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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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Emotional Contributions to the Development of Executive Functions in the Family Context

Emotional Contributions to the Development of Executive Functions in the Family Context

(p.357) 15 Emotional Contributions to the Development of Executive Functions in the Family Context
Self- and Social-Regulation

Susan M. Perez

Mary Gauvain

Oxford University Press

This chapter examines executive function development, specifically planning, in the family context in relation to social, emotional, and cultural processes. Learning from others relies on both cognitive and emotional processes. The development of planning (determination, organization, and implementation of future-oriented behaviors) and of emotional competence (emotional expression, understanding, and regulation) are intricately linked with children's experience in the family setting. Effective planning and emotional competence draw on many of the same underlying skills, in particular attention regulation and inhibition. Emotional competence contributes to the quality of social interaction, including children's ability to engage in and learn about complex cognitive skills from others. Family interactions also reflect the beliefs, values, and practices of the cultural context, which, in turn, influence children's learning opportunities in the family context. The research reviewed suggests the need for further examination of these interconnections toward a greater understanding of individual differences in cognitive and emotional development.

Keywords:   planning skills, emotional competence, socialization, family context, cultural context

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