Emotion-cognitive integration is an emerging area of research in psychology that counters the traditional reductionist study of either. In a dozen chapters introduced by Calkins (human development, family studies, and psychology, U. of North Carolina at Greensboro) and Bell (psychology, Virginia Polytechnic Institute and State U., Blacksburg), international contributors present ways of thinking about how to conceptualize and study these processes in the early developmental stages. E.g., proposed models focus on the links between cognitive and emotional control, or the neurochemical connection between desire and concept development. The implications of this work for functioning in school and social settings are discussed. Michael I. Posner (U. of Oregon, Eugene) is the series editor. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)