot and others
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1
Remembering Negative Childhood Experiences: An Attachment Theory Perspective
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II Stress, Coping, and Parent-Child Narratives
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5
Coping and Memory: Automatic and Controlled Processes in Adaptation to Stress
Bruce E. Compas and others
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6
Mother-Child Emotion Dialogues: A Window into the Psychological Secure Base
David Oppenheim andNina Koren-Karie
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7
Mother-Child Reminiscing in the Context of Secure Attachment Relationships: Lessons in Understanding and Coping with Negative Emotions
Deborah Laible andTia Panfile
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8
Creating a Context for Children's Memory: The Importance of Parental Attachment Status, Coping, and Narrative Skill for Co-Constructing Meaning Following Stressful Experiences
Jessica McDermott Sales
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5
Coping and Memory: Automatic and Controlled Processes in Adaptation to Stress
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III Stress, Physiology, and Neurobiology
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9
An Integrated Model of Emotional Memory: Dynamic Transactions in Development
Kristen Weede Alexander andKaren Davis O'Hara
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10
Development and Social Regulation of Stress Neurobiology in Human Development: Implications for the Study of Traumatic Memories
Kristen L. Wiik andMegan R. Gunnar
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11
Stress Effects on the Brain System Underlying Explicit Memory
Leslie J. Carver andAnnette Cluver
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12
Physiological Stress Responses and Children's Event Memory
Allison R. Wallin and others
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9
An Integrated Model of Emotional Memory: Dynamic Transactions in Development
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IV Integration and New Directions
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End Matter
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