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The study of typical and atypical development in chilren and adolescents has become increasingly informed y and integrated with social and affective neuroscience erspectives. Emerging research from the social and affecive neurosciences highlights the influence of social and motional factors, and their interactions, on the developing rain. The purpose of this special section is to draw attenion to the rich contributions to developmental cognitive euroscience that are emerging from social and affecive science research, and to stimulate additional future esearch in these areas. The papers in this special issue ere drawn from research presented at two recent scienific meetings. The first meeting, held in June of 2012 at he University of Maryland, was organized as part of the harge from the new NSF-funded Maryland Neuroimaging enter. The focus of the meeting was on developmenal social neuroscience, including the development of face rocessing, reward processing, and social cognition. The econd meeting was the Developmental Affective Neurocience Symposium held at the University of Pittsburgh n September of 2012, which highlighted social and affecive neuroscience research on the development of positive ffect systems. Both meetings attracted an international roup of researchers interested in using tools such as MRI and EEG to document social and emotional influences n normative development and implications for atypical ocial and emotional development. Many of the papers in this special section address uestions within a developmental psychopathology rame. This theoretical perspective promotes mutually

Contributions of social and affective neuroscience to our understanding of typical and atypical development