Children practice coping every day in response to stressors big and small. Coping develops iteratively with repeated exposure to developmentally normative stressors. The everyday perspective on coping focuses on the immediate functions of coping. Children’s experiences with various coping strategies in daily life shape the development of coping over the long term. The interpersonal perspective on coping focuses on the involvement of close others, including peers and family members, in children’s coping. Interactions with others are intertwined with and shape children’s responses to stressful events. The participation of peers and family members in children’s coping is connected to the adaptiveness of their responses in the short term, and their psychological well-being over the long term. These perspectives inform the conceptualization and measurement of coping. Moreover, they provide suggestions for interventions and the direction of future research on coping development.

This chapter discusses noticing of corrective feedback (CF) and factors that affect noticing in different contexts in previous studies. Laboratory studies found that the type of error, the length and salience of the CF, the proficiency level of the learner, and their working memory capacity, attention control, and analytical ability affected noticeability of CF. In classroom studies, the explicitness of the CF and learners' anxiety in language classrooms additionally influenced their noticing of CF. A further finding of studies is that there are discrepancies between teachers' intentions in giving CF and learners' interpretations of that CF. In peer work, the relationship between learners were closely related to the noticng of CF. Computer-based text chats have certain strengths in terms of contributing to learners' noticing of CF, such as the slow pace of the communication and the re-readibility of the text messages. However, delayed CF, and less social and affective engagement due to characteristics of text chats seemed to contribute to less noticeability of CF. In future studies, it will be necessary to examine how and when noticing leads to understanding to explore the process of deeper learning.