Cole, Martin, and Dennis noted in their Summary
and Conclusions section that developmental research can be enriched
by studies of the role of emotions in organizing a child’s
thinking, learning, and action, and likewise by studies of the role of thinking, learning, and action in the regulating of emotions. (Cole, Martin, & Dennis, 2004).
"There already may be some neurological
support for this linkage. Recent cognitive neuroscience findings
suggest that the neural mechanisms underlying emotion regulation
may be the same as those underlying cognitive processes, specifically, higher order cognitive processes such as volitional sustained attention or working memory." (Bell & Wolfe, 2004)
It may be, however, that by supporting infants in the development of attentional skill, in part to relieve infant distress (Ruff & Rothbart,1996), caregivers are contributing
to the attentional skills
associated with later emotion regulation, as well as later complex cognitive processing.