1	Emotional Experience, Expression, and Communication : A Developmental-Interactionist Approach to Biological and Higher-Level Social, Cognitive and Moral Emotions Ross Buck University of Connecticut Presented at Yale University Emotion Interest Group, Spring semester, 2003
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3	PART II: EMOTIONAL DEVELOPMENT
4	THERE ARE THREE KINDS OF BIOLOGICAL MOTIVATIONAL-EMOTIONAL READOUTS
5	THERE ARE THREE KINDS OF BIOLOGICAL MOTIVATIONAL-EMOTIONAL READOUTS EMOTION I: PERIPHERAL BODILY READOUT (Autonomic, Endocrine, Immune system AROUSAL).
6	THERE ARE THREE KINDS OF BIOLOGICAL MOTIVATIONAL-EMOTIONAL READOUTS EMOTION I: PERIPHERAL BODILY READOUT (Autonomic, Endocrine, Immune system AROUSAL). EMOTION II: SOCIAL DISPLAY (EXPRESSION)
7	THERE ARE THREE KINDS OF BIOLOGICAL MOTIVATIONAL-EMOTIONAL READOUTS EMOTION I: PERIPHERAL BODILY READOUT (Autonomic, Endocrine, Immune system AROUSAL). EMOTION II: SOCIAL DISPLAY (EXPRESSION) EMOTION III: BODILY AWARENESS (SUBJECTIVE EXPERIENCE).
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16	Different aspects of the emotional readout are differentially accessible during development
17	Different aspects of the emotional readout are differentially accessible during development For this reason, emotional education is distinct from other sorts of learning.
18	Different aspects of the emotional readout are differentially accessible during development For this reason, emotional education is distinct from other sorts of learning. Coherent emotional expression is critical for successful emotional education and the development of emotional competence.
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20	Emotional Development
21	Emotional Development Neurochemical systems underlie a subjectively experienced “internal reality” that is characterized by affects: desires and feelings (The Emotion III readout).
22	Emotional Development Neurochemical systems underlie a subjectively experienced “internal reality” that is characterized by affects: desires and feelings (The Emotion III readout). Children must learn about this reality just as they learn about physical and social reality: emotional education.
23	Emotional Development Neurochemical systems underlie a subjectively experienced “internal reality” that is characterized by affects: desires and feelings (The Emotion III readout). Children must learn about this reality just as they learn about physical and social reality: emotional education. This learning is related in complex ways to the Emotion I (arousal) and Emotion II (expressive) readouts.
24	Emotional Development Neurochemical systems underlie a subjectively experienced “internal reality” that is characterized by affects: desires and feelings (The Emotion III readout). Children must learn about this reality just as they learn about physical and social reality: emotional education. This learning is related in complex ways to the Emotion I (arousal) and Emotion II (expressive) readouts. This learning is based upon emotional communication.
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29	Emotional Education and Alexithymia Nemiah and Sifneos (1970) coined the term “alexithymia” (no words for mood) to describe emotion in patients with psychosomatic disease.
30	Emotional Education and Alexithymia Nemiah and Sifneos (1970) coined the term “alexithymia” (no words for mood) to describe emotion in patients with psychosomatic disease. Such patients could not describe emotions in words, and showed high levels of autonomic nervous system responses.
31	Emotional Education and Alexithymia Nemiah and Sifneos (1970) coined the term “alexithymia” (no words for mood) to describe emotion in patients with psychosomatic disease. Such patients could not describe emotions in words, and showed high levels of autonomic nervous system responses. More recent work has shown that impulsive persons, with low ANS responses, also have difficulty describing feelings.
32	Emotional Education and Alexithymia Nemiah and Sifneos (1970) coined the term “alexithymia” (no words for mood) to describe emotion in patients with psychosomatic disease. Such patients could not describe emotions in words, and showed high levels of autonomic nervous system responses. More recent work has shown that impulsive persons, with low ANS responses, also have difficulty describing feelings. The common factor may be poor emotional communication during development, and therefore deficits in emotional education and emotional competence.
33	Emotional suppression and inhibition can result in hypoexpressive alexithymia
34	Emotional suppression and inhibition can result in hypoexpressive alexithymia Inhibition may be based upon temperament (extreme introversion), social learning to suppress emotional expression, or both.
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36	Emotional suppression and inhibition can result in hypoexpressive alexithymia Inhibition may be based upon temperament (extreme introversion), social learning to suppress emotional expression, or both. Studies with the slide-viewing technique (Buck et al.) demonstrate that in the USA, adult males, but not preschool-age boys, show symptoms of hypoexpressive alexithymia (high ANS responding and low emotion sending accuracy).
37	Emotional disinhibition can result in hyperexpressive alexithymia
38	Emotional disinhibition can result in hyperexpressive alexithymia Disinhibition may be based upon temperament (extreme introversion), social learning fostering emotional disinhibition, or both.
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40	Emotional disinhibition can result in hyperexpressive alexithymia Disinhibition may be based upon temperament (extreme introversion), social learning fostering emotional disinhibition, or both. Studies with the slide-viewing technique demonstrate that behaviorally-disordered children and some schizophrnia patients show symptoms of hyperexpressive alexithymia (high expressiveness and low emotion sending accuracy).
41	Measuring Sending Accuracy The Slide-Viewing Technique: Senders view and rate their feelings toward emotionally loaded slides while being filmed.
42	Measuring Sending Accuracy The Slide-Viewing Technique: Senders view and rate their feelings toward emotionally loaded slides while being filmed. Receivers judge the type of slide being viewed and guess the sender’s emotional response.
43	Measuring Sending Accuracy The Slide-Viewing Technique: Senders view and rate their feelings toward emotionally loaded slides while being filmed. Receivers judge the type of slide being viewed and guess the sender’s emotional response. Sending accuracy scores reflect the accuracy of receivers’ judgments.
44	Measuring Expressiveness Segmentation Technique: Judges viewing senders are asked to press a button whenever “something meaningful” occurs in the sender’s behavior.
45	Measuring Expressiveness Segmentation Technique: Judges viewing senders are asked to press a button whenever “something meaningful” occurs in the sender’s behavior. The mean number of button presses is an operational measure of expressiveness.
46	Expressiveness versus Sending Accuracy Sending accuracy and expressiveness may show a curvilinear relationship
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48	Expressiveness versus Sending Accuracy Sending accuracy and expressiveness may show a curvilinear relationship Sending accuracy will tend to be greatest (all else equal) at moderate levels of expressiveness.
49	Expressiveness versus Sending Accuracy Sending accuracy and expressiveness may show a curvilinear relationship Sending accuracy will tend to be greatest (all else equal) at moderate levels of expressiveness. Sending accuracy will tend to be low at the extremes of expressiveness.
50	Implications Understanding the role of emotional expression and communication in personality and psychopathology.
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52	Implications Understanding the role of emotional expression and communication in personality and psychopathology. Low expressiveness is related to hypoexpressive alexithymia, extreme introversion and internalizing, high ANS responding, and low sending accuracy.
53	Implications Understanding the role of emotional expression and communication in personality and psychopathology. Low expressiveness is related to hypoexpressive alexithymia, extreme introversion and internalizing, high ANS responding, and low sending accuracy. High expressiveness is related to hyperexpressive alexithymia, extreme extraversion and externalizing, low ANS responding, and low sending accuracy.
54	Implications Understanding the role of emotional expression and communication in personality and psychopathology. Low expressiveness is related to hypoexpressive alexithymia, extreme introversion and internalizing, high ANS responding, and low sending accuracy. High expressiveness is related to hyperexpressive alexithymia, extreme extraversion and externalizing, low ANS responding, and low sending accuracy. These relationships are due to the effects of the extremes of expressiveness on the accuracy of EMOTION COMMUNICATION during development.