Abstract
Looking at her mother with her eyebrows drawn, an 8-month-old protests loudly after being held tightly by an unfamiliar friend of the family. After being pushed by his sibling, a 7-year-old boy yells, “You can’t do that! I’m telling!” After a close friend reveals a secret to a disliked other, a 14-year-old boy confronts his friend, saying, “You broke your promise. I can’t trust you anymore!” After witnessing a televised report of a brutal beating of an illegal Mexican immigrant by American officers of the law, a woman writes a letter to the editor to declare her moral outrage. Each of these hypothetical incidents portrays an individual who can be considered angry. However, although one might apply a common label in each case, the episodes differ markedly in the angry behaviors displayed, the situations in which the behaviors occurred, and the ways in which the situations were interpreted. Whereas the infant’s angry display may have been precipitated by an impediment to her action, the anger of the older individuals involves appraisals that embody increasingly complex violations of beliefs about the ways events ought to be. In this chapter, we examine alternative trajectories in the development of appraisals involved in the experience of anger.
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Mascolo, M.F., Griffin, S. (1998). Alternative Trajectories in the Development of Anger-Related Appraisals. In: Mascolo, M.F., Griffin, S. (eds) What Develops in Emotional Development?. Emotions, Personality, and Psychotherapy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1939-7_9
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