On the nature of emotion regulation.

By J. Campos, Carl B. Frankel, L. Camras. Child Development, 2004

757 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Pharmacy

View Paper: https://www.semanticscholar.org/paper/ae54f9506e01906b369d7d64e2c1d6f40137df51

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Citations in the corpus

Outdoor education gives fewer demands for action regulation and an increased variability of affordances (2013, background): “The stressfulness in selfregulation is age dependent, because it depends on cortical development (Campos et al., 2004; Sameroff & Fiese, 2000).”
Emotion and Regulation are One! (2011, background): “However, social context provides a rich environment for interindividual exchange and regulation even for very young infants (see also Campos et al., 2004; Holodynski & Friedlmeier, 2006; von Salisch, 2008).”
Child Regulation of Negative Emotions and Depressive Symptoms: The Moderating Role of Parental Emotion Socialization (2015, neutral): “environment (Campos et al. 2004).”
Child Temperament: An Integrative Review of Concepts, Research Programs, and Measures (2008, background): “However, Campos, Frankel, and Camras (2004) argued that emotion and emotion regulation may be inseparable.”
Emotion Dysregulation in Attention Deficit Hyperactivity Disorder. (2016, background): “Likewise, the rapid and accurate recognition of emotions in human faces or voices is central to well-regulated behavior; emotional misperception is linked with aberrant emotional responses, and misperception can itself result from emotion dysregulation (94, 95).”
Emotion Regulation: Antecedents and Well-Being Outcomes of Cognitive Reappraisal and Expressive Suppression in Cross-Cultural Samples (2009, background): “Although researchers more recently have started to recognize that emotions are embedded in social contexts (Campos et al. 2004; Keltner and Haidt 2001; Lazarus 1991), and that culture may play an important role in signalling both what emotions are appropriate and valued and thus how they should be r”
Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers (2006, background): “Furthermore, when considering emotional competence and child outcomes from a functional perspective, it is perhaps most important to understand how a child’s emotion behaviour has an impact on his/ her social functioning in the classroom, rather than to focus on primarily whether such behaviour was ”
Mindful emotion regulation: An integrative review. (2009, background): “Campos et al. (2004) have also highlighted the fact that ER processesmay be better viewed as control than change, as emotion frequently involves constancy of behavior rather than change.”
The Origins of 12-Month Attachment: A Microanalysis of 4-Month Mother-Infant Interaction (2010, neutral): “The concept of regulation has many definitions within varying research traditions (Campos, Frankel, & Camras, 2004 ; Cole, Martin, & Dennis, 2004 ; Davidson, Jackson, & Kalin, 2000 ).”
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, background): “Children who are more able to regulate their behavioral repertoire should also be more able to regulate their emotions more flexibly and efficiently (Campos et al., 2004; Carver & Scheier, 2012; Eisenberg & Spinrad, 2004).”
The Role of Emotion Regulation in Autism Spectrum Disorder RH: Emotion Regulation in ASD (2013, neutral): “The relation of emotionality to ER has been debated, with some researchers supporting a clear distinction(16) and others contending that emotion/emotionality and ER are inseparable.(17) It is also important to distinguish mood (e.”