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January 2016 Newsletter
Over the past year or two, we have been exploring what we termed the origins—or the embryology—of human development. We examined the three pillars of development: Feelings (Affects), Language, and Cognition.
We also suggested that these developmental pillars could benefit us in four specific areas of the human condition: early verbalization of feelings, physical punishment—and violence, education, and religion.
This month, we present a brief summary of these discussions.
The Embryology of Human Development—Feelings (Affects), Language, and Cognition
Motivation and Behavior
Human motivation and behavior are powered by our affects initially, with language and cognition quickly becoming part of the complex process.
This gets us to issues of what motivates human beings. Our culture tends so much to focus on behavior—but what underlies behaviors? What motivates behavior? It appears that affects, feelings, underlie behaviors. Feelings combine with cognition (reason) and language to motivate behavior.
So, we have explored affects, language, and cognition in some detail, focusing on their origins in infant and child development.
Finally, we suggested that four areas of the human condition can benefit from examination through the integration of affect, language, and cognition. These are early verbalization of affects, physical punishment—and violence, education, and religion. We tried to show how the understanding of each is enhanced by examining them through the lenses of affect, language, and cognition. Can we draw some conclusions from this material, or at least contribute something to the ongoing discussion of the human condition?
In general, it seems fair to say that human motivation and behavior are powered by our affects initially, with language and cognition quickly becoming part of the complex process. Particularly intriguing is how early these elements exist in the development of the human being—we are born with primary affects, i.e. reactions to stimuli which become our more complicated emotional life. Language and cognition appear to become an important part of these processes very soon, well within the first year of life. This has important implications for upbringing, i.e. how we deal with feelings, language, and cognition in the early years. Clinically, we know development in these areas can initially go awry, and then be changed and get back on track—but the longer issues are off track, the longer it takes to get them back on.
Verbalization of Affects, Physical Punishment–And Violence, Education, and Religion
Let’s switch from the general to the specific, and discuss our four specific areas. First, the importance of early verbalization of affects. This is a classic case of the integration of feelings, language, and cognition. Given what we now know clinically and experimentally, it is difficult to overestimate the importance of early verbalization of affects, i.e., accurately labeling the feelings with words. The benefits include tension-regulation, self-soothing, self-awareness, interpersonal skills, enhanced decision-making, greater potential for behavioral change, access to one’s own creativity and authenticity, and so on.
The data are compelling that physical punishment is associated with severe psychological problems for the abused children and contributes to violence in our society.
Second is the issue of physical punishment—and violence. The data are compelling that physical punishment is associated with severe psychological problems for the abused children and contributes to violence in our society. Understanding the development of affect, language, and cognition makes clear why physical punishment is so destructive—this understanding also makes clear what alternatives exist, especially utilizing words for feelings instead of actions. The remedies for this problem of physical punishment are also clear: education, legislation, and research. Currently, 48 countries have banned physical punishment in all settings, and over 100 countries have banned physical punishment in schools. Outcome results suggest a decrease in violence is associated with these bans. In the United States, there is no overall ban on physical punishment, and 19 states still permit physical punishment in schools. We have the knowledge and means to stop this violence toward children, but we choose not to.
Third, we turn to education. Using the issues we have discussed, education becomes a more reciprocal enterprise. One questions the notion of primarily imposing knowledge, rather than the “teacher” (and parent) learning from the “student” (and child) and vice versa. Winnicott’s work becomes important here, as one seeks to tap into a child’s true, authentic, creative self as early as possible.
Fourth, we explored religion from a developmental perspective. Conceptualizing religion from the framework of psychology and developmental origins appears to enhance our understanding of the intensity and types of feelings involved, and the assets and liabilities of religious character structure and behaviors, including empathy, altruism, bias, prejudice, and violence.
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To sum up
We have suggested that exploring aspects of development of human beings is of profound importance, and that understanding the origins of various parts of development may be remarkably beneficial.
We have focused on three areas of development: Affects (Feelings), Language, and Cognition. We have suggested that significant advances have occurred in each of these areas over the past few decades, creating a revolution in our knowledge of development, albeit something of an unrecognized revolution.
Much has been studied and written about each of these areas over the years. However, we are suggesting that not only have recent advances been made, but also we benefit from conceptualizing affect, language, and cognition in an integrated fashion.
SELECTED BIBLIOGRAPHY FOR INTERESTED READERS
Basch MF (1976). The concept of affect: A re-examination. Journal American Psychoanalytic Association 24: 759-777
Basch MF (1988). Understanding Psychotherapy: The Science Behind the Art. New York: Basic Books.
Browne J (2002). Charles Darwin: The Power of Place. Princeton, NJ: Princeton University Press.
Darwin C (1872). The Expression of the Emotions in Man and Animals. Third Edition, P. Ekman, ed., New York: Oxford University Press, 1998.
Demos EV (1995). Exploring Affect: The Selected Writings of Silvan S. Tomkins. Cambridge, England: Cambridge University Press.
Freud S (1901). The Psychopathology of Everyday Life. Standard Edition, Volume VI. London: The Hogarth Press.
Gedo JE (2005). Psychoanalysis as Biological Science: A Comprehensive Theory. Baltimore: The Johns Hopkins University Press.
Knapp PH (1987). Some contemporary contributions to the study of affect. Journal American Psychoanalytic Association 55: 205-248.
Mayr E (2001). What Evolution Is. New York: Basic Books.
Stern DN (1985). The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology. New York: Basic Books.
Tomkins SS (1991). Affect Imagery Consciousness (Volume III): The Negative Affects: Anger and Fear. New York: Springer.
Vivona JM (2012). Is there a nonverbal period of development? Journal American Psychoanalytic Association 60: 231-265.
Winnicott DW (1965). The Maturational Processes and the Facilitating Environment. New York: International Universities Press.
IRELAND becomes the 47th country to ban physical punishment in all settings!
PERU becomes the 48th country to ban physical punishment in all settings!
Recommended Books for Children
Thea’s Tree
Author: Alison Jackson
Illustrator: Janet Pederson
Dutton Books for Young Readers, 2008
Thea’s Tree
Author/Illustrator: Judith Clay
Karadi Tales Picture Books, 2014
About Dr. Paul Holinger
Dr. Holinger is the former Dean of the Chicago Institute for Psychoanalysis and a founder of the Center for Child and Adolescent Psychotherapy. His focus is on infant and child development. Dr. Holinger is also the author of the acclaimed book What Babies Say Before They Can Talk.
