Child Development at the Intersection of Emotion and Cognition

272 Pages·2010·15.646 MB·English

by  Susan D. Calkins, Martha Ann Bell

Child Development
AT THE I NTERSECTION OF
Emotion and Cognition
APA HUMAN BRAIN
DEVELOPMENT SERIES
MICHAEL I. POSNER, SERIES EDITOR
Educating the Human Brain
Michael I. Posner and Mary K. Rothbart
Poverty and Brain Development During Childhood: An Approach From
Cognitive Ps^cholog^ and Neuroscience
Sebastian Lipina and Jorge A. Colombo
Child Development at the Intersection of Emotion and Cognition
Edited by Susan D. Calkins and Martha Ann Bell
Child Development
AT THE INTERSECTION OF
Emotion and Cognition
EDITED BY
Susan D. Calkins and Martha Ann Bell
AMERICAN PSYCHOLOGICAL ASSOCIATION
WASHINGTON, DC
Copyright © 2010 by the American Psychological Association. All rights reserved. Except
as permitted under the United States Copyright Act of 1976, no part of this publication
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Library of Congress Cataloging-in-Publication Data
Child development at the intersection of emotion and cognition / edited by
Susan D. Calkins and Martha Ann Bell. — 1st ed.
p. cm. — (Human brain development series)
Includes bibliographical references and index.
ISBN-13: 978-1-4338-0686-5
ISBN-10: 1-4338-0686-X
ISBN-13: 978-1-4338-0687-2 (e-book)
ISBN-10: 1-4338-0687-8 (e-book)
1. Emotions. 2. Cognition. 3. Child development. I. Calkins, Susan D.
II. Bell, Martha Ann.
BF511.C45 2010
155.4_ k22 2009023621
<
British Library Cataloguing-in-Publication Data
A CIP record is available from the British Library.
Printed in the United States of America
First Edition
CONTENTS
Contributors m
Foreword lx
Michael I. Posner
Chapter 1. Introduction: Putting the Domains of
Development Into Perspective 3
Susan D. CaWans and Martha Ann Bell
I. Basic Developmental Processes 15
Chapter 2. An Optimal Balance: The Integration of
Emotion and Cognition in Context 17
Clancy Biair and Tracy Dennis
Chapter 3. Emotion Regulation and Executive
Functioning in Early Development:
Integrated Mechanisms of Control
Supporting Adaptive Functioning 37
Susan D. CaMcira and Stuart Marcovitch
Chapter 4. The Role of Language in the Development of
Emotion Regulation 59
Pamela M. Cole, Laura Marie Armstrong, and
Caroiine K. Pemberton
Chapter 5. Feeling and Understanding Through the Prism
of Relationships 79
Ross A. Thompson
v
Chapter 6. Hot Executive Function: Emotion and the
Development of Cognitive Control 97
Philip David Zelazo, Li Qu, and Amanda C. Kesek
II. Neuroscientific and Genetic Contributions 113
Chapter 7. Psychobiological Mechanisms of Cognition-
Emotion Integration in Early Development ... 115
Martha Ann Bell, Denise R. Greene, and
Christ? D. Wolfe
Chapter 8. Cognition and Emotion: A Behavioral Genetic
Perspective 133
Kirby Deater-Deckard and Paula Y. Mullineaux
Chapter 9. Understanding the Social World: A
Developmental Neuroscience Approach 153
Mark H. Johnson
Chapter 10. Desire, Dopamine, and Conceptual
Development 175
Marc D. Lewis
III. Implications for Clinical and Educational Research 201
Chapter 11. Self-Regulation and Academic Achievement
in the Transition to School 203
Frederick J. Morrison, Claire Cameron Ponitj,
and Megan M. McClelland
Chapter 12. Intersection of Emotion and Cognition in
Developmental Psychopathology 225
Joel T. Nigg, Michelle M. Martel, Molly Nikolas,
and B.J. Casey
Afterword: Integrating Emotion and Cognition in Developmental
Research 247
Martha Ann Bell and Susan D. Calkins
Index 253
About the Editors 261
vi CONTENTS
CONTRIBUTORS
Laura Marie Armstrong, The Pennsylvania State University, University
Park
Martha Ann Bell, Virginia Polytechnic Institute and State University,
Blacksburg
Clancy Blair, New York University, New York, NY
Susan D. Calkins, University of North Carolina at Greensboro
B. J. Casey, Cornell Medical Center Sackler Institute, New York, NY
Pamela M. Cole, The Pennsylvania State University, University Park
Kirby Deater-Deckard, Virginia Polytechnic Institute and State
University, Blacksburg
Tracy Dennis, Hunter College, City University of New York, NY
Denise R. Greene, Roanoke College, Salem, VA
Mark H. Johnson, Birkbeck College, University of London, England
Amanda C. Kesek, University of Minnesota, Minneapolis
Marc D. Lewis, University of Toronto, Toronto, Ontario, Canada
Stuart Marcovitch, University of North Carolina at Greensboro
Michelle M. Martel, University of New Orleans, New Orleans, LA
Megan M. McClelland, Oregon State University, Corvallis
Frederick J. Morrison, University of Michigan, Ann Arbor
Paula Y. Mullineaux, Virginia Polytechnic Institute and State University,
Blacksburg
Joel T. Nigg, Oregon Health and Science University, Portland
Molly Nikolas, Michigan State University, East Lansing
Caroline K. Pemberton, The Pennsylvania State University, University
Park
Claire Cameron Ponitz, University of Virginia, Charlottesville
Michael I. Posner, University of Oregon, Eugene
vu
1—
Li Qu, Nanyang Technological University, Singapore
Ross A. Thompson, University of California, Davis
Christy D. Wolfe, Bellarmine University, Louisville, KY
Philip David Zelazo, University of Minnesota, Minneapolis
Viii CONTRIBUTORS
FOREWORD
In this volume, Susan D. Calkins and Martha Ann Bell have made
significant progress with an old issue in philosophy and psychology: How are
our emotions and thoughts related? Can there be pure cognitive and pure
affective psychology, or are the interactions of sufficient importance that
their constituents cannot be examined separately?
Traditionally, science has analyzed the complexities of everyday life by
separating them into simple, isolated components. This approach can be useful
in scientific discovery. For example, studies of the role of the amygdala in
fear by LeDoux1 show how single emotions can be fruitfully isolated and stud
ied. Similarly, the presence of proto-arithmetic operations in infancy shows
that aspects of cognition can be isolated by appropriate experimental studies.2,3
Nonetheless, as this volume shows, cognition and emotional develop
ment influence each other in important ways. For example, Zelazo, Qu, and
Kesek (chap. 6) show that emotional contexts can impair or enhance execu
tive functioning, and a specific example is provided by Blair and Dennis (chap.
2), who show how excessive emotional arousal can limit cognitive perfor
mance. Conversely, Cole, Armstrong, and Pemberton (chap.4) describe how
language—a cognitive skill—affects the development of emotional regulation.
In addition to demonstrating the two-way influences of emotion and
cognition, the chapters explore possible mechanisms for these influences.
For example, Bell, Greene, and Wolfe (chap. 7) propose a model that focuses
on attentional control and self-regulation. Lewis (chap. 10) proposes a model
linking desire and concept development, with dopamine playing a key role
'LeDoux, J. (2007). The amygdala. Current Biology, 17, R868-R874.
2Berger, A., Tzur, G., & Posner, M. I. (2006). Infant babies detect arithmetic error. Proceedings ofthe
National Academy of Sciences, 103, 12649-12553.
'Wynn, K. (1992, August 27). Addition and subtraction by human infants. Nature, 358, 749-750.
IX