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Literature Summary - Emotion, Cognition and Behavior from a Clinical Perspective: Part 1 (P_BEMCG_1) $8.06
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Literature Summary - Emotion, Cognition and Behavior from a Clinical Perspective: Part 1 (P_BEMCG_1)

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Summary of all required literature for the exam in Emotion, Cognition and Behavior from a Clinical Perspective Part 1

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  • June 18, 2024
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Samenvatting literatuur ECB1 | Anouk Wiersma



Emotie, Cognitie en Gedrag 1
Samenvatti ng literatuur

Inhoudsopgave
Thema 1: Emotieregulatie; theoretische modellen en het klinisch perspectief......................................3
Lecture 1: ECB and emotion regulation..............................................................................................3
Gross Chapter 1: Emotion regulation; conceptual and empirical foundations................................3
Keil Chapter 7: The origins of emotion, temperament, and personality.........................................7
Lecture 2: Goal directedness of emotion regulation and its relation to self-awareness...................11
Gross Chapter 22: Emotion goals; how their content, structure, and operation shape emotion
regulation.....................................................................................................................................11
Gross Chapter 23: Self-awareness and self-relevant thought in the experience and regulation of
emotion........................................................................................................................................14
Berking & Whitley: The adaptive coping with emotions model (ACE Model)...............................17
Lecture 3: Individual and cultural differences in emotion regulation................................................20
Gross Chapter 18: The cultural regulation of emotions................................................................20
Lecture 4: Emotion regulation in dyadic relationships......................................................................24
Gross Chapter 14: Social baseline theory and the social regulation of emotion...........................24
Gross Chapter 17: Emotion regulation in couples.........................................................................27
Overall & Simpsom: Attachment and dyadic regulation processes...............................................30
Thema 2: Emotieregulatie tijdens de levensloop; een ontwikkelingsperspectief.................................32
Lecture 5: Lifespan and the socialization of emotion regulation.......................................................32
Fung et al.: Cultural background and religious beliefs..................................................................32
Gross Chapter 11: Socialization of emotion regulation in the family............................................37
Hughs et al.: Does parental mind-mindedness account for cross-cultural differences in
preschoolers’ theory of mind?......................................................................................................40
Tan & Smith: Intergenerational transmission of maternal regulation to child emotion regulation:
moderated mediation of maternal positive and negative emotions.............................................42
Lecture 6: Autobiographical memory and Life Research Method.....................................................44
Gross Chapter 13: Emotion regulation and aging.........................................................................44
Latorre et al.: Life review based on remembering specific positive events in active aging...........49
Lecture 7:..........................................................................................................................................50
Gross Chapter 12: Emotion regulation in adolescence.................................................................50
Reindl et al.: Socialization of emotion regulation strategies through friends................................53
Thema 3: Veranderen van cognities......................................................................................................57
Lecture 8:..........................................................................................................................................57

, Samenvatting literatuur ECB1 | Anouk Wiersma


Keil Chapter 8: Morality in thought and action.............................................................................57
Lecture 9:..........................................................................................................................................66
Van der Mey-Baijens et al.: Perceived support from best friends and depressive symptoms during
adolescence..................................................................................................................................66
Lecture 10:........................................................................................................................................69
Burnette et al.: Harnessing growth mindsets to help individuals flourish.....................................69
Thema 4: Neuropsychologische perspectieven van emotie, cognitie en gedrag...................................72
Lecture 11:........................................................................................................................................72
Diamond: Executive functions......................................................................................................72
Lecture 12:........................................................................................................................................76
Van Leijenhorst et al.: Adolescent risky decision-making; neurocognitive development of reward
and control regions.......................................................................................................................76
Luo & Yu: Follow the heart or the head? The interactive influence model of emotion and
cognition.......................................................................................................................................78

, Samenvatting literatuur ECB1 | Anouk Wiersma



Thema 1: Emotieregulatie; theoretische modellen en
het klinisch perspectief
Lecture 1: ECB and emotion regulation
Gross Chapter 1: Emotion regulation; conceptual and empirical
foundations
- Emotions and related processes
o Emotions can and should be regulated in certain situations.
o Core features of emotions
 First has to do with when it occurs:
 According to appraisal theory, emotions arise when an individual
attends to and evaluates a situations as being relevant to a particular
type of currently active goal.
 Second core feature has to do with its multifaceted nature:
 Emotions are whole-body phenomena that involve loosely coupled
changes in the domains of subjective experience, behavior, and
central and peripheral physiology.
o The modal model of emotion
 According to this model, emotions involve person-situation transactions that
compel attention, have meaning to an individual in light of currently active
goals, and give rise to coordinated yet flexible multisystem responses that
modify the ongoing person-situation transaction in crucial ways.





o Emotions and other affective processes
 Affect: umbrella term for states that involve relatively quick good-bad
discriminations.
 These affective states include (1) emotions, (2) stress responses to
circumstances that exceed an individual’s ability to cope, and (3)
moods.
o Differences between emotions and stress: stress typically
refers to negative affective responses, whereas emotions
refers to both negative and positive affective states.
o Differences between emotions and moods: moods often lost
longer than emotions, and compared to moods, emotions
are typically elicited by specific objects and give rise to
behavioral response tendencies relevant to these objects.
- Emotion regulation and related processes
o Emotion regulation: shaping which emotions one has, when one has them, and how
one experiences or expresses these emotions.
o Core features of emotion regulation
 Activation of a goal to modify the emotion-generative process.
 What people are trying to accomplish.
 Intrinsic emotion regulation: goal is activated in oneself.
 Extrinsic emotion regulation: goal is activated in
someone else.

, Samenvatting literatuur ECB1 | Anouk Wiersma


 Most often trying to down-regulate negative emotions, sometimes
trying to up-regulate positive emotions, often by sharing positive
experiences.
o Can be seen as a 2x2 matrix (sometimes people want to up-
regulate negative emotions or down-regulate positive ones).
 What are people trying to accomplish when they regulate their
emotions?: often people are motivated by “hedonic
considerations” wish to increase short-term pleasure and decrease
short-term pain.
o Sometimes motivated by “instrumental considerations” 
motivated to change their emotions in order to achieve some
other, non-emotional outcome.
 Engagement of the processes that are responsible for altering the emotion
trajectory  engagement of regulatory processes.
 The particular processes that are engaged in order to achieve the
goal.
 Many different processes can be recruited to regulate emotions, and
these vary considerably in the degree to which they are explicit
(conscious) versus implicit (without conscious awareness).
 Can be useful to think of a continuum of emotion regulation
possibilities that range from explicit, conscious, effortful, and
controlled regulation to implicit, unconscious, effortless and
automatic regulation.
 Impact on emotion dynamics  modulation of the emotion trajectory.
 The consequences of trying to achieve a particular emotion
regulation goal using a particular strategy.
 Depending on the individual’s goals, emotion regulation may
increase or decrease the latency, rise time, magnitude, duration, or
offset of the emotional response.
 Emotion regulation may also change the degree to which emotion
response components cohere as the emotion unfolds.
o The process model of emotion regulation
 Information-processing model that takes as its starting point the modal
model. The process model treats each step in the emotion-generative
process that is described in the modal model as a potential target for
regulation.





 Moving from left to right represent movement through time.
 Emotion generation is an ongoing process, extending beyond a single
episode.
 Emotion regulation can be seen as subordinate to the broader construct of
affect regulation.
 Under this fall all manner of efforts to influence our valanced
responses, including (1) emotion regulation, (2) coping, and (3) mood
regulation.

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