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Regulatory processes and the development of cognitive representations

Published online by Cambridge University Press:  04 March 2009

Douglas Derryberry  and
Marjorie A. Reed
Douglas Derryberry*
Affiliation:
Department of Psychology, Oregon State University
Marjorie A. Reed
Affiliation:
Department of Psychology, Oregon State University
*
Douglas Derryberry, Department of Psychology, Oregon State University, Corvallis, OR 97331.
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Abstract

Although the construct of regulation is usually applied to ongoing behavior, it also has implications for ongoing cognition and the development of cognitive representations. We propose that subcortical motivational systems influence cortical representations in two general ways. First, they regulate response processes, promoting a general selection of information to which the child is exposed. Second, motivational systems regulate attention, promoting a more selective stabilization of representations for motivationally relevant sources of information. Together with the environment, these regulatory processes shape the child's developing representations. Individual differences in these processes result in cortical representational systems that enhance the motivational systems* ability to detect relevant inputs and to guide behavior in light of them. Examples are provided that focus on fearful children, discussing how their self-representation may contribute to anxious psychopathology.

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Development and Psychopathology , Volume 8 , Issue 1: Special Issue: Regulatory Process , Winter 1996 , pp. 215 - 234
Copyright
Copyright © Cambridge University Press 1996

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