Building representations of affective internal states in emotional development of child

Abstract

This review compares two emotional development models, that stand out with their special attention to the mechanism for transition from earlier forms of emotions to more mature ones including representations of affective internal states. The internalization theory by M. Holodynski proposes to interpret emotional development by analogy with L.S. Vygotsky’s approach to the thinking development. The social-biofeedback model (G. Gergely, J. Watson) is built on contingency perception. Our analysis showed both common features and differences between the two approaches. In both models, the emotional development mechanism is inclusion of external signs to the inner process of actions regulation based on emotions. The key difference is determined by the status of the fully functioning emotions appearance. In Gergely–Watson model, this event is interpreted as transformation of emotions realization after inclusion of the external communicative signs. In Holodynski’s model, such change appears just as an intermediate step on the path of external signs internalization that leads to emergence in preschool age of a new form of emotion, based on internal emotional expression and allowing to process one's emotions in the mental plane. In general, the models under consideration and the theoretical modifications put forward for them are extremely interesting as the basis for empirical research in this area.