The unmet needs in diagnosis and treatment of mood disorders in children and adolescents| Volume 49, ISSUE 12, P973-979, June 15, 2001

Emotional development and psychiatry

  • Jerome Kagan
    Address reprint requests to Jerome Kagan, Ph.D., Harvard University, Department of Psychology, Room 1514, William James Hall, 33 Kirkland Street, Cambridge, MA 02138-2044
    Department of Psychology, Harvard University, Cambridge, Massachusetts, USA
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      This paper discusses the current practice of using single word labels for emotional states that ignore the nature of the incentive, cognitive representations, physiologic profile, and especially the developmental stage of the agent. The universal cognitive advances that are derivatives of brain maturation over the first dozen years are accompanied by significant emotional states that infants and young children cannot experience. The cognitive transitions at the end of the first year, the middle of the second year, 5–7 years and early adolescence have special implications for affect states.


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