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It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. [1] As such, social emotional development encompasses a large range of skills and constructs, including, but not limited to: self-awareness, joint attention ...
Thus, emotional expressions are culturally-prescribed performances rather than internal mental events. Knowing a social script for a certain emotion allows one to enact the emotional behaviors that are appropriate for the cultural context. [26] Emotional expressions serve a social function and are essentially a way of reaching out to the world ...
Emotional prosody or affective prosody is the various paralinguistic aspects of language use that convey emotion. [1] It includes an individual's tone of voice in speech that is conveyed through changes in pitch, loudness, timbre, speech rate, and pauses. It can be isolated from semantic information, and interacts with verbal content (e.g ...
Children are thus socialized to regulate emotions in line with cultural values. Further research has assessed the use of storybooks as a tool with which children can be socialized to the emotional values of their culture. [55] Taiwanese values promote ideal affect as a calm happiness, where American ideal affect is excited happiness. [55]
For example, a positive valence would shift the emotion up the top vector and a negative valence would shift the emotion down the bottom vector. [11] In this model, high arousal states are differentiated by their valence, whereas low arousal states are more neutral and are represented near the meeting point of the vectors.
Social and emotional learning (SEL) is an educational method that aims to foster social and emotional skills within school curricula. SEL is also referred to as " social-emotional learning ," " socio-emotional learning ," or " social–emotional literacy ."
For example, guilt is the discomfort and regret one feels over one's wrongdoing. [27] It is a social emotion, because it requires the perception that another person is being hurt by this act; and it also has implication in morality, such that the guilty actor, in virtue of feeling distressed and guilty, accepts responsibility for the wrongdoing ...
[1] The third of the principles is expressive habits, or nervous discharge from the nervous system. This principle proposes that some habits are performed because of a build-up to the nervous system, which causes a discharge of the excitement. Examples include foot and finger tapping, as well as vocal expressions and expressions of anger.