Child Development At The Intersection Of Emotion And Cognition Child Development Emotion And Cognition

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. This volume addresses the codevelopment of emotional and cognitive processes by integrating theoretical and empirical work on these processes. 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. Developmental Theorists Have Long Speculated That Emotion And Cognition Are Inseparable Components Of The Developmental Process. Some Even Have Suggested That The Two Components Are Fully Integrated By The Time Children Reach School Age. Yet, Despite Considerable Theoretical Work Describing This Interaction, Relatively Little Empirical Work Has Been Conducted On The Subject. This Volume Addresses The Codevelopment Of Emotional And Cognitive Processes By Integrating Theoretical And Empirical Work On These Processes. The First Part Of The Book Demonstrates The Codependence Of Emotional And Cognitive Processes, Noting That Both 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. Introduction : Putting The Domains Of Development Into Perspective / Susan D. Calkins, Martha Ann Bell -- An Optimal Balance : The Integration Of Emotion And Cognition In Context / Clancy Blair, Tracy Dennis -- Emotion Regulation And Executive Functioning In Early Development : Mechanisms Of Control Supporting Adaptive Functioning / Susan D. Calkins, Stuart Marcovitch -- The Role Of Language In The Development Of Emotion Regulation / Pamela M. Cole, Laura Marie Armstrong, Caroline K. Pemberton -- Feeling And Understanding Through The Prism Of Relationships / Ross Thompson -- Hot Executive Function : Emotion And The Development Of Cognitive Control / Phillip D. Zelazo, Li Qu, Amanda C. Kesek -- Psychobiological Mechanisms Of Cognition-emotion Integration In Early Development / Martha Ann Bell, Denise R. Greene, Christy D. Wolfe -- Cognition And Emotion : A Behavioral Genetic Perspective / Kirby Deater-deckard, Paula Y. Mullineaux -- Understanding The Social World : A Developmental Neuroscience Approach / Mark H. Johnson -- Desire, Dopamine, And Conceptual Development / Marc D. Lewis -- Self-regulation And Academic Achievement In The Transition To School / Frederick J. Morrison, Claire Cameron Ponitz, Megan M. Mcclelland -- Intersection Of Emotion And Cognition In Developmental Psychopathology / Joel T. Nigg, Michelle M. Martel, Molly Nikolas, B.j. Casey. Edited By Susan D. Calkins And Martha Ann Bell. Includes Bibliographical References And Index. "Developmental theorists have long speculated that emotion and cognition are inseparable components of the developmental process. Some even have suggested that the two components are fully integrated by the time children reach school age. Yet, despite considerable theoretical work describing this interaction, relatively little empirical work has been conducted on the subject. This volume addresses the codevelopment of emotional and cognitive processes by integrating theoretical and empirical work on these processes. The first part of the book demonstrates the codependence of emotional and cognitive processes, noting that both 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. This book is part of the Human Brain Development series, edited by Michael I. Posner. Researchers, clinicians, students, and educators will find it an essential reference"--Jacket. (PsycINFO Database Record (c) 2010 APA, all rights reserved) "Developmental theorists have long speculated that emotion and cognition are inseparable components of the developmental process. Some even have suggested that the two components are fully integrated by the time children reach school age. Yet, despite considerable theoretical work describing this interaction, relatively little empirical work has been conducted on the subject. This volume addresses the codevelopment of emotional and cognitive processes by integrating theoretical and empirical work on these processes. The first part of the book demonstrates the codependence of emotional and cognitive processes, noting that both 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. This book is part of the Human Brain Development series, edited by Michael I. Posner. Researchers, clinicians, students, and educators will find it an essential reference"--Jaquette reserved) "Developmental theorists have long speculated that emotion and cognition are inseparable components of the developmental process. Some even have suggested that the two components are fully integrated by the time children reach school age. Yet, despite considerable theoretical work describing this interaction, relatively little empirical work has been conducted on the subject." "This volume addresses the codevelopment of emotional and cognitive processes by integrating theoretical and empirical work on these processes. The first part of the book demonstrates the codependence of emotional and cognitive processes, noting that both 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."--Résumé de l'éditeur 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.