Differentiating Processes of Control and Understanding in the Early Development of Emotion and Cognition

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Developmental dynamics of emotion and cognition processes in preschoolers Parasympathetic Regulation and Inhibitory Control Predict the Development of Externalizing Problems in Early Childhood.Cognitive and Emotional Processes as Predictors of a Successful Transition into School.

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Differentiating Processes of Control and Understanding in the Early Development of Emotion and Cognition

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2012 nî lūn-bûn

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A Nayena Blankson

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Esther M Leerkes

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Marion O'Brien

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Stuart Marcovitch

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Susan D Calkins

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The polyvagal perspective.

Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure.

Dysfunction in the neural circuitry of emotion regulation--a possible prelude to violence.

Developing mechanisms of self-regulation.

The Role of Emotion Regulation and Children's Early Academic Success

Fear and anger regulation in infancy: effects on the temporal dynamics of affective expression.

School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

Parental Socialization of Emotion.

Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program

Placing emotional self-regulation in sociocultural and socioeconomic contexts.

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1-20

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scholarly article

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10.1111/J.1467-9507.2011.00593.X

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2012-02-01T00:00:00Z

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221827133

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Differentiating Processes of Control and Understanding in the Early Development of Emotion and Cognition

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P2860

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Differentiating Processes of Control and Understanding in the Early Development of Emotion and Cognition

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