Starting from LeDoux’s studies on amygdala [1], that show how emotions are the result of a complex interplay of conscious and unconscious processes, we focuse on the recent psychological concept of emotional intelligence ad its developmental implications. Following Salovey e Mayer [2] emotional intelligence is a set of aware abilities that people develop and learn to manage emotions in everyday life. From a developmental point of view, we describe qualitative important changes regarding children’s emotional competence, what some authors recently call ‘metaemotion’ [3]. We suggest that the development of metaemotion could be related to quantitative important neurological changes on one hand, and to maturation of neural connections among different brain systems (e.g., language, memory) on the other hand
Grazzani, I. (2003). Emotional and metaemotional competence: a developmental view. In B. Apolloni, M. Marinaro, R. Tagliaferri (a cura di), Neural nets. 14th Italian Workshop on Neural Nets, WIRN VIETRI 2003 (Vietri sul Mare, Italy) (pp. 367-373). Berlin : Springer Verlag [10.1007/978-3-540-45216-4_41].
Emotional and metaemotional competence: a developmental view
Grazzani, I.
2003
Abstract
Starting from LeDoux’s studies on amygdala [1], that show how emotions are the result of a complex interplay of conscious and unconscious processes, we focuse on the recent psychological concept of emotional intelligence ad its developmental implications. Following Salovey e Mayer [2] emotional intelligence is a set of aware abilities that people develop and learn to manage emotions in everyday life. From a developmental point of view, we describe qualitative important changes regarding children’s emotional competence, what some authors recently call ‘metaemotion’ [3]. We suggest that the development of metaemotion could be related to quantitative important neurological changes on one hand, and to maturation of neural connections among different brain systems (e.g., language, memory) on the other hand
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