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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010334342 | BF632 B47 2011 | Open Access Book | Book | Searching... |
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Summary
Summary
As humans, we self-regulate whenever we adapt our emotions and actions to situational requirements and to internalized social standards and norms. Self-regulation encompasses skills such as paying attention, inhibiting reflexive actions, and delaying gratification.
This book presents self-regulation as a crucial link between genetic predisposition, early experience, and later adult functioning in society. Individual chapters examine what self-regulation is, how it functions, how genetic and environmental factors influence its development, how it affects social and academic competence in childhood and adulthood, what pathologies can emerge if it is under-developed, and how it might be fostered in children.
Author Notes
Andrea Berger is a professor of psychology at Ben-Gurion University of the Negev, Beersheba, Israel. She received a doctorate in cognitive psychology and then, following her postdoctoral training at the University of Oregon, her research increasingly adopted a developmental perspective.
Her field of expertise, developmental cognitive neuroscience, reflects Dr. Berger's interest in the relation between the brain and behavior during normal as well as abnormal development. The main topic investigated in her lab is the development of the executive aspects of attention and control--such as inhibitory control, monitoring, and error detection--and its implications for self-regulation.
Her research has recently shown that the brain network involved in error detection and violation of expectations can be identified in infancy. Her research on the development of self-regulation includes studies with typical and atypical children, such as those with attention-deficit/hyperactivity disorder.
Dr. Berger has received research funding from the United States-Israel Bi-National Science Foundation, the Israeli Science Foundation, and the Israel Ministry of Education, and she has received numerous prizes for her research.
Reviews 1
Choice Review
The rapidly increasing amount of research devoted to understanding development of self-regulation makes Berger's excellent review most welcome. The use of techniques such as functional magnetic resonance imaging in developmental research has grown exponentially, hence the need for an effective synthesis of the newer neurological findings and older behavior-based research. Although Berger (Ben-Gurion Univ. of the Negev, Beersheba, Israel) focuses primarily on biological questions and explanations, the discussion is also organized and motivated by behavioral-based theory. In seven chapters, she defines self-regulation, reviews evidence for brain areas and pathways involved, summarizes developmental neurological changes, evaluates evidence for individual differences in development, and (in the last two chapters) applies the preceding discussion by looking at ADHD and educational implications for fostering self-regulation. Though the writing is technical, Berger explains the basics of many neurological and psychological research techniques so that a careful reader can follow the logic of the many areas of research evaluated. Researchers familiar with one area will have much to gain from Berger's thorough integration of multiple areas. Practitioners will appreciate the application of research results to clinical and educational questions. Summing Up: Recommended. Upper-division undergraduates through faculty and professionals. J. F. Heberle Albright College
Table of Contents
| Foreword | p. xi |
| Acknowledgments | p. xiii |
| Chapter1 Introduction | p. 3 |
| Chapter 2 Neurocognitive and Neuromotivational Mechanisms of Self-Regulation | p. 19 |
| Chapter 3 Developmental Neuroprocesses Supporting the Emergence of Self-Regulation | p. 45 |
| Chapter 4 Individual Differences in Self-Regulation | p. 61 |
| Chapter 5 Self-Regulation in Social Contexts | p. 91 |
| Chapter 6 Illustrating a Developmental Pathology of Self-Regulation: The Case of ADHD | p. 105 |
| Chapter 7 Fostering Self-Regulation | p. 133 |
| Epilogue | p. 153 |
| References | p. 155 |
| Index | p. 211 |
| About the Author | p. 225 |
