LEADER 04181nam 2200685Ia 450 001 9910465451803321 005 20200520144314.0 010 $a9786612053689 010 $a1-282-05368-X 010 $a0-19-971674-9 035 $a(CKB)2560000000299458 035 $a(EBL)430450 035 $a(OCoLC)437114863 035 $a(SSID)ssj0000086545 035 $a(PQKBManifestationID)11123740 035 $a(PQKBTitleCode)TC0000086545 035 $a(PQKBWorkID)10031110 035 $a(PQKB)11159761 035 $a(StDuBDS)EDZ0000073400 035 $a(MiAaPQ)EBC430450 035 $a(Au-PeEL)EBL430450 035 $a(CaPaEBR)ebr10288279 035 $a(CaONFJC)MIL205368 035 $a(EXLCZ)992560000000299458 100 $a20080929d2009 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEmotion and memory in development$b[electronic resource] $ebiological, cognitive, and social considerations /$fedited by Jodi A. Quas, Robyn Fivush 210 $aOxford ;$aNew York $cOxford University Press$d2009 215 $a1 online resource (449 p.) 225 1 $aSeries in affective science 300 $aDescription based upon print version of record. 311 $a0-19-532693-8 311 $a0-19-987031-4 320 $aIncludes bibliographical references and indexes. 327 $aContents; Contributors; I: Stress and Memory, Empirical Evidence; 1. Remembering Negative Childhood Experiences: An Attachment Theory Perspective; 2. Children's Understanding and Remembering of Stressful Experiences; 3. Injuries, Emergency Rooms, and Children's Memory: Factors Contributing to Individual Differences; 4. Stress and Autobiographical Memory Functioning; II: Stress, Coping, and Parent-Child Narratives; 5. Coping and Memory: Automatic and Controlled Processes in Adaptation to Stress; 6. Mother-Child Emotion Dialogues: A Window into the Psychological Secure Base 327 $a7. Mother-Child Reminiscing in the Context of Secure Attachment Relationships: Lessons in Understanding and Coping with Negative Emotions 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; III: Stress, Physiology, and Neurobiology; 9. An Integrated Model of Emotional Memory: Dynamic Transactions in Development; 10. Development and Social Regulation of Stress Neurobiology in Human Development: Implications for the Study of Traumatic Memories 327 $a11. Stress Effects on the Brain System Underlying Explicit Memory 12. Physiological Stress Responses and Children's Event Memory; IV: Integration and New Directions; 13. Co-constructing Memories and Meaning over Time; 14. Relationships, Stress, and Memory; 15. Complications Abound, and Why That's a Good Thing; 16. Emotion and Memory in Development: Clinical and Forensic Implications; Author Index; Subject Index; 330 $aThe question of how well children recall and can discuss emotional experiences is one with numerous theoretical and applied implications. Theoretically, the role of emotions generally and emotional distress specifically in children's emerging cognitive abilities has implications for understanding how children attend to and process information, how children react to emotional information, and how that information affects their development and functioning over time. Practically speaking, increasing numbers of children have been involved in legal settings as victims or witnesses to violence, 410 0$aSeries in affective science. 606 $aMemory in children 606 $aEmotions in children 606 $aChild psychology 608 $aElectronic books. 615 0$aMemory in children. 615 0$aEmotions in children. 615 0$aChild psychology. 676 $a155.4 701 $aQuas$b Jodi A$0928345 701 $aFivush$b Robyn$0927517 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465451803321 996 $aEmotion and memory in development$92086574 997 $aUNINA