Self- and Social-Regulation
Social Interaction and the Development of Social Understanding and Executive Functions
1. Auflage
Erschienen am 27. Januar 2010
471 Seiten
978-0-19-971663-0 (ISBN)
Beschreibung
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.
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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.
Inhalt
Preface
SECTION 1
Theoretical Perspectives on Self- and Social-Regulation
Stuart I. Hammond, Maximilian B. Bibok, and Jeremy I. M. Carpendale
Chapter 1
Executive Function: Description and Explanation
Anthony Steven Dick and Willis F. Overton
Chapter 2
Executive Function: Theoretical Concerns
Jack Martin and Laura Failows
Chapter 3
Vygotsky, Luria, and the Social Brain
Charles Fernyhough
Chapter 4
Epistemic Flow and the Social Making of Minds
Charlie Lewis, Jeremy Carpendale, John Towse, and Katerina Maridaki-Kassotaki
Chapter 5
Developments and Regressions in Rule Use: The Case of Zenadine Zidane
Jacob A. Burack, Natalie Russo, Tammy Dawkins, and Mariëtte Huizinga
Chapter 6
The Development of Self-Regulation: A Neuropsychological Perspective
Marianne Hrabok and Kimberly A. Kerns
Chapter 7
Working Memory in Infancy and Early Childhood: What Develops?
Maureen Hoskyn
SECTION 2
Social Understanding and Self-Regulation: From Perspective-Taking to Theory-of-Mind and Back
Bryan W. Sokol, James Allen, Snjezana Huerta, and Ulrich Müller
Chapter 8
Object-Based Set-Shifting in Preschoolers: Relations to Theory of Mind
Daniela Kloo, Josef Perner, and Thomas Giritzer
Chapter 9
Clarifying the Relation between Executive Function and Children's Theories of Mind
Louis J. Moses and Deniz Tahiroglu
Chapter 10
The Developmental Relations between Perspective Taking and Prosocial Behaviors: A Meta-Analytic Examination of the Task-Specificity Hypothesis
Gustavo Carlo, George P. Knight, Meredith McGinley, Rebecca Goodvin, and Scott C. Roesch
Chapter 11
The Development of Future Oriented Decision-Making
Chris Moore
SECTION 3
Self-regulation in Social Contexts: Parents, Peers, and Individual Differences
Arlene R. Young, Dagmar Bernstein, and Grace Iarocci
Chapter 12
A Bidirectional View of Executive Function and Social Interaction
Suzanne Hala, Penny Pexman, Emma Climie, Kristin Rostad and Melanie Glenwright
Chapter 13
Underpinning Collaborative Learning
Emma Flynn
Chapter 14
Psychological Distancing in the Development of Executive Function and Emotion Regulation
Gerald F. Giesbrecht, Ulrich Müller, and Michael R. Miller
Chapter 15
Emotional Contributions to the Development of Executive Functions in the Family Context
Susan M. Perez and Mary Gauvain
Chapter 16
Early Social and Cognitive Precursors and Parental Support For Self-Regulation and Executive Function: Relations from Early Childhood into Adolescence
Susan H. Landry and Karen E. Smith
Chapter 17
Do Early Social Cognition and Executive Function Predict Individual Differences in Preschoolers' Prosocial and Antisocial Behavior?
Claire Hughes and Rosie Ensor
