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 emotional development 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 understanding with 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, the contributors 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.

Bryan W. Sokol's profile page

Ulrich Muller's profile page

Jeremy I.M. Carpendale's profile page

Arlene R. Young's profile page

Grace S. Iarocci's profile page

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 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. 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.

"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

"This volume provides comprehensive, original coverage on the intersections among executive function, social understanding, and social interaction in development. The central theme-that developing regulation of the self cannot occur independently from social factors-is well supported by these outstanding contributions. Separate introductions to each section of the book offer insightful and provocative commentary along the way. Current matters of debate are presented, and done so with remarkably wise reflection on the historical context of these issues, as well as a keen eye toward future research priorities."

--Stephanie M. Carlson, Associate Professor, Institute of Child Development, University of Minnesota

"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