Produktdetaljer
ISBN
9781433809712
Publisert
2011-05-15
Utgiver
American Psychological Association
Høyde
254 mm
Bredde
178 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
225
Forfatter
Biografisk notat
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 amp ndash Israel Bi-National Science Foundation, the Israeli Science Foundation, and the Israel Ministry of Education, and she has received numerous prizes for her research.
Innbundet /
2011
/ Engelsk
667,-
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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.
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.
Les mer
Humans adapt emotions and actions to meet social expectations. Self-regulation—encompassing attention, impulse control, and delayed rewards—is examined as the vital link between genetic predispositions, early experiences, and adult competence, shaping social, academic, and emotional outcomes.
Les mer
Foreword
Acknowledgments
- Introduction
- Neurocognitive and Neuromotivational Mechanisms of Self-Regulation
- Developmental Neuroprocesses Supporting the Emergence of Self-Regulation
- Individual Differences in Self-Regulation
- Self-Regulation in Social Contexts
- Illustrating a Developmental Pathology of Self-Regulation: The Case of ADHD
- Fostering Self-Regulation
Epilogue
References
Index
About the Author
Les mer
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.
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.
Les mer
Humans adapt emotions and actions to meet social expectations. Self-regulation—encompassing attention, impulse control, and delayed rewards—is examined as the vital link between genetic predispositions, early experiences, and adult competence, shaping social, academic, and emotional outcomes.
Les mer
Foreword
Acknowledgments
- Introduction
- Neurocognitive and Neuromotivational Mechanisms of Self-Regulation
- Developmental Neuroprocesses Supporting the Emergence of Self-Regulation
- Individual Differences in Self-Regulation
- Self-Regulation in Social Contexts
- Illustrating a Developmental Pathology of Self-Regulation: The Case of ADHD
- Fostering Self-Regulation
Epilogue
References
Index
About the Author
Les mer
Produktdetaljer
ISBN
9781433809712
Publisert
2011-05-15
Utgiver
American Psychological Association
Høyde
254 mm
Bredde
178 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
225
Forfatter
Biografisk notat
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 amp ndash Israel Bi-National Science Foundation, the Israeli Science Foundation, and the Israel Ministry of Education, and she has received numerous prizes for her research.