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. Each of the 26 chapters is written by a leading international researcher and offers a current review of the theory and research findings in his or her particular area of expertise. The volume is divided into four sections on perception and cognition; social, emotional and communicative development; risk factors in development; and contexts and policy issues. Integration and coherence across the Handbook are provided by editorial commentaries prefacing each section.
Table of Contents
List of Contributors.IntroductionPart I: Perception and Cognition:Introduction.1. Visual Perception: Alan Slater (Exeter University):Introduction.Theoretical OverviewSensory 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.2. 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.3. 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.4. 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.5. 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.6. Functional Brain Development During Infancy: Mark H. Johnson (Birbeck College):Theoretical Overview.Methods.Postnatal Brain Development: The First Two Years.Postnatal Brain Development and Behavioural Change.Emerging Issues.Additional Reading.References.7. 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.8. 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.9. 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.Part II: Social, Emotional, and Communicative Development:Introduction.10. Mother-Infant Interaction: Marc H. Bornstein (National Institute of Child Health and Human Development) and Catherine S. Tamis-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.11. First Attachments: Theory and Research: Dymphna van den Boom (University of Amsterdam):First Attachments: Theory and Research.Explanations of Attachment.Perspective.References.12. Peers and Infant Social/Communicative Development: Carol O. Eckerman (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.13. The Salience of Touch and Physical Contact During Infancy: Unravelling Some of the Mysteries of the Somaesthetic Sense: Dale M. Stack (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.14. Preverbal Communication: Andrew Lock (Massey University):Introduction.Overview.Towards a More Adequate Theorisation of Early Communicative Development.Further Reading.References.15. 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.16. Principles of Emotion and its Development in Infancy: David W. Witherington (University of Virginia), Joseph J. Campos (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.17. Temperament: Theodore D. Wachs (Purdue University) and John E. Bates (Indiana University):Temperament.What is Temperament?The Measurement of Temperament.Sources of Individual Differences in Temperament.Practical Implications.References.Part III: Risk Factors:Introduction.18. 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 Reading19. Early Intervention and Risk: Douglas R. Powell (Purdue University):Introduction.Focus on Parents.Focus on Children and Parents.Lessons and Questions.Key Readings.References.20. 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.21. Infant Mental Health in a Changing Society: Donna M. Gelfand (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.22. Sensory Deficits: Gunilla Preisler (Stockholm Universiteit):Introduction.To be Born Deaf.To be Born Blind.To be Born Deaf-Blind.Conclusion.References.Part IV: Contexts and Policy:Introduction.23. Infancy Research, Policy and Practice: Marguerite Barratt (Michigan State University):Introduction.Theoretical Framework.Policy and Practice.Engaged University.Key Readings.References.24. Child Care Research at the Dawn of a New Millennium: Taking Stock of What we Know: Sarah L. Friedman (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.25. Health, Nutrition and Safety: Jeanne Thibo Karns (University of Akron):Introduction.Health: Prevention and Risks.Nutrition.Safety.Conclusion and Future Trends.References.26. 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.
Gavin Bremner is Professor of Developmental Psychology at the University of Lancaster. He is the author and editor of many books, including Infancy, Second Edition (Blackwell Publishers, 1994). Alan Fogel is Professor of Psychology at the University of Utah and the author of Infancy: Infant, Family and Society (Fourth Edition, 2001) amongst other publications.