Crick And Dodge's Model

Child development and advancement in social information processing is profoundly dependent upon emotion and cognition, which are neurological functions of the intellect brain. Is it possible all children process emotion and cognition in social information at equivalent degrees? The Crick and Dodge's model explore the social competence of children through a cognitive aspect that seeks one's own decision-making attributions. In contrast, a revised and integrated model demonstrates the various theories behind behavior. The dissimilarity among emotion and cognition in social information can be analyzed between children who are perceived as normal or children who possess an intellectual disability or developmental disorder. Theoretically, data from

Neurophysiological and functional aspects of the social information processing in children solicit to provide a holistic view of the mind and how it affects a child's competence in the development of processing information. Determinants of the phenomena seeks to explore if all children dependently or independently process social information to the same extent or at equivalent levels. The distinct types of the processing of information relies heavily upon the emotion and cognition aspects of the brain and mind. Psychologically, the way a child obtains, grasps, and process information is a part of a child's development in information processing. To an extent, according to (Lemerise, E.A. & Arsenio, W.F.), "delineating the difference" (p. 2); amongst the emotion and cognition in social information processing are distinct in the difference between the function each of them carry out. Both emotion and cognition are methods of effective instruction, however according to cognitive theorist, neurophysiologists, and functionalist theorist Lemerise and Arsenio (2000) concluded "emotion is [primarily] about motivation, cognition [is in fact] knowledge" (p. 2). Because the emotion process and cognition process are so interlaced, both processes influence each other. Thus, brain damage upon the two serves as a connection due to the confinement of the criteria.

The way a child retains, executes, encodes, and process information is based upon his or her own neurological functions of emotion and cognition of the brain. Emotion and cognition in social information processing with children is so intricate but displays differences among the spectrum of a child's development and competence. Scholars such as Piaget, Lemerise, and Arsenio defined how integrated emotion processing and cognition processing were, and how it shapes a child's development. Through the different models of information processing one could see how each child can be similar in the ways of development, but the stages in which they developed were unalike. Children progress through different speed’s; therefore an individual's advancement depends primarily on the way one's adapts to emotion and cognition