Not exact matches
Gifted children may also present with a
high degree of interpersonal sensitivity, and may
display increased responsivity to negative
emotion in those around them.
It turns out that many animals are smart because they have
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display a wide range of
emotions.
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Specifically, experiential processors were more punitive towards the defendant when the defendant
displayed low levels of
emotion relative to
high emotionality, whereas rational processors were slightly more punitive when
high levels of
emotion were being
displayed.
And yet — perhaps due to the
high value our society places on the capacity to delay gratification and inhibit public
displays of destructive
emotions and impulses — problems linked with OC have received little attention or been misunderstood.
We hypothesized that participants with
higher anxiety would have a different pattern of activation during negative
emotion processing because, in behavioral studies, it was found that anxious subjects
displayed hypervigilance in response to cues related to attachment threat or a prolonged overactivation of the attachment system.
There is also evidence showing that EC plays an important role in the development of conscience, which involves the interplay between experiencing moral
emotions (i.e., guilt / shame or discomfort following transgressions) and behaving morally, in a way that is compatible with rules and social norms.8 Besides, children who are
high in EC appear to be more able to
display empathy toward other's emotional states and pro-social behaviour.4 EC is thought to provide the attentional flexibility required to link emotional reactions (both positive and negative) in oneself and others with internalized social norms and action in everyday situations.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative
emotions, and
display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom,
high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood,
high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show
high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.
Affect matches to
emotions displayed by targets in the typically - developing (TD) and Conduct Disorder (CD) groups (panel a) and the
higher (CD / CU +) and lower (CD / CU --RRB- callous - unemotional traits subgroups (panel b); error bars show + / − Standard Error.
This item was reverse coded to provide a measure of emotional regulation, and
higher scores indicated that children appeared to be more emotionally regulated (i.e. showed less
displays of negative
emotions).
Regarding externalizing problems, results of studies that have included indices of positive
emotions are mixed: no differences in the
display of happiness between aggressive and non-aggressive youth (Orobio de Castro et al. 2005), lower state but not trait happiness in delinquent youth than a comparison group (Plattner et al. 2007), and
higher happiness in response to antisocial acts in adolescent males with conduct disorder have all been reported (Cimbora and McIntosh 2003).