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[xmca] AW: Holodynski, The Internalization theory of emotions

Dear Peter,
you're right in considering the gap between childhood and adulthood in the internalization theory of emotion and it is necessary for future research to fill this gap. 
However, addressing this is a bit like "I want all - or it could not be good". So, what's about these developmental phases I have addressed? Neonates, infants, preschoolers and children? How do you think about the conception of these periods? I adopted Vygotsky's periods of the acquisition of sign use to the development of emotions. And indeed, the internalization of sign use is completed in a first developmental cycle during late childhood. It is an interesting questions which are the main development tasks for adolescents in the development of emotions. Is it the emergence of new emotions such as falling in love or national pride or/and is it a new quality of emotion regulation such as regulating emotions in advance, that means, to anticipate the satisfaction of motives in the future and to regulate one's life - and emotions - from this perspective. But then, it is a question of emotion regulation and not so much a question of the emergence of new emotion qualities.


Prof. Dr. Manfred Holodynski
Institut für Psychologie in Bildung und Erziehung
Westfälische Wilhelms-Universität Münster
Fliednerstr. 21
D-48149 Münster
+49-(0)-251-83-34310 (Sekretariat)
+49-(0)-251-83-34314 (Fax)

-----Ursprüngliche Nachricht-----
Von: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] Im Auftrag von Peter Smagorinsky
Gesendet: Freitag, 5. April 2013 19:38
An: eXtended Mind, Culture, Activity
Betreff: [xmca] Holodynski, The Internalization theory of emotions

I'm only now getting around to reading the featured discussion article, the discussion of which has faded. I'm late to the ball, as usual.

The one thing I found very surprising is the sequence of development, which proceeds as follows:

The leap from child to adult is rather shocking to me as a former high school teacher (grades 14-18, roughly). What happened to adolescence, which is a major topic of developmental research and a time of tremendous emotional fluctuation, in part produced by hormonal changes but also the vicissitudes of the lives of the surrounding people who are also experiencing these changes? It's generally regarded as a critical life stage, but overlooked entirely here. This stage also includes what might be termed strictly biological changes (the ascent to puberty and the related hormonal changes) that don't fit with a strictly internalization theory of emotions.

Hormonal changes occur at other life stages as well, particularly for people experiencing pregnancy and other bodily changes.

So, in the midst of an informative article, I see a gaping hole that I think ought to be accounted for in any theory of emotional development.
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