Self- and Social-Regulation: Exploring the Relations Between Social Interaction, Social…

Hardcover | February 10, 2010

byBryan W. Sokol, Ulrich Muller, Jeremy I. M. Carpendale

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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 emotionaldevelopment 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 understandingwith 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, thecontributors 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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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 emotionaldevelopment is, however, far from being full...

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 Muller is Assoc...

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Self-Regulation and Autonomy: Social and Developmental Dimensions of Human Conduct
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Format:HardcoverDimensions:472 pages, 6.18 × 9.29 × 1.5 inPublished:February 10, 2010Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0195327691

ISBN - 13:9780195327694

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Table of Contents

PrefaceSection 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 Explanation2. Jack Martin and Laura Failows: Executive Function: Theoretical Concerns3. Charles Fernyhough: Vygotsky, Luria, and the Social Brain4. Charlie Lewis, Jeremy Carpendale, John Towse, and Katerina Maridaki-Kassotaki: Epistemic Flow and the Social Making of Minds5. Jacob A. Burack, Natalie Russo, Tammy Dawkins, and Mariette Huizinga: Developments and Regressions in Rule Use: The Case of Zenadine Zidane6. Marianne Hrabok and Kimberly A. Kerns: The Development of Self-Regulation: A Neuropsychological Perspective7. 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 Muller: 8. Daniela Kloo, Josef Perner, and Thomas Giritzer: Object-Based Set-Shifting in Preschoolers: Relations to Theory of Mind9. Louis J. Moses and Deniz Tahiroglu: Clarifying the Relation between Executive Function and Children's Theories of Mind10. 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 Hypothesis11. The Development of Future Oriented Decision-MakingSection 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 Interaction13. Emma Flynn: Underpinning Collaborative Learning14. Gerald F. Giesbrecht, Ulrich Muller, and Michael R. Miller: Psychological Distancing in the Development of Executive Function and Emotion Regulation15. Susan M. Perez and Mary Gauvain: Emotional Contributions to the Development of Executive Functions in the Family Context16. 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 Adolescence17. Claire Hughes and Rosie Ensor: Do Early Social Cognition and Executive Function Predict Individual Differences in Preschoolers' Prosocial and Antisocial Behavior?

Editorial Reviews

"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