Executive Function: Mechanisms Underlying Emotion Regulation.

By Philip David Zelazo, William A. Cunningham. 2007

506 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/587db289b3fb6586f685876a8dc200d8a60ab423

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Citations in the corpus

The Internalization Theory of Emotions: A Cultural Historical Approach to the Development of Emotions (2013, background): “…of emotions through volitional functions and that deal with the relation between expression signs and speech signs, that is, the embedment of emotions in the system of verbal meanings (for more detail, see Holodynski & Friedlmeier, 2006, 2012; Holodynski et al., 2013; Zelazo & Cunningham, 2007).”
Reconsidering Advertising Literacy as a Defense Against Advertising Effects (2011, background): “…maturation of the prefrontal cortex (PFC)—as this section of the brain plays a primary role in both regulating cognition and aiding with complex cognitive skills—and does not reach adult levels until middle to late adolescence (Welsh, Pennington, & Grossier, 1991; Zelazo & Cunningham, 2007).”
Inhibitory Control and Emotion Regulation in Preschool Children. (2007, background): “Zelazo and Cunningham (2007) proposed an interactive model in which emotion corresponds to the motivational aspect of cognition in conscious, goal-directed problem-solving.”
Emotion Knowledge and Self-Regulation as Predictors of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence (2012, background): “Attentional control reflects the “cool” and cognitive aspects of self-regulation, whereas positive emotionality is thought to reflect the more emotional and “hot” aspects of the construct (Zelazo & Cunningham, 2007).”
Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function: A Call for an Integrated Model of Self‐Regulation (2012, background): “In contrast, in the EF field, there has been more advancement in research on cool EF than hot EF (Zelazo & Cunningham, 2007).”
Executive Function and Reading Comprehension: A Meta-Analytic Review (2018, background): “Zelazo and Cunningham (2007), for example, developed a neural model of executive function that integrates both cold (i.e., cognitive) and hot (i.e., affective) aspects of executive function to account for information processing of problems of varying complexity.”
The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective (2012, methodology): “Another model that includes a characterization of both top-down and bottom-up influences on self-regulation is the iterative reprocessing model (Cunningham & Zelazo, 2007, 2010; Zelazo & Cunningham, 2007).”
Annual Research Review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology (2016, unknown): “Zelazo and Cunningham (2007) consider EF as directly involved in SR of emotion.”
Reassessing Emotion Regulation (2008, background): “…as the prefrontal cortex (PFC) and anterior cingulate cortex (ACC) mediate voluntary, executive control mechanisms, including response inhibition, selection among competing responses, reappraisal, judgment, and self-monitoring (e.g., Rolls, 1999; Van Veen & Carter, 2002; Zelazo & Cunningham, 2007).”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, unknown): “Thus, mindfulness practices may promote cognitive and emotional regulation by supporting the ability to reflect on one’s internal and external experience from a broader perspective that provides a wider variety of interpretations of and responses to stressful situations (Zelazo & Cunningham, 2007).”
Emotional States from Affective Dynamics (2013, methodology): “In this article we use the IR model (Cunningham & Zelazo, 2007; Zelazo & Cunningham, 2007) to understand affect and emotion as the dynamic emergent result of hierarchically organized brain systems.”