The Psychology of Infancy (PSY344P)  Syllabus - Spring 2009 

Tuesdays and Thursdays, 11:00- 12:15

Flipse Building (5665 Ponce de Leon, attached to Parking Garage) Room 302

Baby Picture2     Baby Picture1

You are responsible for having an up-to-date copy of this syllabus (only available on-line)

http://www.psy.miami.edu/faculty/dmessinger/c_c/Infancy/i_syll_Spr09.html

BlackBoard 

Daniel Messinger, Ph.D. (DMessinger@Miami.edu) (Homepage)
Office Hours (Flipse 308): Tuesdays 10 - 11, Thursdays 12:15-2:15, and by appointment 

Teaching Assistants: Hallie Bregman,  h.bregman@umiami.edu

 Office Hours: Tuesdays 12:30-1:30.   (305) 284-6986, Flipse 339

Whitney Gealy, (305) 284-1042, Flipse 365 w.gealy@gmail.com  

Office Hours: Wednesday 1:00-2:00.

In this class, you will learn about contemporary theory, research, and methodology regarding infant psychological development in two main ways.

1) Every week, we will address one or two critical questions related to topics such as Is infancy important? Genetic and environmental influences on development & temperament. Neurodevelopment & Risk, Resilience, & Intervention. Sensory development. Cognitive development. Social cognitive development, joint attention, and autism. Language development. Emotion & emotion regulation. Social Interaction - Face-to-face/Still-face. Precursors to attachment. What attachment predicts.

My lectures - most of which will be available on-line - will focus on these critical questions, as will your readings. Readings will be original research articles and chapters. We will also discuss and debate critical questions these issues, watch videotaped examples, do small group exercises, in-class projects and quizzes to deepen our understanding of what babies are all about. Using these resources, you will, each week, hand in a one page (300 word) answer to one of the week's critical questions.  This includes all0 the questions listed under that critical question. There will also be pop quizzes to assess how well you are utilizing the readings and other resources.

2) FINAL PROJECT. This course has a large research component in which you will be reading original empirical articles. For your final project, you will choose one of the course critical questions - or one of your own choosing that you ok with me. The basis of your final project will be a critical reading the scientific literature. This will involve a 2,000 word critical literature review summarizing and synthesizing five or more articles and/or reviews and/or scholarly books (books are equivalent to more than one article/review) on a topic of your choosing in infant development. Different people learn differently and excel in different areas. In addition to your paper, you will present your final project as a brief PowerPoint lecture to the class, as a poster at a class poster session, and as a traditional paper. Writing resources are available here.

The basis of your final project will be writing summary/critiques of these individual articles/reviews that you will turn in throughout the semester. I will help you with the selection of articles and with instruction on how to summarize and critique them. Your final project should reference any relevant material and assigned readings from class, but these do not count for your five readings ("extra" reading can count). Sources for papers for the final projects. Every empirical paper that you review should focus primarily on infant development, and be published in one of the following journals after 1985to which you may or may not be able to link from here: Child Development, Infancy, Developmental Psychology, Developmental Science, Developmental Review, Development & Psychopathology, Pediatrics, Social Development, Psychological Bulletin, the Merrill-Palmer Quarterly, Intelligence, or the International Journal of Behavioral Development.

If you know what journal an article is in, you can also search psychology journals here (this is psychinfo, best choice) or review UM’s psychology databases here or review all of UM's electronic journal databases here. (Go here to learn more about doing research from off-campus.) Most of the PowerPoint lectures contain a list of helpful references as the final slide. Also, see the "References" section (p. 415) of Development for finding specific articles and chapters on a particular topic. You can also leaf through the journals above to find a topic that interests you.More references for final projects are on the syllabi of my graduate student courses which you can find here). Google scholar may be helpful as well.

Your final project will also involve a small observational study. Unless you make separate arrangements with me, you will observe a pair of infants whose parents have consented to them being observed longitudinally over time. Here you will be making observations to get a sense of what the topic is really about. This will require you to bring a laptop computer to class for several class sessions. (A final project that is a more extensive and formal empirical study is also a possibility, particularly for those of you conducting relevant research with psychologists in the department, could provide you with honors credit, and is required of students currently working in my lab.) 

You can expect that this will be a difficult class, and that I will help you learn as much as you can, be available to meet, respond to your emails, return your assignments in a timely fashion, and help you tackle the new material you will be encountering. At the end of the course, you will know how to investigate an interesting subject in psychology by reviewing the scientific literature and will have experience in presenting your work in different forms. You will have an opportunity to read studies and make observations that are of special interest to you.

I urge you to not add the course late. If you add the course late, all past assignments are due on the class session after you add.

Grading. Attendance is mandatory. Assignments will typically be assigned a percentage grade from 1 to 100 or 1 to 5 (where 1=20 and 5=100). Some assignments will be graded pass/fail. You will receive feedback on your writing assignments. Your final grade is based on 3 components. In addition to turning in your assignments when they are due, you are responsible for collecting all your work for your final project and copies of the articles/reviews you used - in an individual portfolio.

This course will abide by the UM Honor Code: "On my honor, I have neither given nor received any aid on this paper." This involves following

the Rules for citing research articles (please review them now).

Readings. The laminated QuickStudy (Infancy) is on sale at the bookstore. Additional readings are available on-line (click the indicated reading; they are in Acrobat which can be downloaded here). Some of these readings are from Lamb, M. E., Bornstein, M. H., & Teti, D. M. (2002). Development in infancy: An introduction (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates. (Called, "Development" below.) If a reading assignment does not specify page numbers, the entire article is assigned. If a reading assignment is marked as "Extra," it is not required. Almost all lectures will be available from the links below and you can print them out as PowerPoint handouts before class. 

Submitting assignments. All assignments must be submitted on BlackBoard before the class for which they are due and a hard copy must be turned in at the beginning of class. All regular weekly writing assignments should be no more than 300 words and no longer than 1 single-spaced page. (Honors credit is available and includes a more elaborate empirical and final project. Ask me.)

Writing (Writing Resources). All written assignments should be in complete sentences and use a terse style in which every word helps make your point. You should use the stylistic guidelines found in the Publication Manual of the American Psychological Association (5th ed.) which is in the library and the bookstore. These will be particularly important for citing references and preparing bibliographies when you are writing your article summary/critiques and your empirical research reports. How to cite articles.

Lateness Policy. All papers received after the class period in which they are due but before the start of the next class will receive a maximum of 50% credit. After this point, no credit will be given for a late paper. If an emergency prevents you from handing in an assignment on time, please provide me with documentation from a relevant professional (Dr., ER, therapist, etc).

BlackBoard. Use BlackBoard to email all students in the class, myself, and the Teaching Assistants simultaneously. In general, use BlackBoard to ask and respond to questions about the reading, assignments, whatever is relevant to what we are studying. WHEN YOU HAVE A QUESTION FOR ME THAT MIGHT BE HELPFUL TO OTHERS, EMAIL IT TO EVERYONE AND I WILL RESPOND. If you send me an email which does not contain personal information, I will forward it to the class. Participation in this class-wise email exchange is a form of class participation and will count toward that segment of your grade. I will not be able to accept any documents that contain computer viruses.

You will need to be able to both send and receive emails from me. I will use this service for class-wide updates such as revised instructions on assignments, and feedback on your work. To receive these updates, you will need to have an email account that you regularly check, which is registered with the University system. You can check this and make changes at MyUM or BlackBoard (we are primarily using BlackBoard only for email communication and posting assignments and an occasional lecture).

Date

Session. Reading & Assignments Due

Critical Questions  (PowerPoint and questions for weekly papers)

Choose a preliminary (non-binding) final topic question from this syllabus (or select one of your own) and hand in during class.

Introduction to infancy and to the class.

Thursday 1/22

Weekly Paper 0. Answer questions under, Cultural Psychology (to right). 

Submit as hard copy and to BlackBoard --> Assignments --> Weekly 0 to upload-->Submit (not Save).

Reading: Mosier, C. E.; Rogoff, B. (2003). Privileged Treatment of Toddlers: Cultural Aspects of Individual Choice and Responsibility. Developmental Psychology, 39, 1047-1060.  

Extra: 
NICHD_Early_Child_Care_Research_Network. (2006). Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61(2), 99-116.

Tronick, E. Z., Morelli, G. A., & Ivey, P. K. (1992). The Efe forager infant and toddler's pattern of social relationships: Multiple and simultaneous. Developmental Psychology, 28(4), 568-577.

Extra:

Bornstein, M. H. and L. R. Cote (2003). "Cultural and parenting cognitions in acculturating cultures: 2. Patterns of prediction and structural coherence." Journal of Cross-Cultural Psychology 34(3): 350-373.
Cote, L. and M. H. Bornstein (2003). "Cultural and parenting cognitions in acculturating cultures: 1. Cultural comparisons and developmental continuity and stability." Journal of Cross-Cultural Psychology 34(3): 323-349.

Cultural Psychology.  What is cultural psychology (give examples)? 
Is the psychology we’ve been studying cultural psychology? 
How are toddlers’ desires for objects handled differently in Salt Lake City and San Pedro? Do toddlers or siblings end up with object in each community and what do mothers believe about this? 
What are differences between American and Japanese toddlers in toddler task and do they reflect differences in autonomy and interdependence – have reference to videotapes examples 
What types of attributions characterize traditional Japanese child-rearing? What is the developmental discontinuity in Japanese development? 

Extra: Childcare Link. How is the quantity and quality of child care associated with peer competence? Specifically, how does experience in child-care settings impact observed skill in peer play? And, what impact does quality of child care have on socioemotional and peer outcomes?

http://people.ucsc.edu/~brogoff/index.php?Research

Messinger, D. & Freedman, D. (1992). Autonomy and interdependence in Japanese and American mother-toddler dyads. Early Development and Parenting, 1(1) 33-38.

Tuesday, 1/27

Reading:

Nelson, C. A. (1999). Change and continuity in neurobehavioral development: Lessons from the study of neurobiology and neural plasticity. Infant Behavior & Development, 22(4), 415-429. 

Final Project A. Select and read first final project article (article search) (see also http://www.library.miami.edu/research/r_p.html) and post citation (author, year, title, journal, volume, pages) of article to class along with your current version of your final topic question (see above for finding journals). (You can change your final project topic if you wish). Rules for citing research articles.

Extra: Thompson, The Future of Children, 11(1), 20-33

Greenspan & Shanker (2004) (focus on first 2 pages and last 2 tables)

Defining development, prenatal development, brain development

Thursday 1/29

3.

Weekly Paper 1: Answer questions under, “Defining development, prenatal development, brain development” (one cell up & to right). 

Submit as hard copy and to BlackBoard --> Assignments --> Weekly 1 to upload-->Submit (not Save).

Reading:  Rutter, M. (2002). Nature, nurture, and development: From evangelism through science towards policy and practice. Child Development, 73, 1-21.

Extra Reading: Eliot, Chap. 1. 
Lamb et al., pp. 31-37 & 94-104. 

Moffitt, T. E., Caspi, A., & Rutter, M. (2006). Measured Gene-Environment Interactions in Psychopathology: Concepts, Research Strategies, and Implications for research, intervention, and public understanding of genetics. Perspectives on Psychological Science, 1(1), 5-27.
Http://www.erin.utoronto.ca/~w3bio380/ an embryology course
http://www.ornl.gov/TechResources/Human_Genome/project/info.html
Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55(2), 218-232. A case for not over interpreting behavior genetics.

Guest Lecture: Dr. Mark Jaime

Environmental and genetic interaction 

What are the advantages (name some forms of genetic transmission) and disadvantages of thinking of genes as blueprints?

How do environmental and genetic influences interact during prenatal development (provide examples)?
What is the difference between transactional and a behavioral genetics approach to gene * environment interactions?

 

Tuesday 2/3

Final 1: Write out your final project question. Summarize article. Indicate how first article answers question. Indicate your next reading. (300 words).

Reading: Laminated QuickStudy (Infancy)
Extra: Lewis, M. (1999). Does infancy matter? Infant Behavior & Development, 22(4), 413-414.   

Joh, A. S.* & Adolph, K. E. (2006). Learning from falling. Child Development, 77, 89-102.

Lamb et al. chapters 1 & 2 (pp. 1-56).  

n        Neonate: Neonatal imitation, smiling, reflexes, and feeding? Neonate: What do studies of neonatal imitation indicate? Based on your observations, can neonatal macaques imitate? What form do neonatal smiles have? Are they due to gas? Are they a reflex? What is a reflex?

n        What are advantages of breast-feeding? What issues are relevant to promoting breast-feeding? What is the central issue in investigating the effects of breast-feeding  vs. bottle-feeding?

n        How do infant and mother interact (influence each other) during feeding? How is this and how is it not interaction? [How do your observations of feeding relate to this topic?]

n        Discuss the Brazelton exam and what it reveals about the individuality of neonates (give examples from film).

Extra: Sex differences. What infant sex differences are described by Weinberg et al. find? How can biological factors and differential social expectations influence sex differences? Weinberg

Thursday 2/5

Weekly Paper 2: Environmental and genetic interaction 

Extra Credit: Post baby picture to BlackBoard

Reading: Adolph, K. E. (2000). Specificity of learning: Why infants fall over a veritable cliff. Psychological Science, 11, 290-295.

Extra: Development, chapter 3, (pp. 57-93)

Adolph, 2008

Tuesday, 2/10

Final 2: Write out your final project question. Summarize article. Indicate how first article answers question. Indicate your next reading. (300 words). How to write your summary.

Reading: Hollomon, H. A., Dobbins, D. R., & Scott, K. G. (1998). The effects of biological and social risk factors on special education placement: Birth weight and maternal education as an example. Research in Developmental Disabilities, 19(3), 281-294.

Extra Reading: Hack, M., Flannery, D. J., Schluchter, M., Cartar, L., Borawski, E., & Klein, N. (2002). Outcomes in Young Adulthood for Very-Low-Birth-Weight Infants. New England Journal of Medicine, 346(3), 149-157.  

Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997) . Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33(6), 1040-1053. &

Landry et al. (2000) 

Bendersky, M., & Lewis, M. (1994). Environmental risk, biological risk, and developmental outcome. Developmental Psychology, 30(4), 484-494. 

Ment, L. R., Vohr, B., Katz, K. H., Schneider, K. C., Westerveld, M., Duncan, C. C., & Makuch, R. W. (2003). Change in Cognitive Function Over Time in Very Low-Birth-Weight Infants. JAMA, 289, 705-711.

Thursday, 2/12

Weekly 3. Prematurity and 'What is Frank et al.'s thesis?' 

Reading: Frank, D. A., Augustyn, M., Knight, W. G., Pell, T., & Zuckerman, B. (2001). Growth, development, and behavior in early childhood following prenatal cocaine exposure: A systematic review. Journal of the American Medical Association, 285(12), 1613-1625. and

and Messinger & Lester

Optional: Singer et al article and accompanying editorial by Zuckerman et al.

Exposure: Exposure: How are children prenatally exposed to cocaine similar to and different from comparable child who were not exposed? Give examples of the degree (large or small) and consistency (are the effects usually seen or only sometimes seen) of cocaine exposure effects in different specific areas of functioning - e.g., mental development, motor development, & socio-emotional development. What is the impact of prenatal exposure to other drugs such as alcohol? What is a dose-response effect?

8.  Tuesday 2/17

Final 3:

Write out your final project question. Indicate how previous article answered question (stating what was found in a total of 3-5 sentences), then indicate how second article answers question (300 words total). Reference these articles (APA) and put citations at end and indicate your next proposed reading (this can be a second page).

Reading: Gilbert, G., & Clancy, B. (2004). How Early Experience Matters in Intellectual Development in the Case of Poverty. Prevention Science, V5(4), 245-252.

Yoder, P., & Stone, W.L. (2006). Randomized comparison of two communication interventions for preschoolers with autism spectrum disorders. Journal of Clinical and Consulting Psychology, 74, 426-435.

Extra:

Claussen, A. H., Scott, K. G., Mundy, P. C., & Lynne F. Katz. (2004). Effects of three levels of early intervention services on children prenatally exposed to cocaine. Journal of Early Intervention, 26(3), 204-220.

McCarton, C. M., Brooks-Gunn, J., Wallace, I., Bauer, C., Bennett, F., Bernbaum, J., Broyles, R., Casey, P., McCormick, M., Scott, D., Tyson, J., Tonascia, J., & Meinert, C. (1997). Results at age 8 years of early intervention for low-birth-weight premature infants. The Infant Health and Development Program. JAMA, 277(2), 126-132.

Intervention

Describe the results of the Linda Ray intervention. Describe the IHDP project and its major results at 3 years, 5 years, and 8 years. What is the animal model for early intervention? Describe the major results of the Abecedarian project. How do these results relate to those of the Abcedarian project? Argue for whether you think early intervention works, how long it works, and for whom it works? Should society devote resources to early intervention? Later intervention?

More Than Words Intervention

Extra:

Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive Parenting: Establishing Early Foundations for Social, Communication, and Independent Problem-Solving Skills. Developmental Psychology, 42, 627-642.
 

9.  Thursday 2/19

Weekly 4:  Intervention Questions and  What is Sigman et al.'s main finding?

Reading: Sigman, M., Cohen, S. E., & Beckwith, L. (1997). Why does infant attention predict adolescent intelligence? Infant Behavior & Development, 20(2), 133-140.

Extra:

Rovee-Collier, C. (1996). Shifting the focus from what to why. Infant Behavior and Development, 19(4), 385-401. [Infant in ecological niche at various developmental stages.]  

Reading: Development 205-223

Meltzoff. The case for a developmental cognitive science: Theories of people and things.

Predicting and measuring intelligence.  Describe different “developmental job descriptions” of early infancy
Describe different mechanisms of learning in infancy
Indicate two infant predictors of adolescent’s intelligence
Does rapidity of habituation predict future intelligence? Why do you think so?
What are the strengths and limitations of the habituation paradigm?

What is the main point of the visual cliff?

10. Tuesday 2/24

Final 4: Write out your final project question. Indicate how previous articles answered questions (stating what they found in a total of 3-5 sentences), then indicate how third article answers question (300 words). Reference these articles (APA) and put citations at end and indicate your next proposed reading.

Piaget, J. (1968). The mental development of the child: The neonate and the infant (A. Tenzer, Trans.), Six psychological studies (pp. 3-17). USA: Random House. Optional: Piaget, J. (1963). Chapter VI. The sixth stage: The invention of new means through mental combinations (M. Cook, Trans.),

Piaget and object constancy: What are assimilation and accomodation? How does Piaget believe that infants develop cognitively? Provide examples from video. What does Piaget think about the development of object constancy and the A-not-B error? What do Baillargeon's experiments say about object constancy? What might account for differences increased attention to violations of expectations regarding invisible objects but their deficits in reaching for those objects? Provide examples from video. Do you think infants can count? How is mental functioning assessed in infancy?

Extra Reading: The origins of intelligence in children (pp. 331-337). New York: Norton. 

Baillargeon, R. (2004). Infants' physical world. Current Directions in Psychological Science, 13(3), 89-94. Example video.

Extra: Ahmed, A., & Ruffman, T. (1998). 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? Developmental Psychology, 34(3), 441-453. 

11. Thursday 2/26

Weekly  5: Predicting and measuring intelligence and, from Caspi, what does it mean that 'the child is father of the man'?

Reading: Caspi, 2000

Extra:

Henderson & Wachs, 2007.

Caspi Abstracts

Schwartz, C. E., Wright, C. I., Shin, L. M., Kagan, J., & Rauch, S. L. (2003). Inhibited and uninhibited infants "grown up": Adult amygdalar response to novelty. Science, 300(5627), 1952-1953.

Fox, N. A., Henderson, H. A., Rubin, K. H., Calkins, S. D., & Schmidt, L. A. (2001). Continuity and discontinuity of behavioral inhibition and exuberance: Psychophysiological and behavioral influences across the first four years of life. Child Development, 72(1), 1-21.

Fox, N. A., & Henderson, H. A. (1999). Does infancy matter? Predicting social behavior from infant temperament. Infant Behavior & Development, 22(4), 445-455.

See me for: Eliot 290-303 (neural basis of emotion) 316-321 (temperament). Development 328-344.

Temperament: What is temperament?
Describe your temperament using Thomas/Chess, Fox/Henderson or Caspi types
What is goodness-of-fit (give examples)?
What are pros and cons of laboratory behavioral and parent report measures of temperament?
What are three types of infants distinguished by Fox/Henderson and how do they develop?
Reference the DVD illustrating these infants from class.
Do you favor a person-centered or variable-centered approach to temperament and why?
What does 3 year old behavioral type predict in Caspi‘s studies?
What does it mean that the child is father to the man?
 

CBQ, Labtab, Kagan & Henderson videos

12. Tuesday 3/3

Final 5: Write out your final project question. Indicate how previous articles answered questions (stating what they found in a total of 3-5 sentences), then indicate how fourth article answers question (300 words). Reference these articles (APA) and put citations at end and indicate/label your next proposed reading.

 Reading: Lamb et al. Development 371-393

Extra:

Johnson and http://pantheon.yale.edu/~kw77/HamlinWynnBloomNature2007.pdf

 van Ijzendoorn, M. H., Rutgers, A. H., Bakermans-Kranenburg, M. J., van Daalen, E., Dietz, C., Buitelaar, J. K., et al. (2007). Parental sensitivity and attachment in children with autism spectrum disorder: Comparison with children with mental retardation, with language delays, and with typical development. Child Development, 78, 597-608.

Erikson, E. (1950). Eight Ages of Man, Childhood and Society (pp. 247-254): Norton.

Attachment site: http://johnbowlby.com

Follow links for how to code the Strange Situation: Overview of attachment classifications (on p. 11) and coding.

 Ainsworth, M. S., Blehar, M. C., Waters, E., & Wall, S. (1978). An interpretation of individual differences. Patterns of attachment: A psychological study of the strange situation (pp. 310-326). Hillsdale, NJ: Lawrence Erlbaum.

Attachment defined: What are the levels of attachment organization?
How does attachment work and what are its evolutionary functions?
What is the difference between attachment behaviors, the attachment system, and the attachment bond?
What are key attachment concepts and what evidence is there that monkeys evidence these concepts (review Harlow)
What is the difference between being attached and being securely attached?
What is an attachment disorder and what is evidence of an attachment disorder?
Is child-caregiver attachment the whole relationship or is one (organizing) system in the relationship?
 

Attachment through the life cycle: What predicts security and what security predicts

Describing secure and insecure attachment: How is security of attachment assessed in the Strange Situation? Describe secure attachment and avoidant, anxious, and disorganized attachment?  Use descriptions of strange situations observed in class to inform your paper.

13. Thursday 3/5

Weekly 6: Temperament and What are the four phases of the development of attachment relationships?

Reading: Development 385-393

Extra: Chimp Attachment

Human Subjects Protection.

Reading: De_Wolff

Predicting attachment security: What different roles might infant temperament have in predicting security of attachment?  
What is the experimental evidence that caregiver sensitivity factors predicts secure attachment? 
What is the meta-analytic evidence that caregiver sensitivity factors predicts secure attachment? 

14. Tuesday 3/10

Final 6: Assignment: Register for and complete www.citiprogram.org. See Human Subjects Protection for details.

Reading: van IJzendoorn et al:  or Infant_Parent 

Extra: Child_Outcomes

What does secure attachment predict? What evidence is there for the stability (or instability) of infant attachment security within infancy and on to adulthood? What does insecure and disorganized attachment predict in childhood? Describe and explain correspondences between parental and infant security of attachment. 

15. Thursday 3/12

Weekly 7: Predicting attachment security and What is the main point of the Van IJzendoorn article on parent attach

ment representations?

Empirical Project Review.

Workshop on empirical project: You will collect data during this class session. 

Human Subjects Protection   

Extra. Development: What's infant development and how is it studied? Define development, and compare cross-sectional and longitudinal studies of development. Give examples to back up your point. Indicate how these types of research methods might address your preliminary final topic question. 

Development 57-72.

Human Subjects Protection

16. Tuesday 3/1717. Thursday 3/19

Spring Break

18. Tuesday 3/24 Guest Lecture

18. Tuesday 3/24

Reading:

Final 7: Draft your empirical project. Indicate exactly what visits and procedures you will be looking at. Indicate how you will code and graphically analyze (chart) your data. Indicate what steps you will take to finish the project.

Empirical Project Review.

Workshop on empirical project: You will collect data during this class session. 

Human Subjects Protection   

Extra. Development: What's infant development and how is it studied? Define development, and compare cross-sectional and longitudinal studies of development. Give examples to back up your point. Indicate how these types of research methods might address your preliminary final topic question. 

Development 57-72.

Human Subjects Protection

19. Thursday 3/26

Discrete emotions.

What evidence suggests facial expressions of emotion are universal and what are the limitations of that evidence?
What are key tenets of discrete emotion theory?

What is the evidence for and against those tenets?
What evidence suggests infant emotion is discrete what evidence suggests it is not?
Do you think infants can have emotions without being reflectively aware of what they are feeling? What about the infants in the training tape?
What evidence suggests that emotions are not discrete and may be more dynamic and functional?

20. Tuesday 3/31

Final: Empirical project. Is 500 words and should include:

a one paragraph introduction talking about randomized assignment to the Hanen intervention;one-two paragraphs of methods talking about the Turn-Taking and Parent-Child Free Play procedures, and how they were coded; one-two paragraphs of results describing the coding of the two procedures at time1 and time3; this should involve at least one graph and/or table; and one paragraph of discussion summing up what was learned and what the limitations of the study are. This is essentially an outline of your final paper. The idea is to ask yourself how your articles fit together to answer your question. (Of course, if they don't, you might consider rephrasing your question so they do.) What is the most important finding in each article for answering your question. How does each finding lead to the next. Hint: They do not need to be presented in the order in which you read them.

Less Relevant examples:

Empirical Project Example 1

Empirical Project Example 3

Reading: Messinger: 'Positive and negative' & 'Afterword  & “Smiling”  

Extra: Segal et al.

Facial expression site:

http://www-2.cs.cmu.edu/~face/index2.htm

Carvajal, F.; Iglesias, J. (2001). The Duchenne smile with open mouth in infants with Down syndrome. Infant Behavior & Development, 24, 341-346.

Intensification: What evidence suggests that some smiles are more positive than others? What evidence suggests that the same facial actions are associated with more intense of stronger positive and negative emotions? What implications does this have for discrete emotion theory and how we understand the link between facial expression and emotion?

Do infant smiles express a single index of positive emotion or different emotional qualities (like arousal)?

What do portraits of facial expressions in time tell us about emotion and what program creates them? What do joystick ratings tell us about emotion and interaction?

What evidence suggests infant emotion is discrete what evidence suggests it is not?

–What evidence suggests that emotions are not discrete and may be more dynamic and functional?

Extra: What are the biological bases of emotion? Are there feelings before there is a sense of self? What is emotion? Do facial expressions express emotions? Does this change with age? What emotions exist at what ages? How does emotion become regulated with age?  

21. Thursday 4/2 Guest Lecture

Weekly 8: Discrete emotions (or Intensification) and What is the main point of the 'Positive and Negative' reading?

Reading: Mundy, P. & Burnette, C. (2005). Joint attention and neurodevelopment. In F. Volkmar, A.Klin, & R. Paul (Eds.), Handbook of Autism and Pervasive Developmental Disorders, Vol. 3.(pp. 650-681). Hoboken, NJ: John Wiley. 

Autism and the broad autism phenotype

What are the diagnostic criteria for autism and what are key characteristics of children with autism?

Define the concept of the broad phenotype and how it relates to the siblings of children on the autism spectrum (“ASD sibs”).

Describe recent findings on early attention, emotional communication, and joint attention in “ASD sibs”

What are  communicative and other “red flag” deficits in the infant siblings of children with autism spectrum disorder?

Describe some current theories of autism

22. Tuesday 4/7

Final Project Outline: Write out your final project question. Outline of your final project integrating readings and outlining how you will answer your final project question. 300 words. A sentence here will correspond to a paragraph of the final paper.

Reading: Tronick, E. Z. (1989). Emotions and emotional communication in infants. American Psychologist, 44(2), 112-119.  

Extra: Beebe

Feldman, R. (2007). "On the origins of background emotions: From affect synchrony to symbolic expression." Emotion 7: 601-611.

Weinberg, M. K., & Tronick, E. Z. (1998). EMOTIONAL CARE OF THE AT-RISK INFANT: Emotional Characteristics of Infants Associated With Maternal Depression and Anxiety. PEDIATRICS 102 (5), 1298-1304.

Schore, Ch. 6, Visual experiences and socioemotional development.  

The issue of maternal psychopathology.

Moore, G. A., Cohn, J. F., & Campbell, S. B. (2001). Infant affective responses to mother's still face at 6 months differentially predict externalizing and internalizing behaviors at 18 months. Developmental Psychology, 37(5), 706-714.

Feldman, R., Greenbaum, C. W., & Yirmiya, N. (1999). Mother-infant affect synchrony as an antecedent of the emergence of self-control. Developmental Psychology, 35(1), 223-231.

Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11(6), 191-195.

Extra: Kochanska, G. (2001). The development of self-regulation in the first four years of life. Child Development, 72(4), 1091-1111.

Early interaction: Process and Prediction

Face-to-face interaction and still-face: What does it mean that interaction is bidirectional? How, specifically, do baby and parent influence each other? 
How does infant behavior in face-to-face interaction change during the first six months of life? 
Does the still-face procedure show evidence that infants are intentional (what does the developmental evidence show? evidence from modified still-faces)? 
What does still-face behavior predict? Do infants have expectations of social interactions? When and how can we know?

Timing early expressive behaviors: How do infants coordinate expressive actions in time and how does this change with age? What is an event-based approach? Which pairs of infant expressive behaviors are coordinated in time (facial expressions and vocalizations, facial expressions and gazes at a parent’s face, and/or vocalizations and gazes) and what does this suggest for the role of facial expressions? Indicate two patterns in which infant gazes and smiles are coordinated with mother smiles? How do all these patterns  change with age? What does this suggest about infant-mother interaction?

What does early interaction predict? How does conscience develop? What factors predict internalization of parental and cultural roles?

Video A. Video B.

Extra:

Kaye, K., & Fogel, A. (1980). The temporal structure of face-to-face communication between mothers and infants. Developmental Psychology, 16(5), 454-464.

Weinberg, K. M., & Tronick, E. Z. (1996). Infant affective reactions to the resumption of maternal interaction after the Still-Face. Child Development, 67(3), 905-914.

Play in the toddler. Belsky & Most. Fogel scales. Empathy.

23. Thursday 4/9

Ibanez et al.

Weekly 9: “Autism and the broad autism phenotype” and What is the main point of Ibanez et al?

Extra: Development 279-285 & 296-327

Guest Lecture

Gesture, Language, Autism, and Theory of Mind:  What are infant initiated joint attention (IJA) and receptive joint attention (RJA)? How are they measured and what do they predict? How might early deficits in IJA associated with autism lead to more long-term deficits? What is theory of mind? How do autistic infants and infants with Down Syndrome differ?

24. Tuesday 4/14

 Reading: Bakeman & Adamson, 2006, Camaioni, et al., 2003

Final: Draft of Poster as PowerPoint Handout 

Gesture (give and take):Is infant communication necessarily verbal?

What is the gestural advantage?

What is the evidence that gestures have different social approach & instrumental functions?

Do they change with age differently?

Do they involve different expressive behaviors?

What are anticipatory smiles? Do they increase with age? What predicts them and what are they predicted by?

25. Thursday 4/16

Weekly 10: Autism or Language

Reading: Hoff, E. (2003). The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech. Child Development, 74(5), 1368–1378.
 

Werker, J. F. (1989). Becoming a native listener. American Scientist, 77.

Extra: Cheour, M., Ceponiene, R., Lehtokoski, A., Luuk, A., Allik, J., Alho, K., & Näätänen, R. (1998). Development of language-specific phoneme representations in the infant brain. Nature Neuroscience, 1, 351 - 353.

Andrew Lock. Preverbal communication. Chapter 14 of Bremner & Fogel.

Gogate, L., Bolzani, L., Betancourt E. A. (2006).  Attention to Maternal Multimodal Naming by 6- to 8 (2006). 6- 8-Month-Old Infants and Learning of Word-Object Relations

Language overview: What is the normative course of infant language development? How do infant cries develop (directed and undirected)? What are the stages of development of non-cry vocalizations? What are some early milestones of verbal development (verbal development involves words)?

Language (individual differences): How does the ability to distinguish between non-native speech sounds change in the first year? What does this mean about development? Can distinctions between non-native sounds be taught? How is socioeconomic status associated with differences in language experience? How is language experience associated with later child language competence and IQ?

Statistical Learning.

26.  Tuesday 4/21

Final. Prepare and display poster with summary hand-outs for entire class (24 point font is smallest allowed).

Poster Session. Overview of Poster and Presentation 

27.  Thurs4/23

Write three questions for the final exam based on your PowerPoint presentation. Your three questions should be central to your final question and each of the three questions should refer to a specific slide or slides.

Practice Oral Presentations with TAs. You must go through your presentation out loud. You must load your presentation on the class computer. The presentation should be entitled. LASTNAME_Infancy09.ppt

28.  Tues 4/28

Prepare and email PowerPoint presentations of final projects. Example

Oral presentations. Presentations will be 5 minutes and followed by questions.

29.Thurs 4/30

 Paper writing workshop. You must bring a draft of your final paper to class.

Friday 5/1, 11:59 pm 

Final Project Paper Due Paper Example 

Paper Guidelines Paper Example (Empirical Project Focus) 

Wednesday 5/6, DO NOT COME TO CLASS.

Final Exam. TO BE DISTRIBUTED BY MONDAY MAY 4 AND TURNED IN ELECTRONICALLY ON THE 6^TH.