<P> Emotion - regulation knowledge becomes more substantial during childhood . For example, children aged six to ten begin to understand display rules . They come to appreciate the contexts in which certain emotional expressions are socially most appropriate and therefore ought to be regulated . For example, children may understand that upon receiving a gift they should display a smile, irrespective of their actual feelings about the gift . During childhood, there is also a trend towards the use of more cognitive emotion regulation strategies, taking the place of more basic distraction, approach, and avoidance tactics . </P> <P> Regarding the development of emotion dysregulation in children, one robust finding suggests that children who are frequently exposed to negative emotion at home will be more likely to display, and have difficulties regulating, high levels of negative emotion . </P> <P> Adolescents show a marked increase in their capacities to regulate their emotions, and emotion - regulation decision making becomes more complex, depending on multiple factors . In particular, the significance of interpersonal outcomes increases for adolescents . When regulating their emotions, adolescents are therefore likely to take into account their social context . For instance, adolescents show a tendency to display more emotion if they expect a sympathetic response from their peers . </P> <P> Additionally, spontaneous use of cognitive emotion - regulation strategies increases during adolescence, which is evidenced both by self - report data and neural markers . </P>

What cortical area(s) become activated when individuals reappraise their own emotions