This volume addresses the codevelopment of emotional and cognitive processes by integrating theoretical and empirical work on these processes. Developmental theorists have long speculated that emotion and cognition are inseparable components of the developmental process. Some even suggest that the two components are fully integrated by school age. Yet, despite considerable theoretical work describing this interaction, relatively little empirical work has been conducted on the subject. The first part of the book demonstrates the codependence of emotional and cognitive processes, noting that both processes are clearly necessary for successful regulation of thought and behavior and that children with early adjustment difficulties often have deficits in both types of processing. The second part considers possible neurological and genetic mechanisms for the emotion-cognition link. Finally, the last part explores implications for clinical and educational research, highlighting atypical emotional and cognitive processing and its effect on adjustment in academic and social settings.

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Detalles bibliogr�ficos

T�tulo: Child Development at the Intersection of Emotion and Cognition
Editor: American Psychological Association, US
Fecha de publicaci�n: 2009
Idioma: Ingl�s
ISBN 10: 143380686X
ISBN 13: 9781433806865
Encuadernaci�n: Hardback
Estado: New
Dimensiones: 18,8 cent�metros de ancho por 2,44 de alto por 26,06 de largo

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Sinopsis

This volume addresses the codevelopment of emotional and cognitive processes by integrating theoretical and empirical work on these processes.

Developmental theorists have long speculated that emotion and cognition are inseparable components of the developmental process. Some even suggest that the two components are fully integrated by school age. Yet, despite considerable theoretical work describing this interaction, relatively little empirical work has been conducted on the subject.

The first part of the book demonstrates the codependence of emotional and cognitive processes, noting that both processes are clearly necessary for successful regulation of thought and behavior and that children with early adjustment difficulties often have deficits in both types of processing. The second part considers possible neurological and genetic mechanisms for the emotion-cognition link. Finally, the last part explores implications for clinical and educational research, highlighting atypical emotional and cognitive processing and its effect on adjustment in academic and social settings.

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Susan D. Calkins, PhD, is professor of human development, family studies, and psychology at the University of North Carolina at Greensboro, where she directs the Child and Family Research Network. She conducts longitudinal research, funded by the National Institute of Mental Health (NIMH), the National Institute of Child Health and Human Development, and the National Science Foundation on the development of biological and behavioral indicators of self-regulation across infancy, childhood, and adolescence. She is a fellow of American Psychological Association Division 7 (Developmental Psychology), a recipient of an NIMH Research Scientist Career Development Award, and an associate editor of the journal Developmental Psychology.

Martha Ann Bell, PhD, is associate professor of psychology at Virginia Polytechnic Institute and State University, Blacksburg. Her research specialization is developmental cognitive neuroscience, and she examines developmental change in frontal lobe functioning using both behavioral and electrophysiological methods. Her current work, funded by the National Institutes of Health and the National Institute of Child Health and Human Development, focuses on individual differences in the development of executive function and emotion regulation across infancy and early childhood. Dr. Bell is a fellow of American Psychological Association Division 7 (Developmental Psychology) and the editor of the journal Infancy.

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