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Self- and Social-RegulationExploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions$
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Bryan Sokol, Ulrich Muller, Jeremy Carpendale, Arlene Young, and Grace Iarocci

Print publication date: 2010

Print ISBN-13: 9780195327694

Published to Oxford Scholarship Online: May 2010

DOI: 10.1093/acprof:oso/9780195327694.001.0001

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A Bidirectional View of Executive Function and Social Interaction

A Bidirectional View of Executive Function and Social Interaction

(p.292) 12 A Bidirectional View of Executive Function and Social Interaction
Self- and Social-Regulation

Suzanne Hala

Penny Pexman

Emma Climie

Kristin Rostad

Melanie Glenwright

Oxford University Press

In this chapter, we explore the idea that the relation between social interaction and executive functions might be best characterized as bi-directionaldirectional. That is, that while developing executive function abilities almost definitely have considerable impact on emerging social understanding in young children, social interactions may also provide significant impetus for executive development. Working from a broadly Piagetian framework we include two avenues of exploration to illustrate. The first is that social collaboration on a problem might facilitate executive processes. Here we use the example of a collaboration on a strategic deception task. The second is that exposure to the ambiguous nature of social interactions may force the child to exercise more executive control, resulting in advances in various aspects of executive function. For examples, we draw from two research literatures—children's understanding of sarcasm and children's ability to grapple with acquiring more than one language.

Keywords:   cognitive development, executive function, social interaction, sarcasm, bilingual development, Piaget, strategic deception

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