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Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide.

Print Price: $129.50

Format:
Hardback
472 pp.
1 halftone, 19 line illustrations, 236 mm x 157 mm

ISBN-13:
9780195327694

Publication date:
February 2010

Imprint: OUP US


Self- and Social-Regulation

Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions

Bryan W. Sokol, Ulrich Muller, Jeremy I. M. Carpendale, Arlene R. Young and Grace S. Iarocci

New research on children's executive functioning and self-regulation has begun to reveal important connections to their developing social understanding (or "theories of mind") and emotional competence. The exact nature of the relations between these aspects of children's social and emotional development is, however, far from being fully understood. Considerable disagreement has emerged, for instance, over the question of whether executive functioning facilitates social-emotional understanding, or vice versa. Recent studies linking the development of children's social understanding with aspects of their interpersonal relationships also raise concerns about the particular role that social interaction plays in the development of executive function. Three key questions currently drive this debate: Does social interaction play a role in the development of executive function or, more generally, self-regulation? If it does play a role, what forms of social interaction facilitate the development of executive function? Do different patterns of interpersonal experience differentially affect the development of self-regulation and social understanding? In this book, the contributors address these questions and explore other emerging theoretical and empirical links between self-regulation, social interaction, and children's psycho-social competence. It will be a valuable resource for student and professional researchers interested in executive function, emotion, and social development.

Readership : Students and researchers interested in executive function.

Reviews

  • "This volume provides comprehensive, original coverage on the intersections among executive function, social understanding, and social interaction in development. The central theme-that developing regulation of the self cannot occur independently from social factors-is well supported by these outstanding contributions. Separate introductions to each section of the book offer insightful and provocative commentary along the way. Current matters of debate are presented, and done so with remarkably wise reflection on the historical context of these issues, as well as a keen eye toward future research priorities."

    --Stephanie M. Carlson, Associate Professor, Institute of Child Development, University of Minnesota
  • "This excellent book is unique in bringing together a very diverse group of authors who have something interesting to say about self-regulation or executive functioning and its relation to social understanding and social interaction. The authors vary in their perspectives, their approaches, and their foci, but together provide a stimulating, nuanced, and multifaceted review of theory and findings on self-regulation and executive functioning. Even an expert on the topic is likely to learn much about new approaches and empirical findings. This book will be very useful to researchers, students, and practitioners interested in the development of self-regulation and executive functioning."

    --Nancy Eisenberg, Regents' Professor, Department of Psychology, Arizona State University
  • "What an extraordinary collection! This carefully edited volume not only showcases some of the most exciting work in developmental psychology, but it also shows us the future of the field, in which the many facets of children's lives (cognitive, social, emotional, neurological, phenomenological, etc.) are understood in relation to one another. This is an important piece of scholarship, and it will make a lasting contribution."

    --Philip David Zelazo, Nancy M. and John E. Lindahl Professor, Institute of Child Development, University of Minnesota

Preface
Section 1: Theoretical Perspectives on Self- and Social-RegulationStuart I. Hammond, Maximilian B. Bibok, and Jeremy I. M. Carpendale:
1. Anthony Steven Dick and Willis F. Overton: Executive Function: Description and Explanation
2. Jack Martin and Laura Failows: Executive Function: Theoretical Concerns
3. Charles Fernyhough: Vygotsky, Luria, and the Social Brain
4. Charlie Lewis, Jeremy Carpendale, John Towse, and Katerina Maridaki-Kassotaki: Epistemic Flow and the Social Making of Minds
5. Jacob A. Burack, Natalie Russo, Tammy Dawkins, and Mariëtte Huizinga: Developments and Regressions in Rule Use: The Case of Zenadine Zidane
6. Marianne Hrabok and Kimberly A. Kerns: The Development of Self-Regulation: A Neuropsychological Perspective
7. Maureen Hoskyn: Working Memory in Infancy and Early Childhood: What Develops?
Section 2: Social Understanding and Self-Regulation: From Perspective-Taking to Theory-of-Mind and BackBryan W. Sokol, James Allen, Snjezana Huerta, and Ulrich Müller:
8. Daniela Kloo, Josef Perner, and Thomas Giritzer: Object-Based Set-Shifting in Preschoolers: Relations to Theory of Mind
9. Louis J. Moses and Deniz Tahiroglu: Clarifying the Relation between Executive Function and Children's Theories of Mind
10. Gustavo Carlo, George P. Knight, Meredith McGinley, Rebecca Goodvin, and Scott C. Roesch: The Developmental Relations between Perspective Taking and Prosocial Behaviors: A Meta-Analytic Examination of the Task-Specificity Hypothesis
11. The Development of Future Oriented Decision-Making
Section 3: Self-regulation in Social Contexts: Parents, Peers, and Individual DifferencesArlene R. Young, Dagmar Bernstein, and Grace Iarocci:
12. Suzanne Hala, Penny Pexman, Emma Climie, Kristin Rostad and Melanie Glenwright: A Bidirectional View of Executive Function and Social Interaction
13. Emma Flynn: Underpinning Collaborative Learning
14. Gerald F. Giesbrecht, Ulrich Müller, and Michael R. Miller: Psychological Distancing in the Development of Executive Function and Emotion Regulation
15. Susan M. Perez and Mary Gauvain: Emotional Contributions to the Development of Executive Functions in the Family Context
16. Susan H. Landry and Karen E. Smith: Early Social and Cognitive Precursors and Parental Support For Self-Regulation and Executive Function: Relations from Early Childhood into Adolescence
17. Claire Hughes and Rosie Ensor: Do Early Social Cognition and Executive Function Predict Individual Differences in Preschoolers' Prosocial and Antisocial Behavior?

There are no Instructor/Student Resources available at this time.

Bryan Sokol is an Assistant Professor in the Department of Psychology at St. Louis University. His research interests include the development of children's social understanding and socio-emotional competence, moral agency, and conceptions of selfhood. He is on the board of directors of the Jean Piaget Society. Ulrich Müller is Associate Professor of Developmental Psychology at the University of Victoria. His research focuses on the development of problem solving and social understanding in infants and preschoolers. He is an editor of the Cambridge Companion to Piaget (with Jeremy Carpendale and Les Smith) and associate editor for New Ideas in Psychology. Jeremy I. M. Carpendale is Professor of Developmental Psychology at Simon Fraser University. His areas of research include social cognitive and moral development. He is author with Charlie Lewis of "How Children Develop Social Understanding" (2006, Blackwell), co-editor of several books including the Cambridge Companion to Piaget and associate editor for New Ideas in Psychology.
Grace Iarocci is Associate Professor of Psychology and Michael Smith Foundation for Health Research scholar at Simon Fraser University. Her research focuses on the study of attention and cognition and the relation to social development in typical children and in individuals with developmental disorders. She is also interested in the effects of the child's mal/adaptation on parental and family health and well-being.

Arlene Young is an Associate Professor of psychology at Simon Fraser University and a clinical child psychologist. Her research interests focus on child individual differences, such as, temperament and cognitive biases and parent-child relationships in the development of anxiety disorders. She also publishes in the area of language and learning disorders including individual difference predictors of long-term outcomes and best practice for intervention.

Principles of Frontal Lobe Function - Edited by Donald T. Stuss and Robert T. Knight
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Special Features

  • The contributors explore emerging theoretical and empirical links between self-regulation, social interaction, and children's psycho-social competence.
  • Brings together research on key aspects and social and emotional development.
  • Excellent example of research in the new field of developmental social cognition.