Child Development at the Intersection of Emotion and Cognition
Book Details
Format
Hardback or Cased Book
Book Series
Human Brain Development Series
ISBN-10
143380686X
ISBN-13
9781433806865
Publisher
American Psychological Association
Imprint
American Psychological Association
Country of Manufacture
GB
Country of Publication
GB
Publication Date
Nov 15th, 2009
Print length
261 Pages
Ksh 7,400.00
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Intertwined emotional and cognitive processes evolve from early childhood to school age, influencing thought and behavior. Merging theoretical perspectives with empirical evidence, the text probes neurological, genetic, and environmental factors that shape self-regulation and adaptive development.
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.
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.
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