ABSTRACT
Self-regulation is thought to arise from the gradual transfer of primary control of thoughts, behaviors, and emotions from external to internal sources (Kopp, 1982; Luria, 1961; Rothbart & Derryberry, 1981; Vygotsky; 1962). This transfer of control emerges through a series of transactions between an infant and his/her environment-most importantly, interactions with others. In this chapter, we discuss the central role of early dyadic and triadic interactions for the development of self-regulation. We argue that these interactions directly support the development of self-regulation through their in uence on the quality and quantity of social learning experiences as well as through their in uence on the development and coordination of posterior orienting and anterior executive attention systems. We further argue that early interactions indirectly in uence self-regulation through their effects on social cognition; speci cally, the development and integration of information processing about the self versus others.
