Affective Neuroscience (Social Emotional, Social Contagion)

Resources

Alarcón-Espinoza, M., Sanduvete-Chaves, S., Anguera, M. T., Samper García, P., & Chacón-Moscoso, S. (2022). Emotional self-regulation in everyday life: a systematic review. Frontiers in Psychology, 13, 884756. doi.org/10.3389/fpsyg.2022.884756

Alexander, R., Aragón, O. R., Bookwala, J., Cherbuin, N., Gatt, J. M., Kahrilas, I. J., Kästner, N., Lawrence, A., Lowe, L., Morrison, R. G., Mueller, S. C., Nusslock, R., Papadelis, C., Polnaszek, K. L., Richter, S. H., Silton, R. L., & Styliadis, C. (2021). The neuroscience of positive emotions and affect: Implications for cultivating happiness and wellbeing. Neuroscience and Biobehavioral Reviews, 121, 220–249. doi.org/10.1016/j.neubiorev.2020.12.002

Andrews-Todd, J., Salovich, N. A., & Rapp, D. N. (2021). Differential effects of pressure on social contagion of memory. Journal of experimental psychology. Journal of Experimental Psychology: Applied, 27(2), 258–275. https://doi.org/10.1037/xap0000346

Annenberg Learners. (2016). Emotions and cognition: A neuroscientist’s perspective [Video] (9:41 minutes).  https://www.learner.org/series/neuroscience-in-the-classroom/the-unity-of-emotion-thinking-and-learning/emotion-and-cognition-a-neuroscientists-perspective/

Annenberg Learners. (2016). Emotions, stress and health [Course]. Annenberg Foundation.

Asikainen, H., Hailikari, T., & Mattsson, M. (2018). The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement. Journal of Further and Higher Education, 42(4), 439-453. https://doi.org/10.1080/0309877X.2017.1281889

Atzil, S., Gao, W., Fradkin, I., & Barrett, L. F. (2018). Growing a social brain. Nature Human Behaviour, 1. https://doi.org/10.1038/s41562-018-0384-6

Azari, B., Westlin, C., Satpute, A. B., Hutchinson, J. B., Kragel, P. A., Hoemann, K., ... & Barrett, L. F. (2020). Comparing supervised and unsupervised approaches to emotion categorization in the human brain, body, and subjective experience. Scientific Reports, 10(1), 1-17. doi.org/10.1038/s41598-020-77117-8

Barrasso Catanzaro, C., & Eslinger, P. J. (2016). Neurobiological bases of executive function and social‐emotional development: Typical and atypical brain changes. Family Relations, 65(1), 108-119. https://doi.org/10.1111/fare.12175

Barrett, L. F. (2017, December). You aren’t at the mercy of your emotions - Your brain creates them [Video] (18:21). TED Conferences.  https://www.ted.com/talks/lisa_feldman_barrett_you_aren_t_at_the_mercy_of_your_emotions_your_brain_creates_them?language=en

Barrett, L. F. (2017). How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt. https://books.google.com/books?hl=en&lr=&id=hN8MBgAAQBAJ&oi=fnd&pg=PP1&dq=Barrett,+L.+F.+(2017).+How+emotions+are+made:+The+secret+life+of+the+brain.+Houghton+Mifflin+Harcourt.&ots=fc4MkRwG2g&sig=IdagRPgiLrQo77wehmG0VReuwsI#v=onepage&q=Barrett%2C%20L.%20F.%20(2017).%20How%20emotions%20are%20made%3A%20The%20secret%20life%20of%20the%20brain.%20Houghton%20Mifflin%20Harcourt.&f=false

Barrett, L. F., & Satpute, A. B. (2017). Historical pitfalls and new directions in the neuroscience of emotion . Neuroscience Letters, 693, 9-18. https://doi.org/10.1016/j.neulet.2017.07.045

Bechara, A., Damasio, A., & Bar-On, R. (2007). The anatomy of emotional intelligence and implications for educating people to be emotionally intelligent. Educating people to be emotionally intelligent, (pp.273-290). Greenwood Publishing Group. https://books.google.com.ec/books?hl=en&lr=&id=I8bMPCSa700C&oi=fnd&pg=PA273&dq=Bechara,+A.,+Damasio,+A.,+%26+Bar-On,+R.+(2007).+The+anatomy+of+emotional+intelligence+and+implications+for+educating+people+to+be+emotionally+intelligent.%C2%A0Educating+people+to+be+emotionally+intelligent,+(pp.273-290).&ots=Tf5GhTD0B8&sig=iJTyny8EhBQh__9YyPjithz0Qvw#v=onepage&q&f=false

Big Think (2011, June 14). How our brains feel emotions: Antonio Damasio [Video] (8:52 minutes). YouTube. https://www.youtube.com/watch?v=KsSv1KzdiWU

Big Think (2012, April 23). Daniel Goleman introduces emotional intelligence | Big Think [Video]. (5:31 minutes). YouTube. https://www.youtube.com/watch?v=Y7m9eNoB3NU

Block, P., & Burnett Heyes, S. (2020). Sharing the load: Contagion and tolerance of mood in social networks. Emotion. Advance online publication. doi.org/10.1037/emo0000952

Boggio, P. S., Wingenbach, T. S., da Silveira Coêlho, M. L., Comfort, W. E., Murrins Marques, L., & Alves, M. V. C. (2023). Social and affective neuroscience of everyday human interaction: From theory to methodology. Swiss National Science Foundation. doi: 10.1007/978-3-031-08651-9

Brown, V. M., Zhu, L., Solway, A., Wang, J. M., McCurry, K. L., King-Casas, B., & Chiu, P. H. (2021). Reinforcement learning disruptions in individuals with depression and sensitivity to symptom change following cognitive behavioral therapy. JAMA psychiatry, 78(10), 1113-1122. dx.doi.org/10.1001%2Fjamapsychiatry.2021.1844

Burgess, L. G., Riddell, P. M., Fancourt, A., & Murayama, K. (2018). The influence of social contagion within education: A motivational perspective. Mind, Brain, and Education, 12(4), 164–174. doi.org/10.1111/mbe.12178

Burns, S. M., Barnes, L. N., McCulloh, I. A., Dagher, M. M., Falk, E. B., Storey, J. D., & Lieberman, M. D. (2019). Making social neuroscience less WEIRD: Using fNIRS to measure neural signatures of persuasive influence in a Middle East participant sample. Journal of Personality and Social Psychology, 116(3), e1–e11. doi.org/10.1037/pspa0000144

Cardoso, A. P., Ferreira, M., Campos, S., Felizardo, S., & Duarte, J. (2018). Emotional skills and school success: An exploratory study of a programme of systemic intervention. The European Proceedings of Social & Behavioural Sciences, Vol. XLVIII-ICH&HPSY 2018, 251-260. dx.doi.org/10.15405/epsbs.2018.11.27

Carnegie Mellon University. (2013, June 19). Identifying emotions on the basis of neural activation [Video] (7:18 minutes). YouTube. https://www.youtube.com/watch?v=dIclRSpCnHY

Carvalheiro, J., Conceição, V. A., Mesquita, A., & Seara-Cardoso, A. (2021). Acute stress impairs reward learning in men. Brain and Cognition, 147, Article 105657. /doi.org/10.1016/j.bandc.2020.105657

CASEL. (2019). What is SEL [Social Emotional Learning]? https://casel.org/what-is-sel/

Cowen, A. S., & Keltner, D. (2021). Semantic space theory: A computational approach to emotion. Trends in Cognitive Sciences, 25(2), 124-136. doi.org/10.1016/j.tics.2020.11.004

Davis, K. L., & Montag, C. (2019). Selected principles of Pankseppian affective neuroscience. Frontiers in Neuroscience, 12, 1025. doi.org/10.3389/fnins.2018.01025

Decety, J., Meidenbauer, K. L., & Cowell, J. M. (2018). The development of cognitive empathy and concern in preschool children: a behavioral neuroscience investigation. Developmental Science, 21(3), Article e12570. doi.org/10.1111/desc.12570

Devine, A., Hill, F., Carey, E., & Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431-444. doi.org/10.1037/edu0000222

DeYoung, C. G., & Allen, T. A. (2018). Personality neuroscience: explaining individual differences in affect, behaviour and cognition. In D.P. McAdams, R. L. Shiner, & J.L. Tackett (Eds.) The Cambridge handbook of personality development (pp. 323-346). Guilford Publications.

Dinse, H. R., Kattenstroth, J. C., Lenz, M., Tegenthoff, M., & Wolf, O. T. (2017). The stress hormone cortisol blocks perceptual learning in humans. Psychoneuroendocrinology, 77, 63-67.  doi.org/10.1016/j.psyneuen.2016.12.002

Dolcos, F., Katsumi, Y., Moore, M., Berggren, N., de Gelder, B., Derakshan, N., ... & Dolcos, S. (2020). Neural correlates of emotion-attention interactions: From perception, learning, and memory to social cognition, individual differences, and training interventions. Neuroscience & Biobehavioral Reviews, 108, 559-601. doi.org/10.1016/j.neubiorev.2019.08.017

Dukes, D., Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C., ... & Sander, D. (2021). The rise of affectivism. Nature Human Behaviour, 5(7), 816-820. doi.org/10.1038/s41562-021-01130-8

Dumont, F. M., Tarabulsy, G. M., Sylvestre, A., & Voisin, J. (2019). Children’s emotional self-regulation in the context of adversity and the association with academic functioning. Child Psychiatry & Human Development, 50, 856–867. https://doi.org/10.1007/s10578-019-00888-3

Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202. doi.org/10.1177/0165025416687412

Education Week. (2018, June 4). Social emotional learning explained [Video] (3:27 minutes). YouTube. https://www.youtube.com/watch?v=PkuOgMDrDOk

Fallon, N., Roberts, C., & Stancak, A. (2020). Shared and distinct functional networks for empathy and pain processing: a systematic review and meta-analysis of fMRI studies. Social Cognitive and Affective Neuroscience, 15(7), 709-723. doi.org/10.1093/scan/nsaa090

Ford, B. Q., & Gross, J. J. (2019). Why beliefs about emotion matter: An emotion-regulation perspective.  Current Directions in Psychological Science, 28(1), 74-81. doi.org/10.1177/0963721418806697

Ford, B. Q., Lwi, S. J., Gentzler, A. L., Hankin, B., & Mauss, I. B. (2018). The cost of believing emotions are uncontrollable: Youths’ beliefs about emotion predict emotion regulation and depressive symptoms.  Journal of Experimental Psychology: General, 147(8), 1170-1190. doi.org/10.1037/xge0000396

Fox, K. C., Andrews Hanna, J. R., Mills, C., Dixon, M. L., Markovic, J., Thompson, E., & Christoff, K. (2018). Affective neuroscience of self‐generated thought. Annals of the New York Academy of Sciences, 1426(1), 25-51.doi.org/10.1111/nyas.13740

Fugate, J., Gendron, M., Nakashima, S. F., & Barrett, L. F. (2018). Emotion words: Adding face value.  Emotion, 18(5), 693–706. doi.org/10.1037/emo0000330

Ge et al., 2023. The relationship between anxiety and depression with smartphone addiction among college students- The mediating effect of executive dysfunction. Frontiers in Psychology, 13, 1033304. Doi.org_10.3389_fpsyg.2022.1033304

Geoffroy, P. A., & Gottlieb, J. (2020). Activity, cognition, and emotion: Three dimensional pillars of the natural presentations of mood disorders enriched by the “sleep” fourth dimension (ACES). Bipolar Disorders, 22(6), 631-632. doi.org/10.1111/bdi.12957

Giacolini, T., Conversi, D., & Alcaro, A. (2021). The brain emotional systems in addictions: From attachment to dominance/submission systems. Frontiers in Human Neuroscience, 14, Article 609467. doi.org/10.3389/fnhum.2020.609467

Gilbert, K. E., Luking, K. R., Pagliaccio, D., L. Luby, J., & Barch, D. M. (2019). Dampening positive affect and neural reward responding in healthy children: Implications for affective inflexibility.  Journal of Clinical Child & Adolescent Psychology, 48(1), 120-130. dx.doi.org/10.1080%2F15374416.2016.1233502

Goodman, F. R., Kashdan, T. B., & İmamoğlu, A. (2020). Valuing emotional control in social anxiety disorder: A multimethod study of emotion beliefs and emotion regulation. Emotion. doi.org/10.1037/emo0000750

Gotlieb, et al., 2022. Concrete and abstract dimensions of diverse adolescents’ social-emotional meaning-making, and associations with broader functioning. Journal of Adolescent Research, 07435584221091498. Doi.org_10.1177_07435584221091

Grazzani, I., Ornaghi, V., Conte, E., Pepe, A., & Caprin, C. (2018). The relation between emotion understanding and theory of mind in children aged 3 to 8: The key role of language. Frontiers in Psychology, 9, Article 724. dx.doi.org/10.3389%2Ffpsyg.2018.00724

Greipl, S., Klein, E., Lindstedt, A., Kiili, K., Moeller, K., Karnath, H. O., Bahnmuellere, J., Bloechleh, J. & Ninaus, M. (2021). When the brain comes into play: Neurofunctional correlates of emotions and reward in game-based learning. Computers in Human Behavior, 125, Article 106946. doi.org/10.1016/j.chb.2021.106946

Hammer, D., Melhuish, E., & Howard, S. J. (2018). Antecedents and consequences of social–emotional development: A longitudinal study of academic achievement. Archives of Scientific Psychology, 6(1), 105-116. dx.doi.org/10.1037/arc0000034

Harms, M. B., Shannon Bowen, K. E., Hanson, J. L., & Pollak, S. D. (2018). Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress. Developmental Science, 21(4), Article e12596. doi.org/10.1111/desc.12596

Hao, Y., & Farah, M. J. (2020). The affective neuroscience of socioeconomic status: implications for mental health. BJPsych Bulletin, 44(5), 202-207. /dx.doi.org/10.1192%2Fbjb.2020.69

Harvard Center on the Developing Child. (2016). Toxic stress derails healthy development [Video] (1:53). https://developingchild.harvard.edu/resources/toxic-stress-derails-healthy-development/

Harvard University. (2018). Affective neuroscience & development laboratory. https://andl.wjh.harvard.edu/

He, L., Mao, Y., Sun, J., Zhuang, K., Zhu, X., Qiu, J., & Chen, X. (2018). Examining brain structures associated with emotional intelligence and the mediated effect on trait creativity in young adults . Frontiers in Psychology, 9, Article 925. /dx.doi.org/10.3389%2Ffpsyg.2018.00925

Herzberg, M. P., & Gunnar, M. R. (2020). Early life stress and brain function: Activity and connectivity associated with processing emotion and reward. NeuroImage, 209, 116493. doi.org/10.1016/j.neuroimage.2019.116493

Heyes, C., & Catmur, C. (2022). What happened to mirror neurons? Perspectives on Psychological Science, 17(1), 153–168. doi.org/10.1177/1745691621990638

Hickok, G. (2014). The myth of mirror neurons: The real neuroscience of communication and cognition. WW Norton & Company. (Also see Rizzolatti’s response and Hickock’s reply )

Hinojosa, J. A., Moreno, E. M., & Ferré, P. (2020). Affective neurolinguistics: towards a framework for reconciling language and emotion. Language, Cognition and Neuroscience, 35(7), 813-839. doi.org/10.1080/23273798.2019.1620957

Housman, D. K., Denham, S. A., & Cabral, H. (2018). Building young children's emotional competence and self-regulation from birth: The "Begin to… ECSEL” approach. International Journal of Emotional Education, 10(2), 5-25. ISSN 2073-7629

Immordino-Yang, M.H. (2011). Me, my "self” and you: Neuropsychological relations between social emotion, self-awareness, and morality.  Emotion Review, 3(3), 313-315. doi.org/10.1177/1754073911402391

Immordino-Yang, M.H. (2014) Foreword. S. Madrid, R. Kantor and D. Fernie (Eds.) (Re)Framing the emotional worlds of the early childhood classroom (pp. xi-xii). Routledge Press. https://books.google.co.jp/books?id=1g4hBQAAQBAJ&lpg=PP1&lr&pg=PR11#v=onepage&q&f=false

Immordino-Yang, M.H. (2015). Emotions, learning and the brain: Exploring the educational implications of affective neuroscience. W.W. Norton & Co.

Immordino-Yang, M.H. (Host). (2020, April 09). Dr. Mary Helen Immordino-Yang: "Nurturing nature: How brain development is inherently social and emotional, and what this means for education" [Audio podcast episode]. In APA Division 15 Podcasts. https://soundcloud.com/user-883650452/dr-mary-helen-immordino-yang

Immordino-Yang, M.H. & Gotlieb, R. (2016). Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development. American Educational Research Journal, Centennial Issue, 54(1s), 344s-367s. doi.org/10.3102/0002831216669780

Immordino-Yang, M.H., & Damasio, A. (2007). We feel, therefore we learn: the relevance of affective and social neuroscience to education.  Mind, Brain, and Education, 1(1), 3-10. doi.org/10.1111/j.1751-228X.2007.00004.x

Immordino-Yang, M.H., Yang, X. & Damasio, H. (2014). Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture. Frontiers in Human Neuroscience, 8, Article 728. doi.org/10.3389/fnhum.2014.00728

Immordino-Yang, M.H., Yang, X. & Damasio, H. (2016). Cultural modes of expressing emotions influence how emotions are experienced. Emotion, 16(7), 1033–1039. dx.doi.org/10.1037%2Femo0000201

Immordino-Yang, M.H. (Host). (2020, April 09). Dr. Mary Helen Immordino-Yang: "Nurturing nature: How brain development is inherently social and emotional, and what this means for education" [Audio podcast episode]. In APA Division 15 Podcasts.

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. Aspen Institute.

Inagaki, T. K. (2020). Health neuroscience 2.0: integration with social, cognitive and affective neuroscience. Social Cognitive and Affective Neuroscience, 15(10), 1017-1023.doi.org/10.1093/scan/nsaa123

Kaldewaij, R., Koch, S. B., Hashemi, M. M., Zhang, W., Klumpers, F., & Roelofs, K. (2021). Anterior prefrontal brain activity during emotion control predicts resilience to post-traumatic stress symptoms. Nature Human Behaviour, 5(8), 1055-1064. doi.org/10.1038/s41562-021-01055-2

Karle, K. N., Ethofer, T., Jacob, H., Brück, C., Erb, M., Lotze, M., ... & Kreifelts, B. (2018). Neurobiological correlates of emotional intelligence in voice and face perception networks. Social Cognitive and Affective Neuroscience, 13(2), 233-244. dx.doi.org/10.1093%2Fscan%2Fnsy001

Kim, S., Crooks, C. V., Bax, K., & Shokoohi, M. (2021). Impact of trauma-informed training and mindfulness-based social–emotional learning program on teacher attitudes and burnout: A mixed-methods study. School Mental Health, 13(1), 55-68.doi.org/10.1007/s12310-020-09406-6

Knežević, G., Lazarević, L. B., Montag, C., & Davis, K. (2020). Relations between lexical and biological perspectives on personality: new evidence based on HEXACO and affective neuroscience theory. Journal of Personality Assessment, 102(3), 325-336. doi.org/10.1080/00223891.2018.1553782

Kober, H., Buhle, J., Weber, J., Ochsner, K. N., & Wager, T. D. (2019). Let it be: mindful acceptance down-regulates pain and negative emotion. Social Cognitive and Affective Neuroscience, 14(11), 1147-1158. doi.org/10.1093/scan/nsz104

Kopala‐Sibley, D. C., Cyr, M., Finsaas, M. C., Orawe, J., Huang, A., Tottenham, N., & Klein, D. N. (2020). Early childhood parenting predicts late childhood brain functional connectivity during emotion perception and reward processing. Child Development, 91(1), 110-128. doi.org/10.1111/cdev.13126

Kosonogov, V., Martinez-Selva, J. M., Carrillo-Verdejo, E., Torrente, G., Carretié, L., & Sanchez-Navarro, J. P. (2019). Effects of social and affective content on exogenous attention as revealed by event-related potentials. Cognition and Emotion, 33(4), 683-695. doi.org/10.1080/02699931.2018.1486287

Krakauer, J. W., Ghazanfar, A. A., Gomez-Marin, A., MacIver, M. A., & Poeppel, D. (2017). Neuroscience needs behavior: Correcting a reductionist bias. Neuron, 93(3), 480-490. doi.org/10.1016/j.neuron.2016.12.041

Kuhn, M., Wendt, J., Sjouwerman, R., Büchel, C., Hamm, A., & Lonsdorf, T. B. (2020). The neurofunctional basis of affective startle modulation in humans: evidence from combined facial electromyography and functional magnetic resonance imaging. Biological Psychiatry, 87(6), 548-558. doi.org/10.1016/j.biopsych.2019.07.028

Kumfor, F., Tracy, L. M., Wei, G., Chen, Y., Domínguez D, J. F., Whittle, S., ... & Kelly, M. (2020). Social and affective neuroscience: an Australian perspective. Social Cognitive and Affective Neuroscience, 15(9), 965-980. doi.org/10.1093/scan/nsaa133.

Lee, K. M., Ferreira-Santos, F., & Satpute, A. B. (2021). Predictive processing models and affective neuroscience. Neuroscience & Biobehavioral Reviews, 131, 211-228. doi.org/10.1016/j.neubiorev.2021.09.009

LeDoux, J. (2012). Rethinking the emotional brain. Neuron, 73(4), 653-676. doi.org/10.1016/j.neuron.2012.02.004

Lindquist, K. A., Wager, T. D., Kober, H., Bliss-Moreau, E., & Barrett, L. F. (2012). The brain basis of emotion: a meta-analytic review. Behavioral and Brain Sciences, 35(03), 121-143. dx.doi.org/10.1017%2FS0140525X11000446

Lisowska, A., & Rekik, I. (2018, September). Predicting emotional intelligence scores from multi-session functional brain connectomes. In International workshop on predictive intelligence in medicine (pp. 103-111). Springer.

Madigan, S., Oatley, H., Racine, N., Fearon, R. P., Schumacher, L., Akbari, E., ... & Tarabulsy, G. M. (2018). A meta-analysis of maternal prenatal depression and anxiety on child socioemotional development.  Journal of the American Academy of Child & Adolescent Psychiatry, 57(9), 645-657. doi.org/10.1016/j.jaac.2018.06.012

Manfredi, P., & Massardi, E. (2021). Affective neuroscience: The suitability of a web app to monitor affective states at work. Frontiers in Psychology, 12, 592143. doi.org/10.3389/fpsyg.2021.592143

Mashburn, A. J., LoCasale-Crouch, J., & Pears, K. C. (Eds.). (2018). Kindergarten transition and readiness: Promoting cognitive, social-emotional, and self-regulatory development. Springer.

Messina, I., Grecucci, A., & Viviani, R. (2021). Neurobiological models of emotion regulation: a meta-analysis of neuroimaging studies of acceptance as an emotion regulation strategy. Social Cognitive and Affective Neuroscience, 16(3), 257-267. doi.org/10.1093/scan/nsab007

Morawetz, C., Berboth, S., & Bode, S. (2021). With a little help from my friends: The effect of social proximity on emotion regulation-related brain activity. NeuroImage, 230, Article 117817. doi.org/10.1016/j.neuroimage.2021.117817

Mouw, J. M., Van Leijenhorst, L., Saab, N., Danel, M. S., & van den Broek, P. (2019). Contributions of emotion understanding to narrative comprehension in children and adults. European Journal of Developmental Psychology, 16(1), 66-81. doi.org/10.1080/17405629.2017.1334548

Nanjundan, P., & Mariyam, Z. (2020). Blended learning and its impact on cognition and emotion. In Emotion and information processing (pp. 27-37). Springer, Cham. doi.org/10.1007/978-3-030-48849-9_3

Nejati, V., Salehinejad, M. A., & Sabayee, A. (2018). Impaired working memory updating affects memory for emotional and non-emotional materials the same way: evidence from post-traumatic stress disorder (PTSD). Cognitive Processing, 19(1), 53-62. doi.org/10.1007/s10339-017-0837-2 

Nikolić, M. (2020). Social emotions and social cognition in the development of social anxiety disorder. European Journal of Developmental Psychology, 17(5), 649-663. doi.org/10.1080/17405629.2020.1722633

Okon-Singer, H., Pessoa, L., & Shackman, A. J. (Eds.). (2015). The neurobiology of emotion–cognition interactions: fundamental questions and strategies for future research. Frontiers in Human Neuroscience, 9, Article 58. doi.org/10.3389/fnhum.2015.00058

Orri, M., Girard, L. C., Pingault, J. B., Rouquette, A., Herba, C., Falissard, B., ... & Berthoz, S. (2019). Harsh parenting practices mediate the association between parent affective profiles and child adjustment outcomes: Differential associations for mothers and fathers. International Journal of Behavioral Development, 43(1), 53-60. doi.org/10.1177/0165025418769376

Palmer, C. A., Oosterhoff, B., Bower, J. L., Kaplow, J. B., & Alfano, C. A. (2018). Associations among adolescent sleep problems, emotion regulation, and affective disorders: Findings from a nationally representative sample. Journal of Psychiatric Research, 96, 1-8. doi.org/10.1016/j.jpsychires.2017.09.015

Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56, 193-204. doi.org/10.1016/j.cedpsych.2019.01.009

Panksepp, J. (2022). Affective neuroscience of the emotional BrainMind: evolutionary perspectives and implications for understanding depression. Dialogues in Clinical Neuroscience, 12(4), 533–545. doi.org/10.31887/DCNS.2010.12.4/jpanksepp

Pierce, J. E., & Péron, J. (2020). The basal ganglia and the cerebellum in human emotion. Social Cognitive and Affective Neuroscience, 15(5), 599-613. doi.org/10.1093/scan/nsaa076

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