Audun Dahl

Reconceptualizing Emotion Regulation

Emotion regulation is one of the major foci of study in the fields of emotion and emotional development. This article proposes that to properly study emotion regulation, one must consider not only an intrapersonal view of emotion, but a relational one as well. Defining properties of intrapersonal and relational approaches are spelled out, and implications drawn for how emotion regulation is conceptualized, how studies are designed, how findings are interpreted, and how generalizations are drawn. Most research to date has been conducted from an intrapersonal perspective, and the shortcomings of this approach for understanding emotion regulation are highlighted. The article emphasizes major conceptual and methodological steps required for a fuller description of the process of emotion regulation.

The role of locomotion in psychological development

The psychological revolution that follows the onset of independent locomotion in the latter half of the infants first year provides one of the best illustrations of the intimate connection between action and psychological processes. In this paper, we document some of the dramatic changes in perception-action coupling, spatial cognition, memory, and social and emotional development that follow the acquisition of independent locomotion. We highlight the range of converging research operations that have been used to examine the relation between locomotor experience and psychological development, and we describe recent attempts to uncover the processes that underlie this relation. Finally, we address three important questions about the relation that have received scant attention in the research literature. These questions include: (1) What changes in the brain occur when infants acquire experience with locomotion? (2) What role does locomotion play in the maintenance of psychological function? (3) What implications do motor disabilities have for psychological development? Seeking the answers to these questions can provide rich insights into the relation between action and psychological processes and the general processes that underlie human development.

Emotional Action and Communication in Early Moral Development

Emotional action and communication are integral to the development of morality, here conceptualized as our concerns for the well-being of other people and the ability to act on those concerns. Focusing on the second year of life, this article suggests a number of ways in which young children’s emotions and caregivers’ emotional communication contribute to early forms of helping, empathy, and learning about prohibitions. We argue for distinguishing between moral issues and other normative issues also in the study of early moral development, for considering a wider range of emotional phenomena than the “moral emotions” most commonly studied, and for paying more attention to how specific characteristics of early emotional interactions facilitate children’s development of a concern for others.

The Epigenesis of Wariness of Heights

Human infants with little or no crawling experience surprisingly show no wariness of heights, but such wariness becomes exceptionally strong over the life span. Neither depth perception nor falling experiences explain this extraordinary developmental shift; however, something about locomotor experience does. The crucial component of locomotor experience in this emotional change is developments in visual proprioception—the optically based perception of self-movement. Precrawling infants randomly assigned to drive a powered mobility device showed significantly greater visual proprioception, and significantly greater wariness of heights, than did controls. More important, visual proprioception mediated the relation between wariness of heights and locomotor experience. In a separate study, crawling infants’ visual proprioception predicted whether they would descend onto the deep side of a visual cliff, a finding that confirms the importance of visual proprioception in the development of wariness of heights.

Why is it Bad to Make a Mess? Preschoolers' Conceptions of Pragmatic Norms

A common type of transgression in early childhood involves creating inconvenience, for instance by spilling, playing with breakable objects, or otherwise interfering with peoples ongoing activities. Despite the prevalence of such pragmatic transgressions, little is known about childrens conceptions of norms prohibiting these acts. The present study investigated whether 3-to 5-year-olds (N = 58) see pragmatic norms as distinct from first-order moral (welfare and rights of others), prudential (welfare of agent), and social conventional norms. Children judged all four types of transgressions to be wrong. Justifications for pragmatic transgressions focused on inconvenience to the transgressor, inconvenience to others, or material disorder. Children rated pragmatic and conventional transgressions as less serious than moral and prudential transgressions. Latent Class Analysis provided further support for the conclusion that preschoolers see pragmatic norms as a category distinct from first-order moral, prudential, and social conventional norms.

Explicit Scaffolding Increases Simple Helping in Younger Infants.

Infants become increasingly helpful during the second year. We investigated experimentally whether adults’ explicit scaffolding influences this development. Infants (N = 69, 13–18 months old) participated in a series of simple helping tasks. Half of infants received explicit scaffolding (encouragement and praise), whereas the other half did not. Among younger infants (below 15 months), infants who received explicit scaffolding helped twice as often as infants in the control group, and also helped more on several subsequent trials when no scaffolding was provided. As predicted, older infants were not affected by explicit scaffolding. These results demonstrate the influence of social experiences in early helping, but also how the effects of scaffolding may depend on the developmental level of the child. Less explicit forms of scaffolding may be effective when children are older.

Ecological Commitments: Why Developmental Science Needs Naturalistic Methods

Much of developmental science aims to explain how or whether childrens experiences influence their thoughts and actions. Developmental theories make assumptions and claims-what I call ecological commitments-about events outside research contexts. In this article, I argue that most developmental theories make ecological commitments about childrens thoughts, actions, and experiences outside research contexts, and that these commitments sometimes go unstated and untested. I also argue that naturalistic methods can provide evidence for or against ecological commitments, and that naturalistic and experimental studies address unique yet complementary questions. Rather than argue for increasing the ecological validity of experiments or abandoning laboratory research, I propose reconsidering the relations among developmental theories, naturalistic methods, and laboratory experiments.

Mothers' tone of voice depends on the nature of infants' transgressions.

Emotional vocal signals are important ways of communicating norms to young infants. The second year is a period of increase in various forms of child transgressions, but also a period when infants have limited linguistic abilities. Two studies investigated the hypothesis that mothers respond with different vocal emotional tones to 3 types of child transgressions: moral (harming others), prudential (harming oneself), and pragmatic (creating inconvenience, e.g., by spilling) transgressions. We used a combination of naturalistic observation (Study 1) and experimental manipulation (Study 2) to record, code, and analyze maternal vocal responses to child transgressions. Both studies showed that mothers were more likely to use intense, angry vocalizations in response to moral transgressions, fearful vocalizations in response to prudential transgressions, comforting vocalizations in response to pragmatic and prudential transgressions, and (in Study 2) playful vocalizations in response to pragmatic transgressions. Study 1 showed that this differential use of vocal tone is used systematically in everyday life. Study 2 allowed us to standardize the context of the maternal intervention and perform additional acoustical analyses. A combination of principal component analysis and linear discriminant analysis applied to pitch and intensity data provided quantitative measures of the differences in vocal responses. These differentiated vocal responses are likely contributors to childrens acquisition of norms from early in life.

Beyond Breaches and Battles: Clarifying Important Misconceptions about Emotion

While we share many of the views on emotion research put forth in Kagan’s article “Once More into the Breach,” our commentary focuses on two points of disagreement. First, we argue for the importance of a priori principles. In particular, emotions cannot be understood without reference to final and formal cause, and the related principles of equifinality and equipotentiality. Secondly, although we agree the term “basic emotions” is misleading, we maintain that the emotions traditionally called “basic” should still be seen as a distinct set of emotions by virtue of their being constitutive for other, derived emotions. In conclusion we argue for moving beyond the strict empiricist approach proposed by Kagan and many thinkers before him.

Smokers with serious mental illness and requests for nicotine replacement therapy post-hospitalisation

Background and aims Smoke-free psychiatric hospitalisation provides opportunity for initiating tobacco cessation treatment. The current study reports on psychiatric patients’ interest in continuing nicotine replacement therapy (NRT) posthospitalisation and examines patient predictors of NRT requests, quit attempts and abstinence at 1-week follow-up. Methods Daily smokers were recruited and interviewed on locked psychiatric units at three smoke-free San Francisco Bay Area hospitals. Intent to quit smoking was not required to participate and 73% of eligible smokers enrolled. Analyses focused on 816 participants (49% female) randomised to interventions providing counselling tailored to readiness to quit with availability of NRT posthospitalisation. Logistic regressions tested demographic, smoking and psychiatric factors predictive of NRT requests, quit attempts and abstinence 1-week postdischarge. Results Participants averaged 17 (SD=10) cigarettes/day for an average of 19 (SD=14) years. Most (88%) requested study-provided NRT (74% right at discharge). Participants preparing to quit and those with more severe psychiatric symptoms were more likely to request NRT at discharge (p<0.01). Those with more severe psychiatric symptoms also were more likely to request NRT refill, as were older participants (p<0.05). Participants who requested NRT at discharge were more likely to make a 24 h quit attempt and self-report abstinence at the 1-week follow-up (54% quit attempt, 14% abstinent) than participants who did not (25% quit attempt, 4% abstinent) (p<0.05). Conclusions The great demand for NRT and the association between NRT use with quit attempts and abstinence at 1-week posthospitalisation supports adoption of tobacco treatment in acute psychiatric settings. Trial registration number # NCT00968513.