Discoveries by researchers into infant development are some of the most exciting and important to be found in the study of human development, and they have been the subject of intense speculation and theorizing. Despite the fact that, as adults, we can remember little about the times and places when we acquired knowledge in infancy, that information does remain with us for the rest of our lives. Infant Development: The Essential Readings introduces the reader to the field of infancy research and to some of the current, lively controversies within this area.Each of the articles within the reader has been chosen to reflect the dynamic, changing nature of the subject and the diversity of research and thinking within the are of infant development. The articles have also been selected to be accessible to students at all levels. These articles are all by leading infancy researchers, and they are introduced and contextualized by the editors. Suggestions for further reading are made to give students an ideal starting point for exploration of the key topic in infant development.
"What stands out is the excellent and up-to-date selection ofessays in the volume on infant development which offered a verygood balance between theory and empirical research." Infancia yAprendizaje, vol 24(1), 2001.
"If you have the time, read it. If you do not have the time, find it somehow." Ruth Coppard, Educational Psychology inPractice, Vol 18, 2002
"Infant Development: The Essential Readings is accessibleto the reader, illustrates the current work and controversies inthe field, and shows diversity of research topics, according to thegeneral definition of the parameters of the field. It is aninformative source of information for anyone interested in learningabout current research in infant developmental psychology. Theeditors have succeeded in the important task of providing an updateon the research that has occurred in the past decade. Very fewbooks with comparable information have been published since the1980s. Although there are many volumes that focus on a narroweraspect of recent infant developmental research and many more thanexplain theories and applications of research to parents, this bookdiscusses the theories and provides comprehensive and contextualinformation on a wider range of research in the field." SarahDuman, University of Southern California, APA Review of Books, December 2003
Infancy Research: History and Methods: Darwin Muir and Alan Slater.
Part I: Theoretical Issues.
Why Do Infants Do What They Do?.
1. Shifting the Focus From What to Why: C. Rovee-Collier.
The Origins of Knowledge: Nature versus Nurture.
2. Nativism, Empiricism, and the Origins of Knowledge: E.S. Spelke.
3. Connectionist Modeling and Infant Development: D.Mareschal.
Part II: Sensation and Perception.
Fetal Sensitivity to Touch.
4. Maturation of Human Fetal Responses to Vibroacoustic Stimulation: B.S. Kisilevsky, D.W. Muir, and J.A. Low.
Early Visual perception.
5. Visual perception in the Young Infant: Early Organization and Rapid Learning: A. Slater.
6. Increasing Specificity in the Development of Intermodal Perception: L. Bahrick. Social Perception.
7. Look at Me: Five-Month-Old Infants' Sensitivity to Very Small Deviations in Eye-Gaze During Social Interactions: L.A. Symons, S.M. Hains, and D.W. Muir.
8. Becoming a Native Listener: J.F. Werker.
Part III: Cognitive Development.
9a. Imitation of Facial and Manual Gestures by Human Neonates: A.N. Meltzoff, and M.K Moore.
9b. Resolving the Debate about Early Imitation: A.N. Meltzoff, and M.K. Moore.
10. Addition and Subtraction by Human Infants: K. Wynn.
Learning About the Physical World.
11. How Do Infants learn About the Physical World? R. Baillargeon.
The A-not-B Error.
12. Why Do Infants Make A-not-B Errors in a Search Task, Yet Show Memory for the Location of Hidden Objects in a Nonsearch Task? A. Ahmed, and T. Ruffman.
Predicting Later Intelligence.
13. Why Does Infant Attention Predict Adolescent Intelligence? M. Sigman, S.E. Cohen, and L. Beckwith.
Part IV: Social Development and Communication:.
14. Infant Responses to Prototypical melodic Contours in Parental Speech: M. Papou?ek, M.H. Bornstein, C. Nuzzo, H. Papou?ek, and D. Symmes.
15. Early Word Comprehension in 6-Moth-Olds: R. Tincoff, and P.W. Jusczyk.
16. Maternal Emotional Signaling: Its Effect on the Visual Cliff Behavior of 1-Year-Olds: J.F. Sorce, R.N. Emde, J. Campos, and M.D. Klinnert.
Infant Understanding of Others' Intentions and Theory of Mind.
17. Fourteen-Through 18-Month-Old Infants.
Differentially Imitate Intentional and Accidental Actions: M. Carpenter, N. Akhtar, and M. Tomasello.
18. Stability and Transmission of Attachment across Three Generations: D. Benoit, and K. Parker.
Infants with Autism.
19. An Experimental Investigation of Social-Cognitive Abilities in Infants with Autism: Clinical Implications: T. Charman, J. Swettenham, S. Baron-Cohen, A. Cox, G. Baird, and A. Drew.
Series: Essential Readings in Developmental Psychology (Paperback)
Number Of Pages: 404
Published: 11th April 2000
Publisher: John Wiley and Sons Ltd
Country of Publication: GB
Dimensions (cm): 22.86 x 15.24 x 2.11
Weight (kg): 0.54
Edition Number: 1