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.
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?
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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.
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