Self- and Social-Regulation: The Development of Social Interaction, Social Understanding, and Executive Functions
Autor Bryan Sokol, Ulrich Muller, Jeremy Carpendale, Arlene Young, Grace Iaroccien Limba Engleză Hardback – 3 feb 2010
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Specificații
ISBN-13: 9780195327694
ISBN-10: 0195327691
Pagini: 472
Ilustrații: 1 halftone, 19 line illus.
Dimensiuni: 236 x 157 x 38 mm
Greutate: 0.79 kg
Editura: Oxford University Press
Colecția OUP USA
Locul publicării:New York, United States
ISBN-10: 0195327691
Pagini: 472
Ilustrații: 1 halftone, 19 line illus.
Dimensiuni: 236 x 157 x 38 mm
Greutate: 0.79 kg
Editura: Oxford University Press
Colecția OUP USA
Locul publicării:New York, United States
Recenzii
This excellent book is unique in bringing together a very diverse group of authors who have something interesting to say about self-regulation or executive functioning and its relation to social understanding and social interaction. The authors vary in their perspectives, their approaches, and their foci, but together provide a stimulating, nuanced, and multifaceted review of theory and findings on self-regulation and executive functioning. Even an expert on the topic is likely to learn much about new approaches and empirical findings. This book will be very useful to researchers, students, and practitioners interested in the development of self-regulation and executive functioning. - Nancy Eisenberg, Regents' Professor, Department of Psychology, Arizona State University
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
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
Notă biografică
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.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.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.