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This study presents a dynamic systems model that suggests that social behavior emerges from the self-organization of cognition-emotion relationships and becomes stable through a process of positive feedback and coupling of components over time. Five 10- to 12-year-old children identified as anxious in evaluative situations by their teacher were paired with a non-anxious friend for purposes of the study. Latency to respond and heart rate were measured continuously as the anxious children were engaged in a computer task that required them to detect whether a pattern was repeated. The results showed evidence of synchronous and discontinuous changes, including changes in variability in the two variables. The first apparent shift for three of the five children was synchronous. Following the initial shift, it appeared that the interaction between cognitive and emotional variables became more complex, at times synchronous, at times loosely coupled, and at times uncoupled. (MDM)

Descriptors: Anxiety, Children, Competence, Heart Rate, Interpersonal Relationship, Models, Peer Relationship, Reaction Time, Social Development











Autor: Phillips, Sian

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7616&id=ED407097







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