Jeremy I. M. Carpendaleis Professor of Developmental Psychology at Simon Fraser University, Canada. He has published in the areas of cognitive, social cognitive, and moral development. His work focuses on the nature and development of thinking about social and moral matters and the role of language and social interaction in such development. He is author of How Children Develop Social Understanding (2006 with C. Lewis). He is an editor of several books, including Social Life and Social Knowledge: Toward a Process Account of Development (2008 with U.

Müller, N. Budwig, & B. Sokol), The Cambridge Companion to Piaget (2009 with U. Müller & L. Smith), and Self- and Social-Regulation: Social interaction and the development of social understanding and executive functions (2010 with B. Sokol, U. Müller, A. Young, & G.

Iarocci).Charlie Lewisis Professor of Family and Developmental Psychology at Lancaster University, United Kingdom. His research focuses on both preschoolers' social cognitive skills and the influence of family factors on the nature and development of these skills. He has written or edited sixteen books and several research papers, not only on cognitive, social cognitive, and social development in typical children, but also in atypical populations, particularly children with autism. His current research includes studies on the development of executive function skills in preschoolers and children with developmental difficulties.Ulrich Mülleris a professor of life-span development in the Dept. of Psychology at the University of Victoria. He currently serves as Dept.

Chair. Dr. Müller's research focuses on the development of self-regulation, the contribution of self-regulation to psychological adjustment and academic achievement, and the impact of parent-child interaction on the development of self-regulation. Dr. Müller was awarded the Early Scientific Achievement Award from the Society of Research in Child Development in 2005. He has published widely in journals such as Child Development, Developmental Psychology, and Journal of Experimental Child Psychology. He is co-editor of 7 several books, including the Cambridge Companion to Piaget (2009), Self-Regulation and Autonomy (2013), Social Life and Social Knowledge (2008), and the prestigious Handbook of Child Psychology and Developmental Sciences, Vol. 2: Cognitive processes (7th edition, 2015).

Naomi de Ruiteris a Senior Assistant Professor (UD1) at the University College Groningen of the University of Groningen. Her research and teaching concern the ontology and developmental processes of psychological phenomena. She studies self as situated in social interactions and time. Her work draws from complex dynamic systems theory, discursive psychology, and theoretical psychology. She co-authored the book Toward a Process Approach in Psychology: Stepping into Heraclitus River (2022), published by Cambridge University Press, and her research has appeared in journals such as Psychological Review, Review of General Psychology, Identity, Frontiers in Psychology, Ecological Psychology, Journal of Adolescence, International Journal of Behavioral Development, Journal for Person-Oriented Research, and Complexity. In 2023 she was awarded the Early Career Award Contributions in Developmental Science by the Jean Piaget Society for her contributions to the understanding of psychological phenomena as complex and dynamic.