Human development is thought to evolve from the dynamic

The gap

Evidence profile

Sourced from the future-work section and abstract and future work of the source papers, classified as general, drawn from work published between 1982 and 2011, spanning 3 journals. Those papers have been cited 194 times in total.

Supporting evidence — 4 representative gaps

• The relationship between emotional and cognitive development (1982) · New Directions for Child and Adolescent Development · doi

  The paper suggests that further research is needed to fully understand the relationship between emotional and cognitive development. The paper notes that longitudinal studies and experimental evidence are needed to support the hypothesis of a necessary link between cognitive and emotional development.

  generalfuture-work section
  Keywords: paper suggests further research needed fully understand relationship
• Looking Across Domains to Understand Infant Representation of Emotion (2011) · Emotion Review · cited 49× · doi

  In addition, the review indicates that some very basic questions remain to be answered regarding how infants represent facial displays of emotion, including (a) whether infants form category representations for discrete classes of emotion, when and how such representations come(b) to incorporate affective meaning, (c) the developmental trajectory for representation of emotional expression at different levels of inclusiveness (i.

  generalabstractevidence 5/5
  Keywords: infants emotion representations addition review indicates basic questions remain answered regarding represent facial displays including
• Perspectives on an integrated theory of emotional development (1982) · New Directions for Child and Adolescent Development · doi

  In this chapter, we have discussed traditional and contemporary per- spectives with respect to a theory of emotions and emotional development. In the course of the discussion we considered various features of emotional devel- opment that are intrinsic to emotional development, such as qualitative changes in emotional experience and expression, as well as phenotypic changes in emotional expression and changes in the contexts in which emotions are ex- pressed and experienced at various points in development. In addition, mainly because most of the existing models of development focus on emotions only as a secondary aspect of development, we discussed emotional development in relation to cognitive, personality, social, and language development. We raised questions regarding the nature of these relationships and the differences in the contents and mechanisms of the various areas of development. In Table 3 we summarize the issues raised. Moreover, we have made a first attempt at mapping the well-established and other potentially correlated devel- opmental changes of the respective domains of the mind. In the following sec- tion, we will present some of these well-documented developments as well as the correlated, thus far theoretically based, changes in the emotional domain. Cognition. As we showed in our discussion of Piaget’s conceptions of the relationship between emotional and cognitive development, the cognitive competences characteristic of Piaget’s various stages of development are po- tentially necessary, if not sufficient or even necessary and sufficient, condi- tions for new developments in the emotional domain. Therefore, it is impor- tant in the course of the construction of a model of emotional development to relate systematically the developments of children’s cognitive and emotional competences. In addition to the more descriptive mapping of the develop- ments in the two domains, their more explicit temporal correlation will pro- f o s m s i n a h c e M t n e m b o l e v e D f o e g a u g n a L s n o i t o m E t u o b a s e i r o e h T s n o i t o m E t x e t n o C s n o i t o m E ) s n o i s s e r b x E ( l a i c o S e u i t c e b s r e P d n a e v i t i n g o C f o n o i t a r g e t n I n a s d r a w o T : t n e m p o l e v e D l a n o i t o m E f o s t c e p s A s u o i r a V . 3 e l b a T ~ ~ ~ t n e m p o l e v e D l a n o i t o m E o t t c e p s e R h t i W s e v i t c e p s r e P l a i c o S n o i t a d o m m o c c a , n o i t a l i m i s s a l a u d i v i d n i t A : l e v e l n o i t a r b i l i u q e : l e v e l l a i c o s t A d n a l a n o s r e p y a l p s i d l a i c o s s e l u r n o i t a d o m m o c c a t a a i r b i l i u q e s i d s t n i o p s u o i r a v t n e m p o l e v e d n i

  generalfuture workevidence 5/5
  Keywords: emotional development changes various well cognitive emotions developments discussed course discussion devel expression addition raised
• Biological and environmental initial conditions shape the trajectories of cognitive and social‐emotional development across the first years of life (2008) · Developmental Science · cited 145× · doi

  Human development is thought to evolve from the dynamic interchange of biological dispositions and environmental provisions; yet the effects of specific biological and environmental birth conditions on the trajectories of cognitive and social-emotional growth have rarely been studied.

  generalabstractevidence 4/5
  Keywords: biological environmental human development thought evolve dynamic interchange dispositions provisions effects specific birth conditions trajectories

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