Self- and Social-Regulation

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.

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

• PrefaceSECTION 1Theoretical Perspectives on Self- and Social-RegulationStuart I. Hammond, Maximilian B. Bibok, and Jeremy I. M. CarpendaleChapter 1Executive Function: Description and ExplanationAnthony Steven Dick and Willis F. OvertonChapter 2Executive Function: Theoretical ConcernsJack Martin and Laura FailowsChapter 3Vygotsky, Luria, and the Social BrainCharles FernyhoughChapter 4Epistemic Flow and the Social Making of MindsCharlie Lewis, Jeremy Carpendale, John Towse, and Katerina Maridaki-KassotakiChapter 5Developments and Regressions in Rule Use: The Case of Zenadine ZidaneJacob A. Burack, Natalie Russo, Tammy Dawkins, and Mariëtte HuizingaChapter 6The Development of Self-Regulation: A Neuropsychological PerspectiveMarianne Hrabok and Kimberly A. KernsChapter 7Working Memory in Infancy and Early Childhood: What Develops?Maureen HoskynSECTION 2Social Understanding and Self-Regulation: From Perspective-Taking to Theory-of-Mind and BackBryan W. Sokol, James Allen, Snjezana Huerta, and Ulrich MüllerChapter 8Object-Based Set-Shifting in Preschoolers: Relations to Theory of MindDaniela Kloo, Josef Perner, and Thomas GiritzerChapter 9Clarifying the Relation between Executive Function and Children's Theories of MindLouis J. Moses and Deniz TahirogluChapter 10 The Developmental Relations between Perspective Taking and Prosocial Behaviors: A Meta-Analytic Examination of the Task-Specificity HypothesisGustavo Carlo, George P. Knight, Meredith McGinley, Rebecca Goodvin, and Scott C. RoeschChapter 11The Development of Future Oriented Decision-MakingChris MooreSECTION 3Self-regulation in Social Contexts: Parents, Peers, and Individual DifferencesArlene R. Young, Dagmar Bernstein, and Grace IarocciChapter 12A Bidirectional View of Executive Function and Social InteractionSuzanne Hala, Penny Pexman, Emma Climie, Kristin Rostad and Melanie GlenwrightChapter 13Underpinning Collaborative LearningEmma FlynnChapter 14Psychological Distancing in the Development of Executive Function and Emotion RegulationGerald F. Giesbrecht, Ulrich Müller, and Michael R. MillerChapter 15Emotional Contributions to the Development of Executive Functions in the Family ContextSusan M. Perez and Mary GauvainChapter 16Early Social and Cognitive Precursors and Parental Support For Self-Regulation and Executive Function: Relations from Early Childhood into AdolescenceSusan H. Landry and Karen E. SmithChapter 17Do Early Social Cognition and Executive Function Predict Individual Differences in Preschoolers' Prosocial and Antisocial Behavior?Claire Hughes and Rosie Ensor