Download Integrating Emotions and Cognition Throughout the Lifespan by Gisela Labouvie-Vief PDF

By Gisela Labouvie-Vief

This publication synthesizes the literature on emotional improvement and cognition around the lifespan. The publication proposes a center language wherein to explain confident and not easy developmental adjustments by way of recourse to a parsimonious set of middle rules, comparable to elevations or declines in pressure thresholds and their relation to the waxing and waning of the cognitive process over the existence path. It integrates, equally, the lifelong effects of the optimistic or harmful features of the social milieu in fostering raises in stress thresholds with their complex capability for holding equilibrium and heading off tension as opposed to a decreasing of anxiety thresholds with disturbances of equilibrium upkeep and heightened susceptibility to emphasize and deregulation.

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Damasio, A. R. (2010). Self comes to mind: Constructing the conscious brain. New York: Random House. , Segalowitz, S. , & Gavin, W. J. (2004). Development of response monitoring ERP’s in 7 to 22-year olds. Developmental Neuropsychology, 25, 3553376. de Kloet, E. , Oitzl, M. , & Joels, M. (1999). Stress and cognition: Are corticosteroids good or bad guys? Trends in Neurosciences, 22, 422–426. Diamond, A. ). (1990). The development of neural bases of higher cognitive functions. New York: New York Academy of Sciences.

2012/1996, pp. 1227–1245). One of those forms is habituation, in which the power of a stimulus application decreases over time. Habituation is a very simple form of learning in which an animal is presented with a stimulus that evokes some orienting response—that is, some form of interested inquiry into the nature of the stimulus. With repeated presentation of the situation, however, the efficacy of the stimulus decreases and the animals attention weans. This inhibition of the former response involves a weakening and inhibition of the efficiency of the synapse.

In Chaps. 3 and 4 we already touched upon biological models of the brain that involve three core systems: the brain stem, the limbic system, and the cortical system, with their associated functions hierarchically arranged from those that are highly automated, such as the brain stem and limbic structures, to cortical ones that involve a higher degree of reflection and awareness (see Fig. 1). These cortical centers function as “executives” controlling states of arousal. Early in development, these systems are not well integrated, with the result, that affect regulation at the beginning of life is fragile and requires the support of caring and competent adults.

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