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.
Author(s): Jodi Quas, Robyn Fivush
Series: Series in Affective Science
Edition: 1
Publisher: Oxford University Press, USA
Year: 2009
Language: English
Pages: 448
Contents......Page 12
Contributors......Page 14
I: Stress and Memory, Empirical Evidence......Page 18
1. Remembering Negative Childhood Experiences: An Attachment Theory Perspective......Page 20
2. Children’s Understanding and Remembering of Stressful Experiences......Page 45
3. Injuries, Emergency Rooms, and Children’s Memory: Factors Contributing to Individual Differences......Page 77
4. Stress and Autobiographical Memory Functioning......Page 103
II: Stress, Coping, and Parent-Child Narratives......Page 136
5. Coping and Memory: Automatic and Controlled Processes in Adaptation to Stress......Page 138
6. Mother-Child Emotion Dialogues: A Window into the Psychological Secure Base......Page 159
7. Mother-Child Reminiscing in the Context of Secure Attachment Relationships: Lessons in Understanding and Coping with Negative Emotions......Page 183
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......Page 213
III: Stress, Physiology, and Neurobiology......Page 236
9. An Integrated Model of Emotional Memory: Dynamic Transactions in Development......Page 238
10. Development and Social Regulation of Stress Neurobiology in Human Development: Implications for the Study of Traumatic Memories......Page 273
11. Stress Effects on the Brain System Underlying Explicit Memory......Page 295
12. Physiological Stress Responses and Children’s Event Memory......Page 330
IV: Integration and New Directions......Page 358
13. Co-constructing Memories and Meaning over Time......Page 360
14. Relationships, Stress, and Memory......Page 372
15. Complications Abound, and Why That’s a Good Thing......Page 391
16. Emotion and Memory in Development: Clinical and Forensic Implications......Page 411
B......Page 432
C......Page 433
E......Page 434
G......Page 435
K......Page 436
M......Page 437
O......Page 438
R......Page 439
S......Page 440
W......Page 441
Z......Page 442
A......Page 444
D......Page 445
E......Page 446
N......Page 447
R......Page 448
W......Page 449
