Advanced Developmental Psychology (PSY 620-O), Spring 2024

Tuesday, Thursday 9:30AM - 10:45AM, FLP 302 and remotely

Department of Psychology, University of Miami

Daniel Messinger, Ph.D., dmessinger@miami.edu

FLP 308, (305) 284-8443

Office Hours: Tuesday 10:45 - 11:45, and by appointment

Course Objectives. To provide you with a) a critical understanding of current developmental theories, methods, and research; b) an ability to present, critique, and defend developmental research; and c) the capacity to address questions in developmental science by integrating research results.

Course Description: The course is designed to involve you in developmental science. Multiple topics in developmental psychology will be covered through lecture, discussion, and student presentations. They are organized into four sections: 1) developmental theories, methodologies and conceptualizations of the biological and cultural processes that influence development; 2) specific domains of development (perceptual, cognitive, language, social/emotional); 3) socialization processes including parent, peer, school, and community influences on development; 4) emerging adulthood, parenting, and aging. Emphasis will be placed on understanding development—the emergence of the new—over the lifespan.

Format. I will introduce key concepts, issues, and lines of research. You are expected to take an active role in discussing and developing topics. Everyone is expected to complete all assigned readings and actively contribute to discussion.

Required Readings: Readings are chosen to provide exposure to the theory, methods, and findings of current developmental research. One article will be assigned for each class. Of the articles listed, the presenting student will choose between them (there may be relevant articles listed on previous or subsequent days). You are not responsible for additional readings on the syllabus but exam questions may ask you to integrate material from these additional readings. Readings are linked to this syllabus.

Facilitating Discussion:

Presentations. Students will be responsible for presenting an article and facilitating class discussion X times during the semester. Your presentation should cover the article’s unique contribution, integrative themes across the readings (particularly for that day), the pros and cons of different research methods for addressing the topic, and ideas regarding potential future directions/applications of the findings. Your discussion should address discussion questions that students post on Blackboard prior to class. You should be familiar with the entire PowerPoint presentation for that day and be prepared to field questions and lead discussion integrating the article you are presenting with other content. The presentation and discussion cannot exceed 20 minutes.

Evaluation. Presentations will be evaluated based on a) the clarity of your presentation and slides, b) your understanding of the article (e.g., adequacy of responses to questions), c) the depth of your communicated understanding of the issues raised by the article (e.g., what is the unique message of the article), and d) the quality of the ensuing discussion (e.g., relationship to ongoing class themes), which includes a leadership role in that day’s discussion. Hallmarks of quality involve identifying strengths of the article, weaknesses, and specific, article-pertinent ideas for addressing those weaknesses. Weaker presentations often focus on common methodologic weaknesses without identifying solutions. Stronger presentations often focus on key strengths and results.

Slides. Your presentations should use Power-Point slides. I prefer figure-based presentations where the title of each slide is communicative (e.g., not “Results”) and slide titles do not repeat. I prefer large text (> 24 font). In some instances, online slides exist with which to present your article. As needed, please edit the slides and/or create new slides. If you create new slides, please put your last name in the footer section of the slide (it’s your work). The new slides—only send the slides you will be presenting—will be due by email 12 hours before class. If you feel comfortable doing so, I suggest you email the slides not only to me but to all members of the class. You should have a balance of presentations with respect to using existing slides and creating new ones.

Feedback. I am available to discuss articles before your presentation. We can discuss elements of the article that are difficult to understand, and your questions about what is most important to present, and how it should be presented. In other words, if there is something about the article you are planning to present that you don't understand, come discuss it with me beforehand.

Participation. Participation refers to your level of engagement in class. Participation includes attendance, having clearly done the required reading, asking pertinent questions, offering informed responses to questions, and constructive debate. Use of electronic devices for anything except class work is prohibited. Attendance is mandatory. An optional form of participation is electronic (written) communication of your reactions to the day’s reading before class. This would be an email praising, critiquing, or riffing on the article.

Participation includes submission of at least 15 substantive questions/comments/responses to the Blackboard Discussion Board.

a.Approximately 10 should pertain to the reading and be posted by 7:00 pm before the class at which we discuss the reading.

b.Approximately 5 should be reactions/questions/suggestions pertaining to your classmate/colleague’s Final Project PowerPoint presentations. Which should be posted the day of the Final Project presentation.

Exams. Exams will be short essay format and will require students to reflect upon and integrate the readings and class discussions. Each question should be answered with a one page, single-spaced response with spaces between paragraphs (1” margins, 12-point font).

Midterm Exam. Distributed Mar 3 and due Mar 10 (The midterm will have 3-4 required questions20 points).

Final Exam. Distributed May 5 and due May 12, 11:00 pm It will contain five to six required questions (30 points).

Final project. For the final project, choose a question which can be addressed from a developmental perspective emphasizing change over time. It can be grounded in your research or can be an exploration of developmental themes unrelated to your work. The paper must constitute new work. Any relation with ongoing work (for another class or one’s own research) must be stated in all final project assignments. I’m available to discuss all aspects of the final project, and suggest final project ideas. If no final project can be found, I can furnish a midterm and final in its stead.

Collaborative proposals and presentations are allowed. They must include a significant component of individual work for each collaborator and must result in a proportionately higher quality final project (e.g., 2 people could collaborate on a RO1 proposal). In that case, each team member will independently submit their assignments.

The project should take one of the following forms.

1) An empirical study in the form of a journal submission (10-25 double spaced pages). This is an ideal format for completing an ongoing research project.

2) A NIH F31/R03, NSF Graduate Research Fellowship, or comparable proposal to which I agree. This is an ideal format for exploring ideas by proposing developmental research. The final paper should include all substantive areas of the proposal (5 – 6 single-spaced pages). (Summary, Abstract, Specific Aims, Research Strategy; inclusion of a Training Plan would be extra credit.)

3) A publication-quality literature review in summary-article format or chapter format (i.e., organized by theme, not by article (10-25 double spaced pages).

Final project assignments. For each date below, be prepared to discuss your assignment in class. If some feature of the assignment is missing in one of these assignments, and I do not draw your attention to its absence, this does not constitute license to omit that portion of the assignment.

Date	Final Project Assignments (50 points total) Due 12:00 pm (noon) except final paper.
1/27	Potential topic, title, and format (e.g., empirical paper), along with a draft of the project (or any related project) in its current status. (5)
2/17	One paragraph, single-spaced summary of the project. (5)
3/3	One-page, single-spaced abstract of project, and a timetable of all necessary steps to complete the project which should be updated with your progress and resubmitted for all subsequent final project topics. (5)
3/24	Two-page abstract of project containing all its components (5). For a F31, submit the summary, abstract, and specific aims page.
4/14	Three-page abstract of project containing all its components. (5). For a F31, include the analysis plan.
Day before presentation	PowerPoint and oral presentation of project (10). Submit your PowerPoint on the BlackBoard Assignment portal by the evening before your presentation. Extra credit for also emailing a version to the Discussion Board to enhance feedback from your classmates. (Look for “Attach File” at the bottom left of your posting to attach your presentation.
5/11	Final paper due (11:00 pm). (15)

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

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.

Evaluation

Points
Participation	15
Facilitating Discussion	35

Final project	50
Total	100

Grading Scale
A+	97-100	C+	77-79
A	94-96	C	74-76
A-	90-94	C-	70-73
B+	87-89	D	63-69
B	84-86	F	62 - 0
B-	80-83

Schedule of Classes, Readings, and Assignments

Jan 16.

Introduction to Class and Developmental Psychology (ppt1)

Additional reading:

Narvaez, D., Moore, D. S., Witherington, D. C., Vandiver, T. I., & Lickliter, R. (2021). Evolving evolutionary psychology. Am Psychol. doi:10.1037/amp0000849

Jan 18.

Developmental Design, Measurement, & Analysis (lec5.design.ppt)

Bornstein, M. H., Putnick, D. L., & Esposito, G. (2017). Continuity and Stability in Development. Child Development Perspectives, n/a-n/a. doi: 10.1111/cdep.12221

Additional reading:

Davis-Kean, P. E., & Ellis, A. (2019). An overview of issues in infant and developmental research for the creation of robust and replicable science. Infant Behavior and Development, 57, 101339. doi: 10.1016/j.infbeh.2019.101339

Frank, M. C. (2019). Towards a more robust and replicable science of infant development. Infant Behavior and Development, 57, 101349. doi: 10.1016/j.infbeh.2019.101349

Jan 23.

The genetic basis of behavior and development (ppt8)

Conradt, E., Hawes, K., Guerin, D., Armstrong, D. A., Marsit, C. J., Tronick, E., & Lester, B. M. (2016). The Contributions of Maternal Sensitivity and Maternal Depressive Symptoms to Epigenetic Processes and Neuroendocrine Functioning. Child Development, 87(1), 73-85. doi: 10.1111/cdev.12483

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

Lester, B. M., Conradt, E., LaGasse, L. L., Tronick, E. Z., Padbury, J. F., & Marsit, C. J. (2018). Epigenetic Programming by Maternal Behavior in the Human Infant. Pediatrics. doi:10.1542/peds.2017-1890 see Movie

Barker, E. D., Walton, E., Cecil, C. A. M., Rowe, R., Jaffee, S. R., Maughan, B., O'Connor, T. G., Stringaris, A., Meehan, A. J., McArdle, W., Relton, C. L., & Gaunt, T. R. (2017). A Methylome-Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap with Attention Deficit Hyperactivity Disorder. Child Development, 0(0). doi:doi:10.1111/cdev.12957

Jan 25

The biological basis of behavior and development, neural development (ppt7)

Tooley, U. A., Bassett, D. S., & Mackey, A. P. (2021). Environmental influences on the pace of brain development. Nature Reviews Neuroscience, 22(6), 372-384. doi:10.1038/s41583-021-00457-5

Additional reading:

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

Bernier, A., Calkins, S. D., & Bell, M. A. (2016). Longitudinal Associations Between the Quality of Mother–Infant Interactions and Brain Development Across Infancy. Child Development, 87(4), 1159-1174. doi: 10.1111/cdev.12518

Nomi, J. S., Bolt, T. S., Ezie, C., Uddin, L. Q., & Heller, A. S. (2017). Moment-to-moment BOLD Signal Variability Reflects Regional Changes in Neural Flexibility Across the Lifespan. The Journal of Neuroscience. doi:10.1523/jneurosci.3408-16.2017http://www.jneurosci.org/content/jneuro/early/2017/05/03/JNEUROSCI.3408-16.2017.full.pdf

Hazlett, H. C., Gu, H., Munsell, B. C., Kim, S. H., Styner, M., Wolff, J. J., Elison, J. T., Swanson, M. R., Zhu, H., Botteron, K. N., Collins, D. L., Constantino, J. N., Dager, S. R., Estes, A. M., Evans, A. C., Fonov, V. S., Gerig, G., Kostopoulos, P., McKinstry, R. C., Pandey, J., Paterson, S., Pruett, J. R., Schultz, R. T., Shaw, D. W., Zwaigenbaum, L., Piven, J., & The, I. N. (2017). Early brain development in infants at high risk for autism spectrum disorder. Nature, 542(7641), 348-351. doi: 10.1038/nature21369

http://www.nature.com/nature/journal/v542/n7641/abs/nature21369.html#supplementary-information

Jan 30.

Culture in Development (ppt3).

Bornstein, M. H., Putnick, D. L., Lansford, J. E., Al-Hassan, S. M., Bacchini, D., Bombi, A. S., Chang, L., Deater-Deckard, K., Di Giunta, L., Dodge, K. A., Malone, P. S., Oburu, P., Pastorelli, C., Skinner, A. T., Sorbring, E., Steinberg, L., Tapanya, S., Tirado, L. M. U., Zelli, A., & Alampay, L. P. (2017). ‘Mixed blessings’: parental religiousness, parenting, and child adjustment in global perspective. Journal of Child Psychology and Psychiatry, 58(8), 880-892. doi: 10.1111/jcpp.12705

Additional reading:

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

Weber, A., Fernald, A., & Diop, Y. (2017). When Cultural Norms Discourage Talking to Babies: Effectiveness of a Parenting Program in Rural Senegal. Child Development, 88(5), 1513-1526. doi: 10.1111/cdev.12882

Cristia, A., Dupoux, E., Gurven, M., & Stieglitz, J. Child-Directed Speech Is Infrequent in a Forager-Farmer Population: A Time Allocation Study. Child Development, n/a-n/a. doi: 10.1111/cdev.12974

Otto, H. W. R., Schuitmaker, N., Lamm, B., Abels, M., Serdtse, Y., Yovsi, R., & Tomlinson, M. (2016). Infants’ Social Experiences in Three African Sociocultural Contexts. Child Development, n/a-n/a. doi: 10.1111/cdev.12661

Feb 1.

Culture in Development (ppt4).

Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmerus, K., Bacchini, D., Pastorelli, C., Bombi, A. S., Zelli, A., Tapanya, S., Chaudhary, N., Deater- Deckard, K., Manke, B., & Quinn, N. (2005). Physical discipline and children’s adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234.

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

Additional reading:

Elizabeth T. Gershoff, Andrew Grogan-Kaylor. Spanking and Child Outcomes: Old Controversies and New Meta-Analyses. Journal of Family Psychology, 2016; DOI: 10.1037/fam0000191

Lansford, JE, Godwin, J, Al-Hassan, SM, Bacchini, D, Bornstein, MH, Chang, L, Chen, BB, Deater-Deckard, K, Giunta, LD, Dodge, KA, Malone, PS, Oburu, P, Pastorelli, C, Skinner, AT, Sorbring, E, Steinberg, L, Tapanya, S, Peña Alampay, L, Uribe Tirado, LM, and Zelli, A. "Longitudinal Associations Between Parenting and Youth Adjustment in Twelve Cultural Groups: Cultural Normativeness of Parenting as a Moderator (Accepted)." Developmental Psychology.  Full Text

Feb 6.

Perceptual Development (ppt9)

Abney, D., Suanda, S., Smith, L. B. & Yu, C. (in press) What are the building blocks of parent-infant coordinated attention in free-flowing interaction? Infancy.

Additional reading:

Simpson, E. A., Jakobsen, K. V., Damon, F., Suomi, S. J., Ferrari, P. F., & Paukner, A. (2016). Face Detection and the Development of Own-Species Bias in Infant Macaques. Child Development, n/a-n/a. doi: 10.1111/cdev.12565

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).

Smith, I. T., Townsend, L. B., Huh, R., Zhu, H., & Smith, S. L. (2017). Stream-dependent development of higher visual cortical areas. Nat Neurosci, advance online publication. doi: 10.1038/nn.4469

http://www.nature.com/neuro/journal/vaop/ncurrent/abs/nn.4469.html#supplementary-information

Feb 8. Perceptual/Attention Development (ppt10). NO CLASS.

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

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.

Hadley, H., Pickron, C. B., & Scott, L. S. (2015). The lasting effects of process‐specific versus stimulus‐specific learning during infancy. Developmental Science, 18(5), 842-852.

Joint attention Ostensive communication slides from cognitive should go here. PPT10 IS HALF JA (YU/SMITH/ADAMSON)

Feb 13. Cognitive Development (ppt11)

Adamson, L. B., Bakeman, R., Suma, K., & Robins, D. L. An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism. Child Development, n/a-n/a. doi: 10.1111/cdev.12973

Yu, C., Suanda, S. H. & Smith, L. B. (2018) Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months. Developmental Science. PMID: 30255968

Yu, C. & Smith, L.B. (2017) Hand-eye coordination predicts joint attention. Child Development.

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

Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science.

Lauer, J. E., & Lourenco, S. F. (2016). Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood. Psychological Science. doi: 10.1177/0956797616655977

Feb 15.

Cognitive Development (ppt12)

Tucker-Drob, E. M., & Bates, T. C. (2015). Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence. Psychological Science. doi: 10.1177/0956797615612727

Additional reading:

Feb 20.

Language Development (ppt13)

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:

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]

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

Feb 22. Optional Midterm Exam Distributed.

Language Development (ppt14)

Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The Contribution of Early Communication Quality to Low-Income Children's Language Success. Psychol Sci, 26(7), 1071-1083. doi: 10.1177/0956797615581493

Additional reading:

Romeo, R. R., Segaran, J., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Yendiki, A., Rowe, M. L., & Gabrieli, J. D. E. (2018). Language Exposure Relates to Structural Neural Connectivity in Childhood. The Journal of Neuroscience. doi:10.1523/jneurosci.0484-18.2018

Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018). Beyond the 30-Million-Word Gap: Children's Conversational Exposure Is Associated With Language-Related Brain Function. Psychol Sci, 956797617742725. doi: 10.1177/0956797617742725

Feb 27.

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:

Castro, V. L., Camras, L. A., Halberstadt, A. G., & Shuster, M. (2018). Children’s prototypic facial expressions during emotion-eliciting conversations with their mothers [doi:10.1037/emo0000354].

Mitsven, S. G., Messinger, D. S., Moffitt, J., & Ahn, Y. A. (in press). Infant Emotional Developments, pp. 748-782. In Lockman, J. & Tamis-Lemonda, C. (Eds.), Handbook of Infant Development. Cambridge University Press.

Feb 29. Optional Midterm 1 Due

Temperament and Emotion (ppt16)

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 https://www.researchgate.net/publication/334153887_Cascades_of_infant_happiness_Infant_positive_affect_predicts_childhood_IQ_and_adult_educational_attainment/link/5d278e1a299bf1547cad2e2b/download

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

Heller, A.S., Casey, B.J., (2016). The neurodynamics of emotion: delineating typical and atypical emotional processes during adolescence. Developmental Science, 19, 3-18.

Additional reading:

Casey, B. J., Heller, A. S., Gee, D. G., & Cohen, A. O. (2019). Development of the emotional brain. Neuroscience Letters. doi: https://doi.org/10.1016/j.neulet.2017.11.055

Somerville, L.H., Jones, R.M., Ruberry, E.J., Dyke, J.P., Glover, G., & Casey, B.J.(2013). The medial prefrontal cortex and the emergence of self-conscious emotion in adolescence. Psychological Science, 24, 1554-1562. PDF

Mar 5.

Socialization Experiences I. Parent-child relationships (ppt17) 

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

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

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

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.

Ruvolo, P., Messinger, D., & Movellan, J. (2015). Infants time their smiles to make their moms smile. PLOS ONE, 10(9), e0136492. doi: 10.1371/journal.pone.0136492.

Mar 7.

Socialization Experiences I (Cont.). Parent-child relationships (ppt17) 

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:

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

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

Bourvis, N., Singer, M., Saint Georges, C., Bodeau, N., Chetouani, M., Cohen, D., & Feldman, R. (2018). Pre-linguistic infants employ complex communicative loops to engage mothers in social exchanges and repair interaction ruptures. R Soc Open Sci, 5(1), 170274. doi: 10.1098/rsos.170274

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.

Mar 12 & 14. Spring Break

Mar 19.

Socialization Experiences I. Parent-child relationships. (ppt18) 

Groh, A. M., Narayan, A. J., Bakermans-Kranenburg, M. J., Roisman, G. I., Vaughn, B. E., Fearon, R. M. P., & van Ijzendoorn, M. H. (2016). Attachment and Temperament in the Early Life Course: A Meta-Analytic Review. Child Development, n/a-n/a. doi: 10.1111/cdev.12677

Additional reading:

Groh, A. M., Propper, C., Mills-Koonce, R., Moore, G. A., Calkins, S., & Cox, M. Mothers' Physiological and Affective Responding to Infant Distress: Unique Antecedents of Avoidant and Resistant Attachments. Child Development, n/a-n/a. doi: 10.1111/cdev.12912

Groh, A. M., Fearon, R. M. P., van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., & Roisman, G. I. (2017). Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development. Child Development Perspectives, 11(1), 70-76. doi: 10.1111/cdep.12213.

Raby, K. L., Cicchetti, D., Carlson, E. A., Cutuli, J. J., Englund, M. M., & Egeland, B. (2012). Genetic and Caregiving-Based Contributions to Infant Attachment. Psychological Science, 23(9), 1016-1023. doi: 10.1177/0956797612438265

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

Mar 21.

Socialization Experiences I. Parent-child relationships (ppt19)

Bornstein, M. H., & Manian, N. (2013). Maternal responsiveness and sensitivity reconsidered: Some is more. Dev Psychopathol, 25(4 Pt 1), 957-971. doi:10.1017/s0954579413000308

Additional reading:

Raby, K. L., Roisman, G. I., Fraley, R. C., & Simpson, J. A. (2014). The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years. Child Development, n/a-n/a. doi: 10.1111/cdev.12325

Mar 26.

Socialization Experiences II - School and Community (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:

Paluck, E. L., Shepherd, H., & Aronow, P. M. (2016). Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1514483113

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://srcd.onlinelibrary.wiley.com/doi/epdf/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 preschool 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

Mar 28.

Socialization Experiences III. School and Community (ppt24)

Card, D., & Giuliano, L. (2016). Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences, 113(48), 13678-13683. https://doi.org/10.1073/pnas.1605043113 https://www.pnas.org/content/pnas/113/48/13678.full.pdf

Bierman, K. L., Welsh, J. A., Heinrichs, B. S., Nix, R. L., & Mathis, E. T. (2015). Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program. Child Dev, 86(6), 1877-1891. doi: 10.1111/cdev.12448

Additional reading:

Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y. (2014). Early Childhood Investments Substantially Boost Adult Health. Science, 343(6178), 1478-1485. doi: 10.1126/science.1248429

Vandell, D. L., Burchinal, M., & Pierce, K. M. (2016). Early Child Care and Adolescent Functioning at the End of High School: Results From the NICHD Study of Early Child Care and Youth Development.

van Huizen, T., Dumhs, L., & Plantenga, J. The Costs and Benefits of Investing in Universal Preschool: Evidence From a Spanish Reform. Child Development, n/a-n/a. doi: 10.1111/cdev.12993

Apr 2.

Adversity, challenge, resilience: Socialization Experiences III. Community (ppt25)

Danese, A., & Widom, C. S. (2020). Objective and subjective experiences of child maltreatment and their relationships with psychopathology. Nature Human Behaviour, 4(8), 811-818. https://doi.org/10.1038/s41562-020-0880-3.

Additional reading:

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

Gaydosh, L., Schorpp, K. M., Chen, E., Miller, G. E., & Harris, K. M. (2018). College completion predicts lower depression but higher metabolic syndrome among disadvantaged minorities in young adulthood. Proc Natl Acad Sci U S A, 115(1), 109-114. doi: 10.1073/pnas.1714616114

https://foundationsofhealth.org/publications/

Brody, G. H., Miller, G. E., Yu, T., Beach, S. R. H., & Chen, E. (2016). Supportive Family Environments Ameliorate the Link Between Racial Discrimination and Epigenetic Aging: A Replication Across Two Longitudinal Cohorts. Psychological Science, 27(4), 530-541. doi: doi:10.1177/0956797615626703

Chetty, R., Hendren, N., Jones, M. R., & Porter, S. R. (2020). Race and Economic Opportunity in the United States: an Intergenerational Perspective*. The Quarterly Journal of Economics, 135(2), 711-783. doi:10.1093/qje/qjz042. https://www.nytimes.com/interactive/2018/03/27/upshot/make-your-own-mobility-animation.html?action=click&module=RelatedLinks&pgtype=Article

Apr 4.

Socialization Experiences I.

Peer relationships (ppt21)

Suleiman, A. B., Galván, A., Harden, K. P., & Dahl, R. E. (2017). Becoming a sexual being: The 'elephant in the room' of adolescent brain development. Dev Cogn Neurosci, 25, 209-220. doi:10.1016/j.dcn .2016.09.004

Hartl, A. C., Laursen, B., & Cillessen, A. H. N. (2015). A Survival Analysis of Adolescent Friendships: The Downside of Dissimilarity. Psychological Science. doi: 10.1177/0956797615588751

Additional reading:

Laursen, B. (2017). Making and Keeping Friends: The Importance of Being Similar. Child Development Perspectives, 11(4), 282-289. https://doi.org/10.1111/cdep.12246

Apr 9.

Socialization Experiences II. Peer relationships (ppt22)

Botdorf, M., et al. (2017). "Adolescent risk-taking is predicted by individual differences in cognitive control over emotional, but not non-emotional, response conflict." Cognition and Emotion 31(5): 972-979.

Additional reading:

Cohen, A. O., Breiner, K., Steinberg, L., Bonnie, R. J., Scott, E. S., Taylor-Thompson, K., Rudolph, M. D., Chein, J., Richeson, J. A., Heller, A. S., Silverman, M. R., Dellarco, D. V., Fair, D. A., Galván, A., & Casey, B. J. (2016). When Is an Adolescent an Adult? Assessing Cognitive Control in Emotional and Nonemotional Contexts. Psychological Science, 27(4), 549-562. doi:10.1177/0956797615627625

Prescott, A. T., Sargent, J. D., & Hull, J. G. (2018). Metaanalysis of the relationship between violent video game play and physical aggression over time. Proceedings of the National Academy of Sciences, 115(40), 9882.

Twenge, J. M., & Park, H. (2017). The Decline in Adult Activities Among U.S. Adolescents, 1976-2016. Child Dev. doi:10.1111/cdev.12930

Silva, K., Chein, J., & Steinberg, L. (2016). Adolescents in Peer Groups Make More Prudent Decisions When a Slightly Older Adult Is Present. Psychological Science, 27(3), 322-330. doi: doi:10.1177/0956797615620379

Apr 11.

Beyond Childhood: 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)

Riem, M. M. E., Lotz, A. M., Horstman, L. I., Cima, M., Verhees, M. W. F. T., Alyousefi-van Dijk, K., van Ijzendoorn, M. H., & Bakermans-Kranenburg, M. J. (2021). A soft baby carrier intervention enhances amygdala responses to infant crying in fathers: A randomized controlled trial. Psychoneuroendocrinology, 132, 105380.

Zilioli, S., Ponzi, D., Henry, A., Kubicki, K., Nickels, N., Wilson, M. C., & Maestripieri, D. (2015). Interest in Babies Negatively Predicts Testosterone Responses to Sexual Visual Stimuli Among Heterosexual Young Men. Psychological Science, 27(1), 114-118. doi:10.1177/0956797615615868

Additional reading.

Abraham, E., Hendler, T., Shapira-Lichter, I., Kanat-Maymon, Y., Zagoory-Sharon, O., Feldman, R. (2014). Father’s brain is sensitive to childcare experiences. PNAS.

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

Prosocial development, morality, and abuse.

(abuse should go with peers? Or parenting? But not here)

Grossmann, T., Missana, M., & Krol, K. M. (2018). The neurodevelopmental precursors of altruistic behavior in infancy. PLOS Biology, 16(9), e2005281. doi:10.1371/journal.pbio.2005281

Conte, E., Grazzani, I., & Pepe, A. (2018). Social cognition, language, and prosocial behaviors: A multitrait mixed-methods study in early childhood. Early Education and Development, 29(6), 814–830. https://doi.org/10.1080/10409289.2018.1475820 Additional_Link

Petersen, I. T., Hoyniak, C. P., Bates, J. E., Staples, A. D., & Molfese, D. L. (2018). A longitudinal, within-person investigation of the association between the P3 ERP component and externalizing behavior problems in young children. Journal of Child Psychology and Psychiatry, 59(10), 1044-1051. doi:10.1111/jcpp.12975

Apr 16: Parent-child relationships (ppt20).

Gülgöz, S., Glazier Jessica, J., Enright Elizabeth, A., Alonso Daniel, J., Durwood Lily, J., Fast Anne, A., Lowe, R., Ji, C., Heer, J., Martin Carol, L., & Olson Kristina, R. (2019). Similarity in transgender and cisgender children’s gender development. Proceedings of the National Academy of Sciences, 116(49), 24480-24485. doi:10.1073/pnas.1909367116

Fast, A. A., & Olson, K. R. (2018). Gender Development in Transgender Preschool Children. Child Dev, 89(2), 620-637. doi:10.1111/cdev.12758

Additional reading.

Meidenbauer, K. L., Cowell, J. M., Killen, M., & Decety, J. (2016). A Developmental Neuroscience Study of Moral Decision Making Regarding Resource Allocation. Child Dev. doi:10.1111/cdev.12698

Miller, Benjamin Graham,Kors, Stephanie,Macfie, Jenny. No differences? Meta-analytic comparisons of psychological adjustment in children of gay fathers and heterosexual parents. Psychology of Sexual Orientation and Gender Diversity, Vol 4(1), Mar 2017, 14-22

Golombok, S., Blake, L., Slutsky, J., Raffanello, E., Roman, G. D., & Ehrhardt, A. (2017). Parenting and the Adjustment of Children Born to Gay Fathers through Surrogacy. Child Development, n/a-n/a. doi: 10.1111/cdev.12728

Farr, R. H., & Patterson, C. J. (2013). Coparenting Among Lesbian, Gay, and Heterosexual Couples: Associations With Adopted Children's Outcomes. Child Development, 84(4), 1226-1240. doi: 10.1111/cdev.12046

Apr 18

Beyond Childhood: Adulthood (ppt27)

Hittner, E. F., Stephens, J. E., Turiano, N. A., Gerstorf, D., Lachman, M. E., & Haase, C. M. (2020). Positive Affect Is Associated With Less Memory Decline: Evidence From a 9-Year Longitudinal Study. Psychological Science, 31(11), 1386-1395.

https://doi.org/10.1177/0956797620953883

Additional reading:

Strohminger, N., & Nichols, S. (2015). Neurodegeneration and Identity. Psychol Sci, 26(9), 1469-1479. doi: 10.1177/0956797615592381

Julianne, H.-L., Timothy, B. S., Mark, B., Tyler, H., & David, S. (2015). Loneliness and Social Isolation as Risk Factors for Mortality: A Meta-Analytic Review. Perspectives on Psychological Science, 10(2), 227-237. doi:10.1177/1745691614568352

Anthony P. Zanesco, Brandon G. King, Katherine A. MacLean, Clifford D. Saron. Cognitive Aging and Long-Term Maintenance of Attentional Improvements Following Meditation Training. Journal of Cognitive Enhancement, 2018; DOI: 10.1007/s41465-018-0068-1

Ritchie, S. J., Tucker-Drob, E. M., Cox, S. R., Corley, J., Dykiert, D., Redmond, P., Pattie, A., Taylor, A., Sibbett, R., Starr, J. M., & Deary, I. J. (2016). Predictors of ageing-related decline across multiple cognitive functions. Intelligence, 59, 115-126. Link (Open Access).

Hartshorne, J. K., & Germine, L. T. (2015). When does cognitive functioning peak? The asynchronous rise and fall of different cognitive abilities across the life span. Psychol Sci, 26(4), 433-443. doi: 10.1177/0956797614567339

Aichele, S., Rabbitt, P., & Ghisletta, P. (2016). Think Fast, Feel Fine, Live Long: A 29-Year Study of Cognition, Health, and Survival in Middle-Aged and Older Adults. Psychological Science. doi: 10.1177/0956797615626906  

Apr. 23

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

Odriozola, P., Uddin, L. Q., Lynch, C. J., Kochalka, J., Chen, T., & Menon, V. (2016). Insula response and connectivity during social and non-social attention in children with autism. Social Cognitive and Affective Neuroscience, 11(3), 433-444. doi:10.1093/scan/nsv126

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

Nyström, P., Gliga, T., Jobs, E. N., Gredebäck, G., Charman, T., Johnson, M. H., ... & Falck-Ytter, T. (2018). Enhanced pupillary light reflex in infancy is associated with autism diagnosis in toddlerhood. Nature communications, 9(1), 1-5. https://www.nature.com/articles/s41467-018-03985-4#:~:text=The%20results%20of%20this%20study,at%203%20years%20of%20age.

Apr 23 & 25. Final project blitz presentation. Please present from your own screen. 10 minutes per presentation with 5 minutes of questions/comments. I will have the next presenter begin precisely 15 minutes after the previous presenter.

May 5. Distribute final exams

Extra:

May 12. Final Paper (or Final Exams) Due

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.

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.