In this extensively revised edition, Martha Ann Bell and her contributors synthesize the newest research on how cognitive and emotional processes influence each other in child development. Historically, research in child development has treated cognitive processes as separate and distinct from social-emotional processes. However, many of the factors that influence self-regulation are also closely linked to cognitive development. For example, genetics, prenatal environment, relationships, language, and physiological processes are all links between emotion and cognition in child development. The first edition of this volume greatly increased our understanding of emotion-cognition integration. This second edition incorporates new longitudinal research demonstrating this integration during infancy and throughout childhood. Chapters incorporate new research methods based on technological advances that have greatly enhanced our ability to examine early human brain development. The resulting volume is a critical read for those interested in understanding how brain development influences our behavior and social interactions. The field is ripe for the kind of synthesis reviews that these chapters provide, bringing together the hottest areas in psychological science. This volume achieves that goal masterfully. The chapters are written by leaders in the field and organize not just what is happening, but also why. Each contribution is readable and helpful, making it a valuable text for students and more advanced scholars alike. -- Seth Pollak, PhD, Paughan Bascom Distinguished Professor of Psychology, University of Wisconsin–Madison, Madison, WI, United States For too long, cognition and emotion were considered as largely separate and unrelated; emotions were considered lowlier (cognition being more exalted) and something to be controlled, regulated, or inhibited. Here, Martha Ann Bell has assembled impressive contributors who elaborate on the rich bidirectional relation between cognitive and emotional development, and how emotions can aid, as well as impair, cognitive performance. Entire chapters are also devoted to the effects of the social environment or context on cognition and emotions, and discussion of biological and neural underpinnings of cognitive and emotional development appears in several of the chapters. This is an excellent, cutting-edge text for people interested in understanding more about cognitive development, emotional development, the diverse ways in which they are related, and the roles of social and biological factors. -- Adele Diamond, PhD, FRSC, FAPA, FAPS, FSEP, ScD, DPhil, Canada Research Chair Professor of Developmental Cognitive Neuroscience, and Head, Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada For too long, cognition and emotion were considered as largely separate and unrelated; emotions were considered lowlier (cognition being more exalted) and something to be controlled, regulated, or inhibited. Here, Martha Ann Bell has assembled impressive contributors who elaborate on the rich bidirectional relation between cognitive and emotional development, and how emotions can aid, as well as impair, cognitive performance. Entire chapters are also devoted to the effects of the social environment or context on cognition and emotions, and discussion of biological and neural underpinnings of cognitive and emotional development appears in several of the chapters. This is an excellent, cutting-edge text for people interested in understanding more about cognitive development, emotional development, the diverse ways in which they are related, and the roles of social and biological factors. -- Adele Diamond, PhD, FRSC, FAPA, FAPS, FSEP, ScD, DPhil, Canada Research Chair Professor of Developmental Cognitive Neuroscience, and Head, Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada Martha Ann Bell, PhD , is University Distinguished Professor, College of Science Faculty Fellow, and Professor of Psychology at Virginia Tech, where she has been on faculty since 1996 as a member of the Developmental Science program. Her research team examines individual differences in the development of executive function and emotion regulation across infancy and childhood, with her and collaborators’ work funded by the National Institutes of Health (NICHD, NIMH, NIDA) and the National Science Foundation. Bell is a Fellow of the American Psychological Association (Division 7, Developmental Psychology; Division 3, Experimental Psychology and Cognitive Science) and a Fellow of the Association for Psychological Science. She is past recipient of the Senior Investigator Award from the International Society for Developmental Psychobiology, as well as the society’s Rovee-Collier Mentor Award. She also has received Virginia Tech’s top awards for research (Alumni Award f