affective development might stimulate more integrative efforts in the future.
Some commentaries on possibilities for integration among the six 1978
contributions are offered in Chapter 7 of this volume.

Both the value and the probable difficulty of an integrative view are
apparent in the diversity of the chapters presented here. The range includes a
consideration of infant emotional development, observational studies of the
nature and organization of peer relations in early childhood, longitudinal
research on personality constructs relevant to children's social mastery and
coping, and laboratory-experimental studies of attributions and inferences
about social events. There is variation not only in the domains of interest but
in the methods and the ages of the participants in the research.

In Chapter 1, Robert Emde lays a foundation for the consideration of
emotion in social development by proposing a biosocial framework for the
meaning of infant facial expressions. Drawing on both psychoanalytic ego
formulations and evolutionary views, he suggests that infant emotions be
viewed both in terms of their relevance to the physiological, organizational,
and coping states of the child and in terms of the social meanings attributed to
them by caregivers. Working even more clearly within the ego psychology
tradition, Jeanne Block and Jack Block (Chapter 2) describe the conceptual
underpinnings and early data from their long-term longitudinal study of the
personality constructs they have labeled ego-control and ego-resiliency. Like
Emde's, theirs is a broad view of emotional development, in which they place
affective expression and control within the framework of individual
children's capacity for coping with a range of experiences. Their chapter in
this volume reflects detailed consideration of the psychometric and
methodological issues that surround the personality constructs they propose
and, particularly, the study of their developmental stability.

In Chapter 3, by Bernard Weiner, Anna Kun, and Marijana Benesh-
Weiner, the emphasis shifts from affect per se to the role of cognition in
affective responses and social behavior. Elaborating the attributional
perspective, to which Weiner has been a major contributor in the social-
psychology literature, these collaborators propose that attribution provides a
new and useful vantage point on emotional states relevant to social
interaction and development. They report new data on attributions of
mastery, achievement, and morality; and they argue that by incorporating an
attributional perspective into the study of social development, the behavioral
relevance of the child's own feelings and his perceptions of the feelings of
others can be better understood. Thomas Shultz's concern in Chapter 4 is to
examine in detail the nature of a fundamental social atttibution--
intentionality.Shultz offers a historical and philosophical explication of the
concept of intention, and he reports a group of new, ingenious studies of
children's understanding of intentionality and their ability to use intention
information in making social judgments, such as those involving morality.

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