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Psychology of Infant Development (PSY638-01) Syllabus - Autumn 2004 Flipse Building (5665 Ponce de Leon, attached to Parking Garage) Tuesdays and Thursdays 11:00-12:15 FHF 402 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/inf_grad/grad_inf_syll.html |
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Daniel Messinger, Ph.D. (DMessinger@Miami.edu) (Homepage) Office Hours (Flipse 341) 12:15 - 1 P and by appointment. |
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Both research articles and integrative summary statements (articles and book chapters) will comprise the course readings. Many of these will be available on-line in the links below in this syllabus. Others will be contained in three texts available in the bookstore: Schore, A. N. (1994). Affect Regulation & the Origin of Self: The Neurobiology of Emotional Development. Hillsdale, NJ: Erlbaum. Bremner, J. G., & Fogel, A. (Eds.). (2004). Blackwell Handbook of Infant Development. Oxford: Blackwell. Lamb, M. E., Bornstein, M. H., & Teti, D. M. (2002). Development in infancy: An introduction (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates. |
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Preparing readings for class discussion. Review the reading as a starting point for leading a class discussion. Summarize the central point and the main points (main points!) of the article in 2 minutes; then tell us what the most interesting issues for discussion emerge from the article in 2 minutes. Limit your presentations to 5 minutes. End with a couple of questions about the meaning of this article and its message in terms of other readings, larger issues, your own work, etc. Your are encouraged to write-up these notes that summarize the reading and suggest discussion points (not more than 5 sentences). These could be brought to class and sent to other members of the class (so let’s make an email list or you can use the one on Blackboard. A major goal of class time is to learn the major ideas and findings in each reading, and we will need to help each other do that.
Grades will be based on class participation, and on
the verbal (~10 minute w ~5 minutes of questions) and written
presentation of a final course project.
The final project should concern typical or atypical infant
development. You should find a project that interests you and will
help you professionally. Alternatives for a final project: 1) A NIH
R03 research proposal (~11 pages, typically single-spaced); 2) a
publication quality literature reviews in summary-article/chapter
format (i.e., organized by theme, not by reading); 3) a publication
quality research project such as a draft of a thesis. During the
last class session students will be asked to make a verbal
presentation of their projects. Collaborative proposals and
presentations are allowed. They must include a significant component
of individual work for each collaborator and must result in
proportionately more substantial final project (e.g., a
NIH RO1 grant, ~ 24 pages).
A
one paragraph summary and 5 minute verbal summary of your thinking
about your intended
final project is due 9/14 during class. Then a one page abstract
of your findings or proposal is due 10/19.
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Topics: Why infancy? Genetic and environmental
influences on development & temperament. Neurodevelopment
& Risk, Resilience, & Intervention. Sensory development |
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Session Reading & Assignments Due |
Critical Questions |
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1. Thursday, 8/26 |
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2. Tuesday 8/31 Reading: Lewis, M. (1999). Does infancy matter? Infant Behavior & Development, 22(4), 413-414. 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. [The complexity of both brain and behavioral development in the context of change and continuity.] |
Why study infancy? Continuity and change in behavioral development. |
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2. Thursday, 9/2 |
Waiting for Frances! |
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3.
Tuesday, 9/7 Reading:
Rutter, M. (2002). Nature,
nurture, and development: From evangelism through science towards
policy and practice. Child Development, 73, 1-21. Extra: Eliot, Chap. 1. Lamb et al., pp. 31-37 & 94-104. |
Environmental
and genetic interaction?
nWhat 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? Http://www.erin.utoronto.ca/~w3bio380/ an embryology course. See also http://www.ornl.gov/TechResources/Human_Genome/project/info.html |
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4. Thursday, 9/9 Reading: Lamb et al. chapters 1 & 2 (pp. 1-56). Extra Activity: Bring baby picture |
What are some basic patterns of synaptic and brain development in infancy? How they are influenced by experience? What can go wrong in this pattern? What is the basic patterns of physical growth in infancy? What are the differences between individual and group growth curves? |
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5. Tuesday, 9/14 Reading: Lamb et al, chapter 3, (pp. 57-93). Due: A one paragraph summary and 5 minute verbal summary of your thinking about your intended final project. |
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.
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7. Thursday, 9/16 DM not present.
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Special Guests: Heather Henderson, Ph.D. and William Neonate: What capabilities do newborns have? Discuss neonatal imitation, sensory abilities, reflexes, and smiling (is it a reflex?). Discuss the Brazelton exam and what it reveals about the individuality of neonates (give examples from film). How do infant and mother influence each during feeding? How is this and how is it not interaction? How do your observations of feeding relate to this topic? What issues are relevant to breast-feeding vs. bottle-feeding? |
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8. Tuesday, 9/21 |
nWhat factors predict the survival of premature infants and what factors affect disability in the survivors? How are mortality and morbidity rates changing? How does socioeconomic status interact with prematurity to influence developmental outcome? What interactive variables influence outcome? What interventions might improve the outcomes of premature infants? Extra Reading: 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. & Bendersky, M., & Lewis, M. (1994). Environmental risk, biological risk, and developmental outcome. Developmental Psychology, 30(4), 484-494. |
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9. Thursday, 9/23 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 Zuckerman et al. and Messinger (available Tuesday). Optional: Singer et al. (Zuckerman is an editorial about Singer et al.) |
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. How does the impact of prenatal cocaine exposure compare to the impact of prenatal exposure to other drugs such as alcohol? |
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Intervention |
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11. Thursday 9/30 Fox, N. A., & Henderson, H. A. (1999). Does infancy matter? Predicting social behavior from infant temperament. Infant Behavior & Development, 22(4), 445-455. [Behavioral styles that appear early in life as a direct result of neurobiological factors, play a significant role in the development and expression of social behavior] |
What is temperament and what are the biological bases of emotion?
Extra Reading: Kagan, J. (1997). Temperament and the reactions to unfamiliarity. Child Development, 68(1), 139-143. [Review of classic study.]
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.
Development 351-370. CBQ, Labtab, Kagan & Henderson videos |
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12. Tuesday, 10/5 Reading: Izard, C. E., & Ackerman, B. P. (2000). Motivational, organizational, and regulatory functions of discrete emotions. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 253-264). New York: Guilford Press. [Heuristic theory.] Extra: Camras, 2000 in Lewis, Marc D. (Ed); Granic, Isabela (Ed) (2000). Emotion, development, and self-organization: Dynamic systems approaches to emotional development. (pp. 100-124). New York, NY, US: Cambridge University Press. (2000), xiii, 411 pp. |
Discrete infant emotions. What are discrete emotions (what are their three components)? What evidence suggests that infants have discrete emotions and what evidence suggests that infant emotions are not discrete and may be more dynamic and functional?
Extra Reading: Eliot 290-303 (neural basis of emotion) 316-321 (temperament). Facial expression site: http://www-2.cs.cmu.edu/~face/index2.htm Development 328-344. |
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13. Thursday, 10/7 Reading: Messinger ('Positive and negative' & 'Afterword'). |
Special
Class. DM not present. 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?
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11. Tuesday, 10/12 Reading: Tronick, E. Z. (1989). Emotions and emotional communication in infants. American Psychologist, 44(2), 112-119. & Schore, Ch. 6, Visual experiences and socioemotional development.
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Face-to-face interaction and still-face: What does it mean that interaction is bi-directional (how 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)?
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.
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14. Thursday, 10/14 Reading: Development 371-384 and Erikson, E. (1950). Eight Ages of Man, Childhood and Society (pp. 247-254): Norton. |
Attachment defined: What is the difference between being attached and being securely attached? What is the evidence (review Harlow) that attachment is a primary motivational system? How does it work and what is its evolutionary function? What is the difference between attachment behaviors, the attachment system, and the attachment bond? |
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14. Tuesday, 10/19 Reading: Attachment site: http://johnbowlby.com Follow links for how to code the Strange Situation. Overview of attachment classifications (on p. 11) and coding. |
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. |
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15. Thursday, 10/21
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Predicting attachment security: What is the experimental and meta-analytic evidence that caregiver sensitivity factors predicts secure attachment? What role might infant temperament have in predicting security of attachment? Extra: NICHD_Early_Child_Care_Research_Network. (2001a). Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development, 72(5), 1478-1500.
Van IJzendoorn, M. H., & Kroonenberg, P. M. (1988). Cross-cultural patterns of attachment: A meta-analysis of the strange situation. Child Development, 59(1), 147-156. |
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16. Tuesday, 10/26 Waters, E., Hamilton, C. E., & Weinfield, N. S. (2000a). The stability of attachment security from infancy to adolescence and early adulthood: General introduction. Child Development, 71(3), 678-683. Waters, E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L. (2000b). Attachment security in infancy and early adulthood: A twenty-year longitudinal study. Child Development, 71(3), 684-689. |
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. |
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17. Thursday, 10/28 |
Perception.
Extra reading (repeat): Walker Andrews, A. S. (1997). Infants' perception of expressive behaviors: Differentiation of multimodal information. Psychological Bulletin, 121(3), 437-456. |
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18. Tuesday, 11/2 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.] |
Predicting and measuring intelligence. Describe different “developmental job descriptions” of early infancy. Describe different mechanisms of learning and beyond Indicate two infant predictors of adolescent’s intelligence. What is the fundamental issue in what infants know? n |
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19. Thursday, 11/4 Reading: Development 205-223 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.), & 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. |
Piaget and object constancy: How does Piaget understand infant cognitive development and what does he 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? |
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20 . Tuesday, 11/9 Ozonoff, S. (2001). Early social development in young children with autism: Theoretical and clinical implications. In G. Bremner & A. Fogel (Eds.), Blackwell handbook of infant development (pp. 565-588). Malden, MA: Blackwell.
Mundy,
P. The
Medial-Frontal Cortex, Social Behavior and the Neurodevelopment of
Autism. |
Autism
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21. Thursday, 11/11
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Gesture (give and take): What is the gestural advantage? What are social approach & instrumental functions of infant gestures? What is the evidence that these gestures have different functions? (Do they change with age differently? Do they involve different expressive behaviors?) |
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22. Tuesday, 11/16 Andrew Lock. Preverbal communication. Chapter 14 of Bremner & Fogel.
First draft of final paper (not mandatory but strongly recommended)
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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? |
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23. Thursday, 11/18 Werker, J. F. (1989). Becoming a native listener. American Scientist, 77. Extra: Development 279-285 & 296-327
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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)? |
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24. Tuesday, 11/23 Optional draft of final project paper due
Hart,
B., & Risley, T. R. (1995). Meaningful
differences in the everyday experience of young American children.
Baltimore, MD: Brookes Publishing.
Chap.
7,
and Appendix
B. |
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?
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26. Thursday, 11/25 |
NO CLASS THANKSGIVING |
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27. Tuesday, 11/30
Prepare and email PowerPoint presentations of final projects. Example |
Oral presentations. More info on Oral Presentations Evaluations |
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28. Thursday, 12/2 Final Project paper due |
Last day of class. Catch-up, overview, review of final projects, and presentations. Final Project Paper Due |