An integrated model of emotion processes and cognition in social information processing.

By E. Lemerise, William F. Arsenio. Child Development, 2000

1,491 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4f4cd8f9eaa516c1e358fa9b5448761526695a7a

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Children's Effortful Control and Academic Competence: Mediation through School Liking (2007, neutral): “…more skills (e.g., the ability to sit still and pay attention for extended periods) and abilities than peers lower in EC to accurately process detailed situations that aid in learning (Coplan, Barber, & Lagace Seguin, 1999; Lemerise & Arsenio, 2000; NICHD Early Child Care Research Network, 2003).”
The Impact of Developing Social Perspective-taking Skills on Emotionality in Middle and Late Childhood (2011, background): “Emotional reactivity may be too high, or too low, to stimulate the use or growth of perspective-taking skills (Lemerise & Arsenio, 2000).”
Associations Among Empathy, Social Competence, & Reactive/Proactive Aggression Subtypes (2007, background): “Lemerise and Arsenio (2000) argue that emotions organize and motivate cognition in order to facilitate desired behaviors.”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “It is important to note that we see responsible decision making as the intersection of a number of other SEL components; for example, it incorporates understanding the emotions inherent in the current interaction and their consequences (Lemerise & Arsenio, 2000).”
Mediated Paths to Overreactive Discipline: Mothers' Experienced Emotion, Appraisals, and Physiological Responses. (2005, background): “An increasing role of emotion in theoretical models of social information processing is also evident (e.g., Crick & Dodge, 1994; Lemerise & Arsenio, 2000).”
A Developmental Process Analysis of the Contribution of Childhood Emotional Abuse to Relationship Violence (2010, methodology): “This conceptualization of emotion regulation mirrors Crick and Dodge's (1994 ) model of social information processing, which was modified by Lemerise and Arsenio (2000 ) to include emotional responses.”
Parental Effects on Children's Emotional Development Over Time and Across Generations (2010, background): “…development on other areas of children’s functioning suggest that individual differences in emotionality and emotion regulation are due at least in part to children’s underlying biology and have a critical influence on their social and cognitive competencies (eg, Lemerise & Arsenio, 2000).”
Emotions and social development in childhood (2011, background): “Unfortunately, however, the peer literature still lags in integrating explicit elements of emotional competence into its models (Ladd, 1999; but cf. Hubbard & Coie, 1994; Lemerise & Arsenio, 2000).”
Early Adolescents’ Participation in Bullying: Is ToM Involved? (2010, background): “…however, that individual characteristics (such as emotions and cognitions) may interact with each other and with interpersonal factors (such as peer status) in explaining social behavior and adjustment (e.g., Fox & Boulton, 2006; Hodges & Perry, 1999; Ladd, 2005; Lemerise & Arsenio, 2000).”
Links between social information processing in middle childhood and involvement in bullying (2003, background): “Thegeneral ideas behind this approach are that children (and people in general) differ in the extent to which they understand and interpret social situations, and that—together with past experiences and biological capabilities—these differences inﬂuence their behaviors [Lemerise and Arsenio, 2000].”
Attachment and adolescents’ emotion regulation during a joint problem-solving task with a friend (2001, background): “Empirically, this is shown in the hostile attributional bias of aggressive individuals (Lemerise & Arsenio, 2000) or the in uence of neuroticism on speci c levels and reactivity patterns of emotional experiences (Gross, Sutton, & Ketelaar, 1998).”