Match!
  • References (19)
  • Citations (284)
Cite
References19
Newest
Published on Jun 1, 1992in Child Development5.02
Michael Lewis77
Estimated H-index: 77
(UMDNJ: University of Medicine and Dentistry of New Jersey),
Steven M. Alessandri17
Estimated H-index: 17
(Drexel University),
Margaret Wolan Sullivan29
Estimated H-index: 29
(UMDNJ: University of Medicine and Dentistry of New Jersey)
3-year-old children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Significantly more shame was shown when subjects failed easy tasks than when they failed difficult tasks, and significantly more pride was shown when subjects succeeded on difficult than on easy tasks. While there were no sex differences in task failures, girls showed more ...
Published on Jan 22, 1992
Michael Lewis77
Estimated H-index: 77
Shame, the quintessential human emotion, received little attention during the years in which the central forces believed to be motivating us were identified as primitive instincts like sex and aggression. Now, redressing the balance, there is an explosion of interest in the self-conscious emotion. Much of our psychic lives involve the negotiation of shame, asserts Michael Lewis, internationally known developmental and clinical psychologist. Shame is normal, not pathological, though opposite reac...
Published on Jan 1, 1992
Henry M. Wellman63
Estimated H-index: 63
(UM: University of Michigan)
Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? "The Child's Theory of Mind "integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind - and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding of everyday theories as well as the commonsense theory of m...
Published on Jan 1, 1990in Psychological Review6.27
Andrew Ortony37
Estimated H-index: 37
(NU: Northwestern University),
Terence J. Turner3
Estimated H-index: 3
(UK: University of Kentucky)
A widespread assumption in theories of emotion is that there exists a small set of basic emotions. From a biological perspective, this idea is manifested in the belief that there might be neurophysiological and anatomical substrates corresponding to the basic emotions. From a psychological perspective, basic emotions are often held to be the primitive building blocks of other, nonbasic emotions. The content of such claims is examined, and the results suggest that there is no coherent nontrivial ...
Published on Feb 1, 1989in Child Development5.02
Michael Lewis77
Estimated H-index: 77
(RU: Rutgers University),
Margaret Wolan Sullivan29
Estimated H-index: 29
+ 1 AuthorsM. Weiss1
Estimated H-index: 1
In each of 2 studies, the mirror-rouge technique was used to differentiate children into those who showed self-recognition and those who did not. In Study 1, 27 children (aged 9-24 months) were observed in 2 experimental situations thought to differentially elicit fear and embarrassment behaviors. In Study 2, 44 children (aged 22 months) were seen in the situations of Study 1 and 3 additional contexts thought to elicit embarrassment behavior. The results of both studies indicate that embarrassme...
Published on Jan 1, 1988in Psychological Review6.27
Carol S. Dweck76
Estimated H-index: 76
,
Ellen L. Leggett2
Estimated H-index: 2
(Harvard University)
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptiv...
Published on Jan 1, 1986
Bernard Weiner65
Estimated H-index: 65
For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion...
Published on Jan 1, 1986
Michael A. Arbib70
Estimated H-index: 70
,
Mary Hesse12
Estimated H-index: 12
Preface 1. Posing the problem 2. The intelligence of the artificial 3. Schema theory 4. Relating mind and brain 5. Freedom 6. Freud on psychology and religion 7. Schemas: from the individual to the social 8. Language, metaphor, and a new epistemology 9. Interpretation and reality 10. Religion as social schemas 11. The great schemas 12. Secular schemas References Author index Subject index.
Published on Mar 1, 1983
Michael Lewis77
Estimated H-index: 77
,
Margaret Wolan Sullivan29
Estimated H-index: 29
,
Linda Michalson7
Estimated H-index: 7
Published on Jan 1, 1983
Michael Lewis77
Estimated H-index: 77
,
Linda Michalson7
Estimated H-index: 7
This b~ok represents the culmination of a decade of research by these authors to develop a system of measurement of individual differences in children's emotions and moods. Along the way, they discovered the need -to generate a comprehensive theory of emotional development. They met the challenge in this volume through a systematic structural analysis of the components of emotion, and by basing their interpretation of emotional behavior on a behavior-by-situation analysis in a naturalistic setti...
Cited By284
Newest
Published on Jan 1, 2019in Early Childhood Research Quarterly2.83
Theresa A. Roberts1
Estimated H-index: 1
(Oregon Research Institute),
Carol D. Sadler1
Estimated H-index: 1
Abstract A total of thirty-eight preschool children were randomly assigned to one of two explicit teaching treatments to teach alphabet letter sounds. One treatment was designed to enhance motivation and learning by utilizing letters with letter sound characters integrated into the letter shapes (integrated mnemonics) and short narratives about the letter sound characters. In the treated control, plain letters and alphabet books were the foundation of instruction. There were no significant treat...
Published on Jan 1, 2019
Kristin A. Buss14
Estimated H-index: 14
(PSU: Pennsylvania State University),
Pamela M. Cole28
Estimated H-index: 28
(PSU: Pennsylvania State University),
Anna M. Zhou (PSU: Pennsylvania State University)
In this chapter, we review several theories of emotional development. For each, we address definitions and basic tenets, we ask what “develops” and how emotions change with age. What is particularly noteworthy is that although there are several emotional development theories, none ascribes to a single emotion theory. Moreover, no single emotional development theory guides contemporary research. In the second half of the chapter, we review other conceptual frameworks and theories that are not emo...
Published on Jan 1, 2019
Michael Lewis77
Estimated H-index: 77
(RU: Rutgers University)
The self-conscious emotions according to the theory presented here require two important features which develop in the first 3 years of life. These are consciousness, defined here as self-awareness as measured by self-recognition in mirrors, the onset of personal pronouns like “me” or “mine,” and complex pretend play. These emerge between 15 and 24 months of age and give rise to self-conscious-exposed emotions such as embarrassment, envy, and empathy, as well as prosocial behaviors such as shari...
Published on Sep 1, 2018in Developmental Psychology3.34
Sara Valencia Botto1
Estimated H-index: 1
(Emory University),
Philippe Rochat42
Estimated H-index: 42
(Emory University)
Published on Jul 1, 2018in Journal of Child and Family Studies1.56
Ju Hyun Song5
Estimated H-index: 5
(U of T: University of Toronto),
Alison L. Miller27
Estimated H-index: 27
(UM: University of Michigan)
+ 2 AuthorsKatherine L. Rosenblum25
Estimated H-index: 25
(UM: University of Michigan)
Self-regulation develops rapidly during the toddler years and underlies many important developmental outcomes, including social-emotional competence and academic achievement. It is important to understand factors that contribute to early self-regulation skills among children at risk for adjustment difficulties in these domains, such as children growing up in poverty. The current study examined mother-reported child temperament (negative affect, effortful control) and observed maternal parenting ...
Published on Jan 1, 2018
Joachim C. Brunstein25
Estimated H-index: 25
(University of Giessen)
McClelland, Koestner, and Weinberger (Psychological Review 96:690–702, 1989) suggested to strictly differentiate between implicit and explicit motives when analyzing motivated behavior. This chapter will first present the history of this suggestion before offering findings supporting the idea that the two types of motives are indeed independent and specific: implicit motives are primarily related to the pursuit of affective satisfaction, whereas explicit motives indicate cognitive needs to obtai...
Published on Jan 1, 2018
Jutta Heckhausen36
Estimated H-index: 36
(UC: University of California),
Heinz Heckhausen22
Estimated H-index: 22
(MPG: Max Planck Society)
From its earliest development on human behavior is characterized by a striving for control. As humans develop, this striving becomes more concrete, goal-oriented, and reflective. Children’s daily interaction partners play a crucial role in the development of fundamental motivational preferences and behavioral regulation. The behavioral emotions of pride and shame indicate self-evaluation and thus become positive or negative incentives for future behavior. Children’s gradual cognitive development...
Published on Jan 1, 2018
J. Heckhausen (UCI: University of California, Irvine), H. Heckhausen
Das Streben nach Wirksamkeit beginnt mit den ersten Verhaltensregungen und wird bald differenzierter, zielgerichteter und reflektierter. Tagliche Interaktionspartner des Kindes spielen eine wichtige Rolle bei der Herausbildung von grundlegenden motivationalen Praferenzen und der Regulation von Handeln. Handlungsbezogene Emotionen werden selbstbewertend als Stolz und Scham und liefern so im Guten wie im Schlechten folgenreiche Handlungsanreize. Die fortschreitende kognitive Entwicklung ermoglicht...
Published on Jan 1, 2018
Paulina Arango (University of Los Andes)
Motivation is a psychological construct that refers to the disposition to act and direct behavior according to a goal. Like most of psychological processes, motivation develops throughout the life span and is influenced by both biological and environmental factors. The aim of this chapter is to summarize research on the development of motivation from infancy to adolescence, which can help understand the typical developmental trajectories of this ability and its relation to learning. We will star...
Published on Jan 1, 2018in Early Childhood Research Quarterly2.83
Krisztián Józsa3
Estimated H-index: 3
(University of Szeged),
Karen Caplovitz Barrett20
Estimated H-index: 20
(CSU: Colorado State University)
Abstract Recent research has documented the importance of school readiness in young children. Children who start school without basic skills often continue to show lower achievement throughout schooling. Most current assessments of school readiness focus on early measures of academic skills, such as literacy and numeracy. Although these skills are useful in predicting school success, research suggests that socioemotional and motivational factors may be even more important. Moreover, although the...
View next paperDifferences in Shame and Pride as a Function of Children's Gender and Task Difficulty