Self-Regulation
Brain, Cognition, and Development
Will be published approx. on 15. May 2011
Book
Hardback
225 pages
978-1-4338-0971-2 (ISBN)
Description
As humans, we self-regulate whenever we adapt our emotions and actions to situational requirements and to internalized social standards and norms. Self-regulation encompasses skills such as paying attention, inhibiting reflexive actions, and delaying gratification.
This book presents self-regulation as a crucial link between genetic predisposition, early experience, and later adult functioning in society. Individual chapters examine what self-regulation is, how it functions, how genetic and environmental factors influence its development, how it affects social and academic competence in childhood and adulthood, what pathologies can emerge if it is under-developed, and how it might be fostered in children.
This book presents self-regulation as a crucial link between genetic predisposition, early experience, and later adult functioning in society. Individual chapters examine what self-regulation is, how it functions, how genetic and environmental factors influence its development, how it affects social and academic competence in childhood and adulthood, what pathologies can emerge if it is under-developed, and how it might be fostered in children.
More details
Series
Language
English
Place of publication
Washington DC
United States
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
ISBN-13
978-1-4338-0971-2 (9781433809712)
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Schweitzer Classification
Person
Andrea Berger is a professor of psychology at Ben-Gurion University of the Negev, Beersheba, Israel. She received a doctorate in cognitive psychology and then, following her postdoctoral training at the University of Oregon, her research increasingly adopted a developmental perspective.
Her field of expertise, developmental cognitive neuroscience, reflects Dr. Berger's interest in the relation between the brain and behavior during normal as well as abnormal development. The main topic investigated in her lab is the development of the executive aspects of attention and control-such as inhibitory control, monitoring, and error detection-and its implications for self-regulation.
Her research has recently shown that the brain network involved in error detection and violation of expectations can be identified in infancy. Her research on the development of self-regulation includes studies with typical and atypical children, such as those with attention-deficit/hyperactivity disorder.
Dr. Berger has received research funding from the United States amp ndash Israel Bi-National Science Foundation, the Israeli Science Foundation, and the Israel Ministry of Education, and she has received numerous prizes for her research.
Her field of expertise, developmental cognitive neuroscience, reflects Dr. Berger's interest in the relation between the brain and behavior during normal as well as abnormal development. The main topic investigated in her lab is the development of the executive aspects of attention and control-such as inhibitory control, monitoring, and error detection-and its implications for self-regulation.
Her research has recently shown that the brain network involved in error detection and violation of expectations can be identified in infancy. Her research on the development of self-regulation includes studies with typical and atypical children, such as those with attention-deficit/hyperactivity disorder.
Dr. Berger has received research funding from the United States amp ndash Israel Bi-National Science Foundation, the Israeli Science Foundation, and the Israel Ministry of Education, and she has received numerous prizes for her research.
Content
Foreword
Acknowledgments
Introduction
Neurocognitive and Neuromotivational Mechanisms of Self-Regulation
Developmental Neuroprocesses Supporting the Emergence of Self-Regulation
Individual Differences in Self-Regulation
Self-Regulation in Social Contexts
Illustrating a Developmental Pathology of Self-Regulation: The Case of ADHD
Fostering Self-Regulation
Epilogue
References
Index
About the Author
Acknowledgments
Introduction
Neurocognitive and Neuromotivational Mechanisms of Self-Regulation
Developmental Neuroprocesses Supporting the Emergence of Self-Regulation
Individual Differences in Self-Regulation
Self-Regulation in Social Contexts
Illustrating a Developmental Pathology of Self-Regulation: The Case of ADHD
Fostering Self-Regulation
Epilogue
References
Index
About the Author