Böcker i Psychology Library Editions: Emotion-serien

First published in 1976, this volume was completely new with original contributions and traces the advances in theory and research on anxiety and emotion of the previous decade.

Originally published in 1992 this title came out of a conference on emotion and cognition as antecedents and consequences of health and disease processes in children and adolescents. The chapters discuss developmental theories, research and implications for interventions as they relate to promoting health, preventing disease, and treating illness in children and adolescents.

Originally published in 1988, the purpose of this book was to explore the interrelations among communication, social cognition and affect. The contributors, selected by the editors, are some of the best known in their fields and they significantly added to the knowledge of this interdisciplinary domain at the time. In late April 1986 the authors met at a conference centre at the University of Kentucky. They presented first drafts of their chapters and exchanged ideas. Out of these interactions came this book, which has a broad interest across several areas of psychology and communication. While answering a number of questions, the authors also posed other questions for future examination.

Originally published in 1985, this title was a retrospective appreciation of the late Richard L. Solomon. His pre- and postdoctoral students from past years presented the 22 papers which are published in this volume. The book reflects the breadth of Solomon's impact through his teaching and research.

First published in 1976, this volume was completely new with original contributions and traces the advances in theory and research on anxiety and emotion of the previous decade.

Originally published in 1981, this title is a collection of chapters based on papers presented at a conference called to explore what the editors called a developmental-interaction point of view - an approach to developmental psychology and education that stresses these interactive and reciprocal relations.

Originally published in 1984, this was the first volume on this topic to appear in an emerging area of study at the time. The Editors were selective in choosing their contributions to the volume to ensure that both the developmental and neuropsychological domains were well represented. One of the major goals was to foster greater contact and cross-fertilization between subdisciplines that they firmly believed should be more intimately connected. The result is this title, which can now be enjoyed in its historical context.

Originally published in 1992, this title came out of a conference on emotion and cognition as antecedents and consequences of health and disease processes in children and adolescents. The chapters discuss developmental theories, research and implications for interventions as they relate to promoting health, preventing disease, and treating illness in children and adolescents.

Originally published in 1988, the purpose of this book was to explore the interrelations among communication, social cognition and affect. The contributors, selected by the editors, were some of the best known in their fields and they significantly added to the knowledge of this interdisciplinary domain at the time. While answering a number of questions, the authors also posed others for future examination.

Originally published in 1981, this title is a collection of chapters based on papers presented at a conference called to explore what the editors called a developmental¿interaction point of view ¿ an approach to developmental psychology and education that stresses these interactive and reciprocal relations.

Originally published in 1985, this title was a retrospective appreciation of the late Richard L. Solomon. His pre- and postdoctoral students from past years presented the 22 papers which are published in this volume. The book reflects the breadth of Solomon¿s impact through his teaching and research.

Originally published in 1984, this was the first volume on this topic to appear in an emerging area of study at the time. The editors were selective in choosing their contributions to the volume to ensure that both the developmental and neuropsychological domains were well represented. One of the major goals was to foster greater contact and cross-fertilization between subdisciplines that they firmly believed should be more intimately connected. The result is this title, which can now be enjoyed in its historical context.