ABSTRACT
In order to understand children fully we must study the interrelations among the social, cognitive, and affective aspects of their behavior and development. For example, if we were interested in studying what is typically considered a dimension of cognition-readingwe should be concerned with psycholinguistic processes, such as knowledge of letter-sound correspondence; social processes, such as the ways in which children’s knowledge of the social conventions governs classroom discourse; and affect, such as achievement motivation. Similarly, in studying children’s social behavior, such as cooperation with peers, we must consider cognitive processes, such as the ability to take another person’s perspective. The reason for the examination of social, affective, and cognitive processes is simple: They affect each other.
