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Socioemotional selectivity theory (SST; developed by Stanford psychologist Laura L. Carstensen) is a life-span theory of motivation. The theory maintains that as time horizons shrink, as they typically do with age, people become increasingly selective, investing greater resources in emotionally meaningful goals and activities.
Laura L. Carstensen is the Fairleigh S. Dickinson Jr. Professor in Public Policy and professor of psychology at Stanford University, where she is founding director of the Stanford Center on Longevity [1] and the principal investigator for the Stanford Life-span Development Laboratory. [2]
The theory was formulated by psychologists Irwin Altman and Dalmas Taylor in 1973 to provide an understanding of the closeness between two individuals. Socioemotional selectivity theory – posits that as people age and their perceived time left in life decreases, they shift from focusing on information seeking goals to focusing on emotional goals.
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Social tuning occurs both consciously and subconsciously. As research continues, the application of the theory of social tuning broadens. Social psychology bases many of its concepts on the belief that a person's self concept is shaped by the people with whom he or she interacts. Social tuning allows people to learn about themselves and the ...
Carstensen (2003) hypothesized that the reason that older adults tended to have better emotion regulation skills than younger adults is due to the socioemotional selectivity theory. [114] This theory highlights the role of social interactions in the ability to regulate emotions.
The dual systems model, also known as the maturational imbalance model, [1] is a theory arising from developmental cognitive neuroscience which posits that increased risk-taking during adolescence is a result of a combination of heightened reward sensitivity and immature impulse control.
As such, social emotional development encompasses a large range of skills and constructs, including, but not limited to: self-awareness, joint attention, play, theory of mind (or understanding others' perspectives), self-esteem, emotion regulation, friendships, and identity development.