This research was supported by Grant 5R01HD050806 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health and Human Development or the National Institutes of Health. The authors wish to express their thanks to Lauren Keel Shinn, Korinne Chiu, Pamela L. Dover, the students and staff who assisted with data collection, and the families who participated in the study.
Developmental Dynamics of Emotion and Cognition Processes in Preschoolers
Article first published online: 23 AUG 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 1, pages 346–360, January/February 2013
How to Cite
Blankson, A. N., O’Brien, M., Leerkes, E. M., Marcovitch, S., Calkins, S. D. and Weaver, J. M. (2013), Developmental Dynamics of Emotion and Cognition Processes in Preschoolers. Child Development, 84: 346–360. doi: 10.1111/j.1467-8624.2012.01841.x
- Issue published online: 25 JAN 2013
- Article first published online: 23 AUG 2012
Dynamic relations during the preschool years across processes of control and understanding in the domains of emotion and cognition were examined. Participants were 263 children (42% non-White) and their mothers who were seen first when the children were 3 years old and again when they were 4. Results indicated dynamic dependence among the processes studied. Specifically, change in cognitive processes of control and understanding were dependent upon initial levels of the other processes. Changes in emotion control and understanding were not predicted by earlier performance in the other processes. Findings are discussed with regard to the constructs of control and understanding and the developmental interrelations among emotion and cognitive processes.