how cognition and emotion linkages can be implied to emotional development?
600604
This answer would generally take volumes to answer and hopefully you will get many different versions. One aspect is that people often see what they expect to see or want to see, and are unaware that they have made the cognitive mistake. For example, a photograph of an office was shown to people. They were asked to study the photo, then it was taken away and they had to write down all the items they remembered from the picture. Many people included a bookcase among the items, although there was no bookcase in the photo. People assumed there would be, so the mind registered the bookcase, regardless of the fact that the eyes didn't see one. So we see a situation the way we expect to see it. Okay, that's one cognitive part (among many). An adolescent is developing from a period of youthful self-absorption to a fuller relationship with the world. He or she expects adolescence to be a certain way because as a 9 and 10 fantasies about being older - being in high school, create an image of what they expect to see. In the mean time hormones are affecting emotions and body development adding to the cognitive/emotional mix. One example is: a girl or boy is friendly to a boy or girl, and the one thinks the other is making a play. Nothing of the sort may be happening but that is what is expected and seen, so it becomes true. What is believed, seen, expected becomes absolutely true, so when reality hits that it was only an act of friendship, the confused one feels the sense of loss as if there was a relationship to have lost. That's why in young people there can be so much drama.
124207
personality diffrences are based in preception and experiences. First the preception provides the input to the experience. Then previous experiences formulate the response. What you really have is input then output. The question you should be asking is : what happened to processing ? giggles - Joeysopha
257085
in the emotional body
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The human brain controls heartbeat, respiration, digestion and other autonomic functions. It is the seat of thought, reasoning, and abstraction. The brain is what makes the cognitive mind possible such as perception, interpretation, imagination, and memories.\n\nWhile all that is good and fine if this is a homework question for elementary school or middle school just put down that it controls thoughts and emotions or something less complicated.
680498
Thats a very interesting question, and has been addressed at least to some point-It's clear, though we don't conciously remember events, that we do learn a great deal during this time, thus we "remember' a huge amount- the process of walking, controlling your limbs, facial expressions, on and on and on, are all learned and remembered event from infanthood- What we don't seem to remember are events per se- It appears as if that portion of our learning is developmentally controlled, such that the limbic system filters much of the detail out in infancy- only later, when high-level socialization occurs, does the limbic system start to recognize details and allow them to reach long-term memory. Essentially, the brain and learning are very very tightly developmentally controlled, so that certain things are learned at certain times- biologically, the brain is wired such that the most critical learning, such as how to control the body, how to interact in the most general way with people, etc, are learned first, and everything else is weeded out.  It's probably critical that this occurs, else we would remember being a baby at the expense of not learning how to walk until we were in Junior high!\nJust to address some things that were said before-we have an excellent memory as infants, and learn extremely quickly, but it is wired in a different way- There is also no evidence that events are stored at all, and thus no evidence that any of the infant memories can be "recovered" because they were not laid down to begin with.
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I did not take this specific course in college however I have studied it extensively since I have been practicing. I honestly believe it supplies more answers than many of the theorist were able to provide.  It of course is used in conjunction with theories in practice but there is honestly an area you miss out if you don't cover it.  Try reading Molecules of Emotion, I can't think of the author, she writes in a way that is very down to earth and yet really explores the impact of emotion on neurochemistry.  From their it is easier to expand into the concepts of behavior.
1095411
mental, physical and emotional I guess
63851
this is the type of question that could have many answers.... I agree that they hold is back a lot, but they also drive us forward with ambition etc. \nTruth be told, I think that emotions only evolved because they were very useful. If you think about it emotions are like pre package sets of responses and feelings. for example. ........ fear packages an increased heartbeat, an alertness, and prepares us for the worst. I'm pretty sure that this saved quite a few of our ancestors over the years. Then you can look at something like happieness and say ...whats the point of that?......once again its a pre packaged series of responses.....reduced heartbeat, dopamine is released, adreneline is supressed etc. This series of responses must have been beneficial to sustaining life or it probably would not have been developed. If you think about some of the things that make people happy.....sex, food, and sleep are right up  at the top. This is our positive feedback loop for sustaining life.  In some ways I feel that it may have been out capacity for complex emotion that laid the foundation for complex rational thought. Our ability to touch someone we loved and feel happy may have let to the first inklings of introspection.....   I feel some way about this person but I didn't about others. It seems to me that emotions are absolutely useful even if in out daily lives they are usually the albatross around our knecks.
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Take a look at, e.g., Abraham Maslow's Hierarchy of Needs at http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html\n  There are many developmental psychological theories, you might Google Piaget, Maslow, Jung, and Freud just to get an idea of how personality theory applies developmentally. Most theorists (modern) go with a nature/nurture concept - meaning that it's both environment and genetics that influence the development of personality. That being said, each kid is going to be each kid.. some kids seem to come into the world hardwired for particualr talents, aptitudes, introversion or extroversion, for example. Once you begin talking "personality," you're into the world of constructs... you cannot see one directly, cannot take out a ruler and measure it, so we are left to form theories that fit what we *can* measure.. and for kids that's usually accomplished by tasks that are mastered by or around a certain age... personality theory is a fascinating topic... we could go on for days and days...
248804
1. A memory system using ridiculous associations.\n2. Through hands-on experience.\n3. By attaching an emotion to the information, it attaches in the brain better.
673315
Every new skill (and thought and emotion) tries to resolve itself against the patterns of your previous experience..  That is, if it is recognised as something familiar, then those linkages (neuronic connections) are reinforced.  Totally new information must create NEW linkages to your OLD information.  This process MUST be repeated (learning) or you will not remember the new information for long
356631
go to\nhttp://en.wikipedia.org/wiki/Psychology
77878
Most scientific inquiry on the subject tends to lead toward a point of view that favors the mind arising as an epiphenomenon of brain activity and that there is almost certainly a causal correlation between the two.  For example, the commonly used anti-depressant Prozac functions by causing increased levels of Seretonin to be present in your brain, which has a direct effect on improving one's mood and combating depression.  At least on some level, the physical state of the brain is correlated to the functioning of the mind.\n\nThat is about as much as I'm willing to say on the subject, since I do not have advanced training in neuroscience.  I might direct you to Daniel Dennett's work (http://ase.tufts.edu/cogstud/~ddennett.htm ) as a "philosopher of the mind" or to work done by Susan Blackmore in her book "The Meme Machine" or any standard psychology textbook for further discussion of the nature of the mind, the brain and their connection.
913114
Most of the development in a natural process. However making sure that the child gets the required nutrition ( vitamins, minerals etc)and an environment that stimulates his brain might help to complement the learning process
985098
self-motivation\nrespect for the feelings of others
685387
In very young children, physical development creates the conditions allowing cognitive development to occur. For example, the baby who begins crawling is able to access more sensory information that leads to cognitive development.
35704
human emotions are regulated by the limbic system which is in the brain - not the mind. in a sense, some human emotions are instinctive.