Blackwell Handbook of Infant Development

by Editor: J. Gavin Bremner (Lancaster University); Editor: Alan Fogel (University of Utah)

• ISBN13: 9780470998311
• ISBN10: 0470998318
• Format: eBook
• Copyright: 2008-04-01
• Publisher: Wiley-Blackwell

Summary

This up-to-date overview of the fast-moving field of infant development covers all the major areas of interest in terms of research, applications and policy. Provides an up-to-date overview of progress on important developmental questions relating to infancy. Balances North American and European perspective. Written by leading international researchers.Now available in full text online via xreferplus, the award-winning reference library on the web from xrefer. For more information, visit www.xreferplus.com

Table of Contents

List of Contributors

Introduction

Perception and Cognition:

Introduction

Visual Perception: Alan Slater (Exeter University):

Introduction

Theoretical Overview

Sensory and Perceptual Functioning

Visual Organisation at and Near Birth

Is There an Innate Representation of the Human Face?

Early Experience and Learning

Emerging Questions, Paradigms, Issues

Conclusions

Further Topics and Suggested Readings

References

Hearing, Listening, and Understanding: Auditory Development in Infancy: Anne Fernald (Stanford University):

Introduction

Audition and Vision Compared

The Auditory System

Methods of Assessing Auditory Function in Infants

Hearing in Infancy

Listening and Understanding in Infancy

Conclusions

Further Reading

References

Action in Infancy: Perspectives, Concepts and Challenges: Development of Reaching and Grasping: Ad Smitsman (University of Nijmegan):

Introduction

Historical Overview and Issues

Regulation of the Relationship with the Environment: Self Organisation

The Organisation of Action

Development of Reaching and Grasping

Some Future Goals for Action Research

Recommended Readings

References

Cognitive Development: Knowledge of the Physical World: Gavin Bremner (University of Lancaster):

Theoretical Overview

Development of Object Knowledge

Challenges for Future Work

Related Topics and Additional Reading

References

Infant Learning and Memory: Carolyn Rovee-Collier (Rutgers University) and Rachel Barr (Rutgers University):

Introduction

Research on Infant Learning and Memory

Issues in Infant Memory

Conclusions

Key Readings

References

Functional Brain Development During Infancy: Mark HJohnson (Birbeck College):

Theoretical Overview

Methods

Postnatal Brain Development: The First Two Years

Postnatal Brain Development and Behavioural Change

Emerging Issues

Additional Reading

References

Origins of Self Concept: Philippe Rochat (Emory University):

Introduction

Self and Language

Self-Knowledge without Language

The Self in Infancy

Different Views on the Origins of Self-Knowledge

Perceptual Origins of Self-Knowledge

Social Origins of Self-Knowledge

Origins of Self-Recognition

Conclusion: Developing Objectification of the Self in Infancy

Related Issues

Further Reading

References

Joint Visual Attention in Infancy: George Butterworth (University of Sussex):

Introduction: Defining Joint Visual Attention

The Phylogeny of Joint Visual Attention

The Emergence of Joint Attention

Pointing and Joint Visual Attention

Pointing Comprehension in Humans

The Production of Pointing

Pointing and Prehension

Pointing and the Transition to Language

Pointing, Theory of Mind and Childhood Autism

Conclusion

References

Mind Knowledge in the First Year: Understanding Attention and Intention: Vasudevi Reddy (University of Portsmouth):

Introduction

Understanding Attention

Understanding Intentions

Early Mind Knowledge: Key Issues

Further Reading

References

Social, Emotional, and Communicative Development:

Introduction

Mother-Infant Interaction: Marc HBornstein (National Institute of Child Health and Human Development) and Catherine STamis-LeMonda (New York University):

Introduction

Functions of Mother-Infant Interactions

Methodological Approaches to Studying Mother-Infant Interactions

The Nature of Mother-Infant Interactions

The Ecological Context of Mother-Infant Interactions

Conclusions

References

First Attachments: Theory and Research: Dymphna van den Boom (University of Amsterdam):

First Attachments: Theory and Research

Explanations of Attachment

Perspective

References

Peers and Infant Social/Communicative Development: Carol OEckerman (Duke University) and Karen Peterman (Duke University):

Introduction

A Brief History: Changing Questions About Infant Peers

The Development of Cooperative Coordinated Action between Peers

Peer Interactions in Daycare Contexts

Are Peer Conflicts Episodes of Coordinated Action?

Concluding Comments

References

The Salience of Touch and Physical Contact During Infancy: Unravelling Some of the Mysteries of the Somaesthetic Sense: Dale MStack (Concordia University):

Overview

Introduction

Physical Contact between Parent and Newborn: the Benefits of Touch

Beyond the Newborn Period: Adult-Infant Touching in Social Contexts

Touch and Attachment: Contact Behaviours as they Relate to Emotion and Emotional Communication

Touch and the At-Risk Infant

Touch and Culture

Conclusions

Further Topics and Additional Readings

References

Preverbal Communication: Andrew Lock (Massey University):

Introduction

Overview

Towards a More Adequate Theorisation of Early Communicative Development

Further Reading

References

Early Language: Luigia Camaioni (Universita di Roma - La Sapienza):

The Transition from Communication to Language: A Continuity View

From Attentional to Conventional to Symbolic Reference

First Words

Individual Differences in Language Acquisition

Conclusion

References

Principles of Emotion and its Development in Infancy: David WWitherington (University of Virginia), Joseph JCampos (University of California, Berkeley), and Matthew Hertenstein (University of California, Berkeley):

Overview

A Perspective on the Nature of Emotion

Evolutionary Processes in Emotional Development

Differentiation and Integration Processes in Emotional Development

Cognitive Factors in Emotional Development

Multiple Component Processes and Emotional Development

Conclusion

References

Temperament: Theodore DWachs (Purdue University) and John EBates (Indiana University):

Temperament

What is Temperament?

The Measurement of Temperament

Sources of Individual Differences in Temperament

Practical Implications

References

Risk Factors:

Introduction

Prenatal Development and Risk: Bill Fifer (New York State Psychological Institute), Catherine Monk (Columbia University), and Jill Grose-Fifer (City College of New York):

Introduction

The First Trimester

The Second Trimester

The Third Trimester

Risks to Fetal Development

Emerging Questions and the Future of Fetal Research

Suggested Further Reading

Early Intervention and Risk: Douglas RPowell (Purdue University):

Introduction

Focus on Parents

Focus on Children and Parents

Lessons and Questions

Key Readings

References

Early Social Development in Young Children with Autism: Theoretical and Clinical Implications: Sally Ozonoff (University of Utah)and Mikle South (University of Utah):

Theoretical Overview

Review of Development in the First Years

Emerging Questions, Paradigms, and Issues

Conclusion

Further Topics and Suggested Additional Readings

References

Infant Mental Health in a Changing Society: Donna MGelfand (University of Utah):

Introduction

Theories of Infant Mental Health

Research on Infants' Abilities

Classification of Infant Developmental Disorders

Major Categories of Infant Adjustment Disorders

Infant Assessment

Early Intervention and Treatment

Summary

Recommended Reading

References

Sensory Deficits: Gunilla Preisler (Stockholm Universiteit):

Introduction

To be Born Deaf

To be Born Blind

To be Born Deaf-Blind

Conclusion

References

Contexts and Policy:

Introduction

Infancy Research, Policy and Practice: Marguerite Barratt (Michigan State University):

Introduction

Theoretical Framework

Policy and Practice

Engaged University

Key Readings

References

Child Care Research at the Dawn of a New Millennium: Taking Stock of What we Know: Sarah LFriedman (National Institute of Child Health and Human Development), Suzanne Randolph and Anita Kochanoff:

Introduction

Why is Child Care an Issue?

Historical Changes in Maternal Employment and in Non-Maternal Care

Child Care as a Challenge to Cultural Beliefs and to Scientific Theories

Conceptualizing Child Care

The Assessment of Child Care

The History of Research on Child Care and its Links to Child Development

The State of Knowledge About Child Care and Child Development

Directions for Future Research

Conclusion

References

Health, Nutrition and Safety: Jeanne Thibo Karns (University of Akron):

Introduction

Health: Prevention and Risks

Nutrition

Safety

Conclusion and Future Trends

References

The History (and Future) of Infancy: Alan Fogel (University of Utah):

Introduction

Pre-History of Infancy: 1.6 Million to 10,000 Years Ago

Early Civilizations: 8,000 B.C.E- 3000 A.C.E

Middle Ages and Renaissance: 3rd - 16th Centuries

The Enlightenment: 17th - 19th Centuries

The Recent Past: 20th Century

The Future

References

Subject Index

Author Index

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