PSY 430-P (7406)
Psychology of Infancy, Fall 2021
Tu & Th 11:20AM - 12:35PM
Flipse Room 402 or virtually via Zoom
Department of Psychology, University of
Miami
Daniel Messinger, Ph.D.
(he/his),
dmessinger@miami.edu
Office Hours: Thursday 12:45 - 1:45 and at other times by appointment (contact
me to schedule Zoom meeting)
Objective: Review contemporary theory, research, and
methods relevant to the scientific study of infant development. Topics include
physiological, cortical, motor, perceptual, cognitive, emotional, and social
development in infancy. Human and other animal models will be
considered. The course focuses on both normative and atypical (e.g.,
autism) development because an understanding of one enriches an understanding
of the other.
Required weekly readings: The class is a
seminar with students reading and discussing key journal articles and reviews,
which are linked to this syllabus. Readings
are chosen to provide exposure to the theory, methods, and findings of current
developmental research. One reading will be assigned for
each class. Reading assignments marked "Extra" are suggested but not
required.
Format. The instructor
will introduce key concepts, issues, and lines of research. Students are
expected to take an active role in discussing and developing topics under
consideration. Everyone is expected to complete all assigned readings and
actively contribute to discussion. In this class I welcome all
students regardless of race, ethnicity, color, national origin, religion,
sexual orientation, gender identity or expression, age, disability, or veteran
status.
Participation. Participation refers to your level of
engagement in class (25 points). Participation includes submission of at
least 10 substantive questions/comments /responses to the Blackboard
Discussion Board throughout the semester. Participation also includes
attendance, having done the required reading, asking pertinent questions,
offering informed responses to questions, and constructive debate. Use of electronic devices during class time
for anything except class work is prohibited.
Attendance. Attendance is mandatory. Based on their
needs and concerns, students may opt to attend virtually via zoom or in person.
Coronavirus (COVID-19):
Everyone—including faculty, staff, and students—is required to wear face
coverings on campus. Students are required to do this at all times in the
classroom and when physical distancing cannot be guaranteed. Faculty have the
right to restrict a student from participating in class if the student does not
follow University COVID-19 policies.
COVID-19 vaccination reduces your risk and your risk to those around you. This
is a manuscript on COVID-19
risk in preschool classrooms that may be relevant.
Office Hours. Office hours (listed above)
or a meeting scheduled after class by email are an ideal setting for me to
assist you with your final paper, exam(s), discussion facilitation, or class
participation.
Main Project. There are two main project choices:
textbook and/or handbook scientific communication (65 points). They are designed to teach critical reading, analysis, and
scientific communication. We will devote class time and specific class
meetings to the project.
Textbook scientific
communication
This project will be the development of text suitable for a
revision of Infant
Development: A Topical Approach (2nd Ed), which is on
reserve at the library. You will choose sections of one of six
chapters (Cognition, Communication, Emotion, Parenting, Family, and Individual
Differences). The choice of chapters and the entire assignment will be a
collaborative exercise. This will yield an annotated bibliography which I hope
will support my revision of the textbook. I intend to acknowledge all
individuals who submit an annotated bibliography in the textbook. Here are the
steps:
1. Introduction. I will provide you with a section of the chapter
and/or the entire chapter as a Word document. That section may contain
citations of additional research articles--with hyperlinks to the source articles--and
summaries of those articles. I will provide access to the reference section as
a google doc.
2. Citations. Develop a list of approximately 30 agreed upon
citations of empirical articles that update the citations found in the text and
cover roughly the same material as the previous citations and expand upon them.
When you submit, I will indicate which articles should be replaced by new
articles that I will work with you to identify.
3. Summaries. Write a 5 sentence relatively simple summary of each
article that identifies the age of the infants and describes the study methods
(what was done) in two sentences, the primary findings of the article in two
sentences, and a one sentence take-home message in one sentence. This is an
exercise in digesting and disseminating results.
4. Using your summaries rewrite your summaries as a draft of
textbook content. This content should be accurate and mesh with surrounding
text and the points being made there. It will typically be 2-3 sentences in
length.
5. Rewrite other summaries
that I will provide you with as a draft of textbook content. This content
should be accurate and mesh with surrounding text and the points being made
there. It will typically be 2-3 sentences in length.
6. In all these steps, your work is a part of a collaborative
process. Attend to how the part of the document you are working on is formatted
and has been edited. Maintain that formatting when you do your work.
Handbook scientific
communication. Summarize five chapters in The
Cambridge Handbook of Infant Development (Eds. Lockman & Tamis-LeMonda)
available through the library
and bookstore. The
chapters are contained in these Handbook sections: Foundations,
Perceptual Development, Cognitive Development, Action, Language, or Emotional
and Social Development. Summaries will be 3 single-spaced pages and will follow
the headings and subheadings of the target chapter. In other words, include the
headings and subheadings of the target chapter—retitling them in your own words
if possible—in your summary so that your summary has the same structure as the
target chapter.
Observation project. Students will spend at least two hours
observing an infant or infants (0-3 years of age) in 1-2 sessions (2 is ideal)
and write up their observations. The goal of the write-ups is to be as
descriptive as possible. The write-ups will be 1-2 pages. A convenient option
for conducting these observations is the Linda Ray Intervention Center https://www.fdlrs-um.miami.edu/, an
early intervention, center-based provider. Hours of operation are 8:30a.m to
2:15 p.m. To conduct observations at LRIC, which is a few blocks east of
medical campus, you will need to coordinate with the onsite Executive Director,
Ms. Isabel Chica. You may also make other arrangements for your observation (a
family member or friend who has an infant, for example). In either event, describe
your plan for your observation project in 1-2 sentences and I will approve your
plan or suggest changes.
Observation
project write-up instructions. The
first paragraph should explain what you decided to observe. If there is more
than one infant in the setting where you’ll be (e.g., a preschool classroom),
decide which infants you will be observing. Use an iPhone or similar to make 30
second or 60 second blocks separated by an audible tone. Observe for one block
and then write down what you observed for one block of time. (Here is a more
formal description of this method, time sampling, https://dictionary.apa.org/time-sampling,
for background.) Do at least 30 minutes of observation structured in this way.
This will be several pages of observations. These observations could be on
different days or could be focused on different infants. You should have 2-4
paragraphs describing the days and times you observed, what you focused on, and
what you saw. In addition, include a figure (it could be a little screenshot or
a table), showing the actual observations that you made. Finish with a
paragraph about what you learned doing the observations. The final project
should 1-2 pages.
Project
assignments. Written
assignments must be single spaced with an additional
space between paragraphs (1” margins, 12 point font). Only assignments
turned in on time will be graded. Most assignments will be submitted
on Blackboard, typically using SafeAssign as an originality check.
Honor Code. Exams and final papers are
governed by the honor code. They will be submitted through BlackBoard SafeAssign. They
are governed by the Honor code. Please review the graduate honor code here.
|
Dates |
Textbook Project |
Handbook
Project |
|
Sep 2 |
Choose Textbook or Handbook project.
Request chapter for textbook or chapters for handbooks. (5) |
|
|
Sep 14 |
T: 15
citations. (5) |
H: Summary 1 (10) |
|
Sep 30 |
T: 15
citations. (5) |
|
|
Oct 7 |
|
H: Summary 2 (10) |
|
Oct 12 |
T: 15
summaries (10) |
|
|
Oct 26 |
T: 15
summaries. (10) |
H: Summary 3 (10) |
|
Nov 4 |
T: 20
summariesàcontent/text (10) |
|
|
Nov 18 |
T: 20
summariesà content/text (includes 10 summaries you did not write).
(10) |
H: Summary 4 (15) |
|
Dec 5 |
T: 20
summariesà content/text (includes 20 summaries you did not write).
(10) |
H: Summary 5 (15) |
|
Dec 2 |
Observation
project plan. (1) |
|
|
Dec 9 |
Observation project content (9) |
|
|
Points are listed in parentheses and
sum to 75. |
||
|
Remember: Participation includes submission of
at least ten (10) substantive questions/comments/responses to the Blackboard
Discussion Board throughout the semester. |
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|
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Schedule of Classes,
Readings, and Assignments
Aug
24
Introduction
to Class and Developmental Psychology (ppt1)
Additional
reading:
Spencer, J. P., Perone, S., & Buss, A. T. (2011). Twenty years and going strong: A dynamic systems revolution in motor and cognitive development. Child Development Perspectives, 5, 260-266.
Aug
26
Developmental
Design, Measurement, & Analysis (lec5.design.ppt)
Aug
31
The
genetic basis of behavior and development (ppt8)
Chabris,
C. F., Lee, J. J., Cesarini, D., Benjamin, D.
J., & Laibson, D. I. (2015). The Fourth Law
of Behavior Genetics. Current Directions in Psychological Science, 24(4),
304-312. doi:10.1177/0963721415580430
Additional
reading:
Conradt, E., Beauchaine,
T., Abar, B., Lagasse, L., Shankaran,
S., Bada, H., … Lester, B. (2016). Early caregiving
stress exposure moderates the relation between respiratory sinus arrhythmia
reactivity at 1 month and biobehavioral outcomes at age 3. Psychophysiology,
53(1), 83–96. https://doi.org/10.1111/psyp.12569 https://onlinelibrary.wiley.com/doi/epdf/10.1111/psyp.12569
Sep
2
The
biological basis of behavior and development (ppt7)
Additional
reading:
http://www.nature.com/nature/journal/v542/n7641/abs/nature21369.html#supplementary-information
Brody,
G. H., Gray, J. C., Yu, T., Barton, A. W., Beach, S. R., Galván,
A., MacKillop, J., Windle, M., Chen, E., Miller, G. E., & Sweet, L. H.
(2017). Protective Prevention Effects on the Association of Poverty With Brain Development. JAMA Pediatr,
171(1), 46-52. https://doi.org/10.1001/jamapediatrics.2016.2988
Leong,
V., Byrne, E., Clackson, K., Georgieva, S., Lam, S., & Wass, S. (2017).
Speaker gaze increases information coupling between infant and adult brains.
Proceedings of the National Academy of Sciences, 114(50), 13290-13295. https://doi.org/10.1073/pnas.1702493114
Sep
7
No
class: Rosh Hashana
Sep
9
Culture
in Development (ppt3)
Bornstein, M. H., Putnick, D. L., Rigo, P.,
Esposito, G., Swain, J. E., Suwalsky, J. T. D., Su,
X., Du, X., Zhang, K., Cote, L. R., De Pisapia, N., & Venuti, P. (2017).
Neurobiology of culturally common maternal responses to infant cry. Proceedings
of the National Academy of Sciences of the United States of America, 114(45),
E9465-E9473. https://doi.org/10.1073/pnas.1712022114
Additional
reading:
Sep 14
Culture in Development (ppt4).
Cuartas,
J., Weissman, D. G., Sheridan, M. A., Lengua, L., & McLaughlin, K. A.
(2021). Corporal Punishment and Elevated Neural Response to Threat in Children.
Child Development, 92(3), 821-832. https://doi.org/https://doi.org/10.1111/cdev.13565
Additional
reading:
Causadias, J. M., Vitriol, J. A., & Atkin, A. L. (2018). The
cultural (mis) attribution bias in developmental psychology in the United
States. Journal of Applied Developmental Psychology, 59,
65-74. doi:
10.1016/j.appdev.2018.01.003
Sep 16
No class: Yom Kippur
Sep 21.
Perceptual
Development (ppt9)
Clerkin,
E.M., Hart, E., Rehg, J.M., Yu, C., & Smith, L.B. (2017). Real-world
visual statistics and infants' first-learned object names. Philosophical
Transactions on The Royal Society B: Biological
Science, 372(1711).
Additional
reading:
Sep 23
Perceptual/Attention
Development (ppt10).
http://www.nature.com/nature/journal/v547/n7663/abs/nature22999.html#supplementary-information
Additional reading:
NJ
Minar, DJ Lewkowicz Overcoming the other‐race effect in infancy with multisensory
redundancy: 10–12‐month‐olds discriminate dynamic other‐race faces producing speech. Developmental science 21 (4), e12604.
Sep
28. Cognitive Development (ppt11)
Sep
30.
Cognitive
Development (ppt12)
Additional
reading:
Boyer, T. W., Harding, S. M., & Bertenthal,
B. I. (2020). The
temporal dynamics of infants' joint attention: Effects of others' gaze cues and
manual actions. Cognition, 197, 104151. doi: 10.1016/j.cognition.2019.104151
Simpson, E. A., Sclafani, V., Paukner,
A., Kaburu, S. S. K., Suomi, S. J., &
Ferrari, P. F. (2019). Handling newborn monkeys alters later exploratory,
cognitive, and social behaviors. Dev Cogn Neurosci, 35, 12-19. doi:10.1016/j.dcn.2017.07.010
Oct
5
Language
Development (ppt13)
Warlaumont, A. S., Richards., J. A., Gilkerson, J., & Oller, D. K. (2014). A social feedback loop for speech development and its reduction in autism. Psychological Science, 25(7), 1314–1324. doi: 10.1177/0956797614531023 [supplemental materials, Akhtar et al., commentary on Warlaumont, Warlaumont et al. response to Akhtar] .
Additional
reading:
Perry,
L.K., Perlman, M., Winter, B., Massaro,
D.W., & Lupyan, G. (2018). Iconicity in children
and adults’ speech. Developmental Science, 21(3), e12572. doi: 10.1111/desc.12572. https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12572
Oct
7
Language
Development (ppt14)
Additional
reading:
Oct
12
Temperament
and Emotion (ppt15)
Mattson,
W. I., Cohn, J. F., Mahoor, M. H., Gangi, D. N., & Messinger, D. S. (2013). Darwin’s Duchenne: Eye constriction during infant joy
and distress. PLOS ONE, 8(11). doi:
10.1371/journal.pone.0080161
Additional reading:
Oct 14
No class: Fall recess
Oct 19
Temperament and Emotion (ppt16)
Final Project
Watts, T. W., Duncan, G. J., & Quan, H.
(2018, January). Revisiting the marshmallow test: A conceptual replication
investigating links between early delay of gratification and later Outcomes. https://journals.sagepub.com/doi/full/10.1177/0956797618761661.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6050075/pdf/10.1177_0956797618761661.pdf
Additional reading:
Coffey, J. (2019).
Cascades of infant happiness: Infant positive affect predicts childhood IQ and
adult educational attainment. Emotion, 20. https://doi.org/10.1037/emo0000640
Oct
21
Face-to-face
interaction (ppt17)
Feldman, R., Rosenthal, Z., & Eidelman, A.
I. (2014). Maternal-Preterm Skin-to-Skin Contact Enhances Child Physiologic
Organization and Cognitive Control Across the First 10 Years of Life.
Biological Psychiatry, 75(1), 56-64. doi:
http://dx.doi.org/10.1016/j.biopsych.2013.08.012
Additional reading:
Ilyka, D., Johnson, M. H., & Lloyd-Fox, S. (2021).
Infant social interactions and brain development: A systematic review.
Neuroscience & Biobehavioral Reviews, 130, 448-469. doi:https://doi.org/10.1016/j.neubiorev.2021.09.001
Additional reading:
Murray, L., De Pascalis, L., Bozicevic,
L., Hawkins, L., Sclafani, V., & Ferrari, P. F. (2016). The functional
architecture of mother-infant communication, and the development of infant
social expressiveness in the first two months. Scientific Reports, 6(1), 39019.
https://doi.org/10.1038/srep39019.
Beebe, B., D. Messinger, L. E. Bahrick, A. Margolis, K. A. Buck, & H. Chen (2016). A Systems View of Mother-Infant Face-to-Face Communication. Developmental Psychology, 52(4), 556-571.
Oct 26
Still-face
(ppt17)
Sheinkopf
SJ, Tenenbaum EJ, Messinger DS, Miller-Loncar CL,
Tronick EZ, LaGasse LL, Shankaran S, Bada H,
Bauer CR, Whitaker TM, Hammond JA, & Lester BM. (2016). Maternal and infant affect at 4 months
predicts performance and verbal IQ at 4 and 7 years in a diverse population.
Developmental Science. doi:
10.1111/desc.12479. PMID: 27774733
Additional reading:
Sheridan, M. A., N. A. Fox, et al. (2012).
"Variation in neural development as a result of exposure to
institutionalization early in childhood." Proceedings
of the National Academy of Sciences.
Oct 28
Predicting attachment (ppt18)
Additional reading:
Fraley RC, Roisman GI, Booth-LaForce C, Owen
MT, Holland AS. Interpersonal and genetic origins of adult attachment styles: a
longitudinal study from infancy to early adulthood. J Pers Soc Psychol. 2013;104(5):817-838.
doi:10.1037/a0031435 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4624037/pdf/nihms716035.pdf
Raby, K. L., Roisman, G. I., & Booth-LaForce, C. (2015). Genetic
moderation of stability in attachment security from early childhood to age 18
years: A replication study. Dev Psychol, 51(11), 1645-1649. https://doi.org/10.1037/dev0000053
Nov 2.
Attachment and sensitivity predict.
Socialization Experiences I. Parent-child
relationships (ppt19)
Nov 4. (ppt23)
Fasano, R. M., Perry, L. K., Zhang, Y., Vitale, L.,
Wang, J., Song, C., & Messinger, D. S. (2021). A granular perspective on inclusion: Objectively
measured interactions of preschoolers with and without autism. Autism Research.
Additional reading:
Chen, J., Justice, L. M., Rhoad-Drogalis,
A., Lin, T.-J., & Sawyer, B. (2020). Social Networks of Children with
Developmental Language Disorder in Inclusive Preschool Programs. Child
Development, 91(2), 471-487. https://doi.org/https://doi.org/10.1111/cdev.13183
Gonzalez Villasanti, H., Justice, L. M., Chaparro-Moreno, L. J.,
Lin, T. J., & Purtell, K. (2020). Automatized
analysis of children's exposure to child-directed speech in reschool settings:
Validation and application. PloS one, 15(11),
e0242511. https://doi.org/10.1371/journal.pone.0242511 https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0242511
Nov 9
Preschool predicts (ppt24)
Mitsven, S. G., Perry, L. K., Tao, Y., Elbaum, B. E., Johnson, N. F., & Messinger, D. S. (2021). Objectively measured teacher and preschooler vocalizations: Phonemic diversity is associated with language abilities. Developmental Science, n/a(n/a), https://doi.org/https://doi.org/10.1111/desc.13177
Additional reading:
Nov 11
Physical growth and motor development.
Hoch,
J., *Ossmy, O., W.G. Cole, S. Hasan, & Adolph, K.
(in press). “Dancing” together:
Infant-mother locomotor synchrony. Child Development. https://doi.org/10.1111/cdev.13513
Additional reading:
Ossmy, O., Adolph, K.E. (2020). Real-time assembly of coordination patterns in human infants. Current Biology, 30, 1-10.
Hoch, J. E., Rachwani,
J., & Adolph, K. E. (in press). Where infants go: Real-time dynamics of locomotor
exploration in crawling and walking infants . Child
Development.
Nov 16
Risnes, K., Bilsteen,
J. F., Brown, P., Pulakka, A., Andersen, A.-M. N., Opdahl, S., Kajantie, E., & Sandin, S. (2021). Mortality
Among Young Adults Born Preterm and Early Term in 4 Nordic Nations. JAMA
Network Open, 4(1), e2032779-e2032779.
https://doi.org/10.1001/jamanetworkopen.2020.32779
Additional reading:
Nov 18
Additional reading:
Eze N, Smith LM, LaGasse LL, Derauf C, Newman E, Arria A, Huestis MA, DellaGrotta SA, Dansereau LM,
Neal C, Lester BM. (2016) School-Aged outcomes following prenatal
methamphetamine exposure: 7.5-year follow-up from the Infant Development,
Environment, and Lifestyle Study. The Journal of Pediatrics. EPub ahead of print: doi:10.1016/j.peds.2015.11.070.
Nov 23 & 25
No class: Thanksgiving break
Nov 30.
Beyond Infancy: Transition to parenthood (ppt26)
Hoekzema, E., E. Barba-Müller, C. Pozzobon, M. Picado, F. Lucco, D. García-García, J. C. Soliva, A. Tobeña, M. Desco, E. A. Crone, A. Ballesteros, S. Carmona and O. Vilarroya (2016). Pregnancy leads to long-lasting changes in human brain structure. Nature Neuroscience 20: 287. (https://www.nature.com/articles/nn.4458.pdf)
Additional reading.
Atzil, S., Touroutoglou,
A., Rudy, T., Salcedo, S., Feldman, R., Hooker, J. M., Dickerson, B. C., Catana, C., & Barrett, L. F. (2017). Dopamine in the
medial amygdala network mediates human bonding. Proceedings of the National
Academy of Sciences. doi:
10.1073/pnas.1612233114 http://www.pnas.org/content/114/9/2361.full.pdf
Dec 2
ASD. Developmental psychopathology: Autism spectrum disorder.
Martin, K. B., Haltigan, J. D., Ekas, N., Prince, E. B., & Messinger,
D. S. Attachment security differs by later autism spectrum
disorder: A prospective study. Developmental Science, n/a(n/a), e12953. doi:10.1111/desc.12953
Extra:
Constantino, J. N., Kennon-McGill, S., Weichselbaum, C., Marrus, N.,
Haider, A., Glowinski, A. L., Gillespie, S., Klaiman, C., Klin, A., &
Jones, W. (2017). Infant viewing of social scenes is under genetic control and
is atypical in autism. Nature, 547(7663), 340-344. doi: 10.1038/nature22999 http://www.nature.com/nature/journal/v547/n7663/abs/nature22999.html#supplementary-information
Dec 7
Overview Lecture--Data Drive Development: A
Computational Journey
Campus Closure: In the event that
the UM’s campus closes unexpectedly for an extended period of time due to a
hurricane, pandemic, or other emergency situation that prevents this course
from meeting in person, students should be prepared to continue their learning
through other means as determined by the instructor. In the most likely
scenario, instruction would be delivered remotely through BlackBoard and other
platforms. Students are expected, to the extent feasible, to check their UM
email and course BlackBoard regularly for
communications from their instructors. If instructed by the faculty, students
are expected, to the extent feasible, to continue their participation in their
courses from their off-campus location.
Class Recordings Policy: Students are expressly prohibited from recording any
part of this course. Meetings of this course might be recorded by the
University. Any recordings will be available to students registered for this
class as they are intended to supplement the classroom experience. Students are
expected to follow appropriate University policies and maintain the security of
passwords used to access recorded lectures. Recordings may not be reproduced,
shared with those not in the class, or uploaded to other online environments.
If the instructor of a University of Miami office plans any other uses for the
recordings, beyond this class, students identifiable in the recordings will be
notified to request consent prior to such use. See the separate FERPA consent.