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The Psychology of Infancy (PSY 430-O)
(Writing) Syllabus - Fall 2013 Prerequisite = 2.5 PSY GPA; 15 PSY
credits, including PSY 230, 291 or 292, and 390 Tuesdays and Tuesdays, 9:30- 10:45 Flipse Building (5665 Ponce de Leon, attached to
Parking Garage) Room 302 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_Fall13.html |
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Daniel Messinger, Ph.D. (DMessinger@Miami.edu) (Homepage) Teaching Assistants For weekly
papers: Kimberly Arditte Office Hours: Tuesday, 11:30am-12:30pm, kimarditte@gmail.com, Flipse 440 For research facilitation and final projects: Whit
Mattson, M.S. wimattson@gmail.com, (305) 284-1742, Flipse 367 |
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We 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 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 presentations will focus on these
critical topics, as will your readings. Readings will be original research
articles and chapters. We will also discuss and debate critical topics,
and watch videotape examples, do small group exercises, in-class projects and
quizzes to deepen our understanding of what infant development is all about. Using
these resources, you will, each week, hand in a one page (300 word) response to one of the week's critical topics
addressing all the questions listed under that critical topic. There will
also be pop quizzes and in-class writing to assess how well you are utilizing
the readings and other resources. 2) This course has a large research
component in which you will conduct a final project
that includes conducting a mini- empirical research study. This will be part of a class project based on research
from my laboratory and involves parent-infant interaction in the first year
of life. Other, independent projects are possible and include predicting
autism spectrum disorders from the face-to-face/still-face procedure and play
and clearn-up interactions between parents and
one-year-olds. Other potential projects are described under the Critical
Questions column below, while still others may stem from your own interests
and resources and must be approved by me. The final project
will require you to bring a laptop computer to class for several class
sessions. FINAL
PROJECT GUIDELINES. As part of your final project, you will
also conduct a critical reading the scientific literature summarizing and
synthesizing seven or more articles and/or reviews and/or scholarly books You
will turn in the summary/critiques of articles/reviews throughout the
semester. These readings can be on a topic
of your choosing in infant development. I suggest you do your reading on
interaction
in the face-to-face/still-face procedure, security of attachment in the
Strange Situation, or their association (such articles are marked below in
the syllabus with an *asterisk). 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 readings
("extra" readings 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
1990 to 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, Intelligence, or
the International Journal of Behavioral Development. All articles
must have been published from 1990 to the present. If you know what journal an article is in,
you can 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. The final project will involve a 2,000 word
research paper, presentation of your final project as a brief PowerPoint
lecture to the class, and presenting your poster at a class poster session.
Writing resources are available here. (A final project that
involves 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.) Finally, final
papers that involve contributing to Wikipedia are a possibility. Video coding and ratings. To produce
research data for the class topic, you will be making codings
and ratings. As a coder/rater, you will be a research participant. If you
don't want to do this, an alternative assignment is available. Whit Mattson,
one of the TAs will be your contact for making the ratings. |
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Class Overview 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. 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. Some assignments
will be graded pass/fail. You will receive feedback on your writing
assignments. 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.
Your final grade is based on 3 components.
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 must be no more than 300 words and no longer than 1 single-spaced
page. We will make extensive use of SafeAssignment.
If SafeAssignment identifies any of the main text
of your final project assignments as duplicating work by others, this is plagarism and you will be subject to penalties such as
receiving no credit for the assignemnt and failing
the course. Review How
to cite articles to avoid plagarism. Integrity.
This course will abide by the UM
Honor Code: "On my honor, I have neither given nor received any
aid on this paper." Honors.
Honors credit is available and includes a more elaborate empirical and final
project. Ask me. Readings. Readings
are available on-line (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. Most lectures will be available from the links below and you can
print them out as PowerPoint handouts before class. Please
bring a hard copy of the assigned reading to class. |
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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 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. 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 for
email communication and posting assignments and an occasional lecture). |
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Date |
Session. Reading & Assignments Due |
Critical Questions (PowerPoint and questions for weekly
papers) |
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Tuesday 8/27 |
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Thursday, 8/29 |
Reading: Final Project A. Select and read first final project article and post citation (author, year, title, journal, volume, pages) along with your current version of your final topic question (see above for finding journals). (You can change your final project topic later if you wish). Extra: Thompson,
The Future of Children, 11(1), 20-33 Greenspan
& Shanker (2004) (focus on first 2 pages
and last 2 tables) 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. |
Defining
development, prenatal development, brain development Define
development. Argue for why you believe development does or does not have an
endpoint. Is
it is all over after age 3? What
is the take-home message of Tuesday's reading, The Seductive
Allure of Behavioral Epigenetics? |
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Tuesday 9/3 WM |
Weekly Paper 1: Answer questions under, “Defining development,
prenatal development, brain development.” Reading: The
Seductive Allure of Behavioral Epigenetics. Science. Extra: Szyf,
M. and J. Bick (2012). "DNA Methylation: A Mechanism
for Embedding Early Life Experiences in the Genome." Child
Development. (more advanced) Rutter,
M. (2002). Nature,
nurture, and development: From evangelism through science towards policy
and practice. Child Development, 73, 1-21. Eliot,
Chap. 1. 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. |
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)? Other resources: Http://www.erin.utoronto.ca/~w3bio380/
an embryology course |
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Thursday 9/5, WM |
Final 1: Write
out your final project question. Summarize article. Indicate how first
article answers question. Indicate your next reading. (300 words). Reading:
Adolph,
K. E. (2008). Learning to move. Current Directions in Psychological Science,
17(3), 213-218. Extra
Credit: Post baby picture to BlackBoard Extra: Adolph,
K.E., & Robinson, S.R (2013). The road to
walking: What learning to walk tells us about development. In P. Zelazo (Ed.) Oxford
handbook of developmental psychology, Volume 1, 403-443. NY: Oxford
University Press. Joh, A. S.* & Adolph, K. E. (2006). Learning from
falling. Child Development, 77, 89-102. Lamb
et al. chapters 1 & 2 (pp. 1-56). Adolph, K. E., S. R.
Robinson, et al. (2008). "What
is the shape of developmental change?" Psychological Review 115(3):
527-543. Development, chapter 3,
(pp. 57-93) |
Physical
growth and motor development: What
are the differences between individual and group growth curves? What is Adolph's thesis?' |
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Tuesday 9/10 |
Reading:
Couzin,
J. (2002). Quirks of Fetal Environment Felt Decades Later. Science, 296(5576),
2167-2169. Weekly 2. Answer
question under Physical growth and development and, what is Couzin’s thesis?'
Extra: Calkins,
K., & Devaskar, S. U. (2011). Fetal origins of
adult disease. Curr Probl
Pediatr Adolesc Health
Care, 41(6), 158-176. doi: 10.1016/j.cppeds.2011.01.001 Poehlmann,
J., Schwichtenberg, A. J. M., Bolt, D. M., Hane,
A., Burnson, C., & Winters, J. Infant
physiological regulation and maternal risks as predictors of dyadic
interaction trajectories in families with a preterm infant. Developmental
Psychology, 47(1), 91-105 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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n
Prematurity: Define prematurity. n
What factors predict the survival of premature
infants n
How can prematurity be treated? n
What factors affect disability in the survivors?
What types of disability and other outcomes are likely in survivors? n
How are mortality and morbidity rates of premature
infants changing? n
If a baby is born 8 weeks premature, how long after
birth would you conduct a 52 week assessment, after correcting for
prematurity? n
How do socioeconomic status (maternal education) and
prematurity to influence developmental outcome? n
What is the impact of variables such as maternal
sensitivity on outcome – on which infants do they have the greatest impact? n
What interventions might improve the outcomes of
premature infants (Kangaroo care, other types of physical contact) – please
describe. n
How do you think public health policy should be structured
to prevent negative developmental outcomes? |
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Thursday,
9/12 |
Final
2: Write out your final project
question. Summarize article. Indicate how second article answers question.
Indicate your next reading. (300 words). How
to write your summary. Reading: Extra: Extra:
Sood, B., V. Delaney-Black, et al. (2001). "Prenatal Alcohol Exposure and
Childhood Behavior at Age 6 to 7 Years: I. Dose-Response Effect." Pediatrics
108(2): e34. Singer
et al article with editorial by Zuckerman
et al. Eiden, R. D., Edwards, E. P., &
Leonard, K. E. (2002). Mother-infant and father-infant attachment among
alcoholic families. Development and Psychopathology, 14(2), 253-278. doi: 10.1017/s0954579402002043 Eiden, R. D., Lewis, A., Croff, S., & Young, E. (2002). Maternal cocaine use
and infant behavior. Infancy, 3(1), 77-96. Eiden, R. D., Schuetze,
P., & Coles, C. D. (2011). Maternal cocaine use and mother–infant
interactions: Direct and moderated associations. Neurotoxicology
and Teratology, 33, 120-128. |
Exposure:
What is Frank et al.'s thesis about the current scientific literature (their
major argument)? Describe typical levels of medical and social risk
(including other types of exposure) in cocaine exposed children. Summarize
findings from the Maternal Lifestyle Study with respect to self-regulation
and feeding behavior, at one month, 4 month interaction, 18 month attachment,
and Bayley mental, motor, and behavioral development between 1 and three
years. Describe the bolded pathways leading 7-year behavior (CBCL) problems
in Lester et al. (2009). Do you see a potential problem with any of those
pathways? Describe the impact of prenatal alcohol exposure on childhood
behavior in Sood et al. What is a dose-response
effect? |
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Tuesday, 9/17 |
Weekly 3. Exposure and what does it mean that
'the
child is father of the man'?' Reading: Extra: Caspi,
A. (2000). The Child Is Father of the Man: Personality Continuities From
Childhood to Adulthood. Journal of Personality and Social Psychology, 78(1),
58-172. Caspi, 2000 Henderson,
H. A., & Wachs, T. D. (2007). Temperament
theory and the study of cognition-emotion interactions across development.
Developmental Review, 27(3), 396-427. doi:
10.1016/j.dr.2007.06.004 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? CBQ, Labtab, Kagan & Henderson videos |
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Thursday 9/19 |
Final 3: Write out your final project question. Indicate
how previous articles answered question (stating what was found in a total of
3-5 sentences), then indicate how third 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: Camras, L. A., & Shutter, J. M. (2010).
Emotional
facial expressions in infancy. Emotion Review, 2(2), 120-129. doi: 10.1177/1754073909352529 Extra: *Early emotional development. Lewis
chapter.
*Development of Emotions and Emotion Regulation Holodynski.Chap4.pdf |
What are key tenets (propositions) of discrete emotion theory? |
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Tuesday 9/24 |
Weekly 4: Discrete
emotions (or Intensification) and What is the main point of, 'The
eyes have it'? *Reading: Messinger,
D.S., Mattson, W.I., Mahoor, M.H., & Cohn, J.F. (2012). The
eyes have it: Making positive expressions more positive and negative
expressions more negative. Emotion, 12(3), 430-436.
PMID22148997. Extra:
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
(see BlackBoard): 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? |
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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 fourth
article answers question (300 words). Reference these articles (APA) and put
citations at end and indicate your next proposed reading.
Reading: Mesman, J., M. H. van Ijzendoorn, et al. (2009). "The many faces of the Still-Face Paradigm: A review and meta-analysis." Developmental Review 29(2): 120-162.
*Messinger, D., Ruvolo, P., Ekas, N., & Fogel, A. (2010). Applying Machine Learning to Infant Interaction: The Development is in the Details. Neural Networks, Special Issue on Social Cognition: From Babies to Robots, 23(10), 1004–1016.NIHMS 234401.
*Moore, G. A., Powers, C. J., Bass, A. J., Cohn, J. F.,
Propper, C. B., Allen, N. B., & Lewinsohn, P. M. (2013). Dyadic
Interaction: Greater than the Sum of its Parts? Infancy, 18(4),
490-515. doi: 10.1111/j.1532-7078.2012.00136.x
*Tronick, E. Z. (1989). Emotions
and emotional communication in infants. American
Psychologist, 44(2), 112-119.
*Kaye, K., & Fogel, A. (1980). The temporal structure of face-to-face
communication between mothers and infants.Developmental Psychology, 16(5),
454-464.
Schore,
Ch. 6, Visual experiences and socioemotional development. |
Early
interaction: Process (early_interaction.ppt)
Face-to-face
interaction and still-face: What does it mean that interaction is
bidirectional? How, specifically, do baby and parent influence each
other?
What
does early interaction predict? How does conscience develop? What factors
predict internalization of parental and cultural roles?
Video
A. Video B.
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? |
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Weekly
5. Early interaction and...
Reading.
Extra:
*Ekas, N. Haltigan, J.D., Messinger, D.S. (2012). The Dynamic Still-Face Effect: Do Infants Decrease Bidding Over Time When Parents are Not Responsive? Developmental Psychology.
*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. *Baker, & Crnic (2009). Thinking about feelings: Emotion focus in the parenting of children with early developmental risk. Journal of Intellectual Disability Research, 53(5), 450-462. Baker J. K., Messinger, D.S., Lyons K.K., & Grantz, C.J. (2010). A Pilot Study of Maternal Sensitivity in the Context of Emergent Autism. Journal of Autism and Developmental Disorders, 40(8):988-999. NIHMS194102. *Beebe, B. Rhythms of dialogue in infancy: Coordinated timing in development.
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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 fifth 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:
http://pantheon.yale.edu/~kw77/HamlinWynnBloomNature2007.pdf
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.
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Describing secure and insecure attachment: What are the developmental stages of attachment? 15 What are the evolutionary functions of attachment? 15 What are key attachment concepts 15 What is the difference between being attached and being securely attached? 15
Describe
secure attachment and avoidant, anxious, and disorganized attachment,
referring to the videos we viewed.
EC:
What is the difference between attachment behaviors, the attachment system,
and the attachment bond? 10 EC:
What is an attachment disorder and what is evidence of an attachment
disorder? 10
EC:
Is child-caregiver attachment the whole relationship or is one (organizing)
system in the relationship? 10 EC:
what evidence is there that monkeys evidence
these concepts (review Harlow film)?
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Monday
Oct 7 |
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Tuesday
10/8 |
Weekly
6: All weekly Questions for 10/3 Reading: Development 385-393 second part of
Lamb et al. Development 371-393
Extra: *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 *van IJzendoorn, M. H., K. A. Bard, M. J. Bakermans-Kranenburg and K. Ivan (2009). Enhancement of attachment and cognitive development of young nursery-reared chimpanzees in responsive versus standard care, Wiley Subscription Services, Inc., A Wiley Company. 51: 173-185.
*Belsky, Jay; Houts, Renate M.; Fearon,
R. M. Pasco.
Infant attachment security and the timing of puberty:
Testing an evolutionary hypothesis.
Psychological Science,
Vol 21(9), Sep 2010, 1195-1201.
Extra:
Chimp
Attachment |
Predicting attachment security:
What
different roles might infant temperament have in predicting security of
attachment? |
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Thursday
10/10 |
Final 6: Assignment: Register for and complete www.citiprogram.org. See Human Subjects Protection for details. Extra credit: Email the class providing information and then additional information in each email about how to do this registration, Reading:
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What does secure attachment predict?
Describe
the stability (or instability) of attachment security as in infancy? |
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Weekly 7: Predicting attachment security and What is the main point of the Van IJzendoorn (1999) article (below)? Reading: van IJzendoorn, M. H., Schuengel, C., & Bakermans Kranenburg, M. J. (1999). Disorganized attachment in early childhood: Meta-analysis of precursors, concomitants, and sequelae. Development and Psychopathology, 11(2), 225-249. |
Workshop on empirical project: You will collect data
during this class session.
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. |
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Thursday
10/17 |
18.
Thursday 3/24
Reading:
Final
7: For your empirical project, what is your plan? 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. |
Workshop on empirical project: You will collect data
during this class session.
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Tuesday
10/22 |
Weekly 8: Describe the contexts of infant development in the movie, Babies. What do you think the main point of the movie was? What did you learn? What context or contexts do you think was most like the context you grew up in? See the movie here: http://www.youtube.com/watch?v=qq7MGfVAeV8
Reading:
Extra: Camras, L. A., Sun, K., Li, Y., & Wright, M. (2012). Do Chinese and American children’s interpretations of parenting moderate links between perceived parenting and child adjustment? Parenting: Science and Practice, 12(4), 306-327.
Messinger, D. & Freedman, D. (1992). Autonomy and interdependence in Japanese and American mother-toddler dyads. Early Development and Parenting, 1(1) 33-38. |
Cultural
Psychology.
What is
cultural psychology (give examples)? |
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Thursday
10/24 |
Final 8. Empirical project draft due.
Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., Yoder, P. (2011). A Randomized Control Trial of Hanen’s “More Than Words” in Toddlers With Early Autism. Journal of Child Psychology and Psychiatry, 52(7), 741-52. |
Describe the results of the Linda Ray intervention.
Describe the IHDP project and its major results at 3, 5, 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 rat study? Argue for whether you think early intervention works,
how long it works, and for whom it works? Should society devote resources to
early intervention or later intervention? What did Yoder and Stone find?
Explain how this is a moderated effect. What other autism intervention shows
a moderated effect? |
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Tuesday 10/29 WM |
Final 9. Draft of empirical project due. Weekly 9 (EC): Intervention questions and What is the main point of the Leavens et al. (2005) reading?
Reading: Leavens, D. A.; Hopkins, W. D.; Bard, K. A. (2005). Understanding the Point of Chimpanzee Pointing: Epigenesis and Ecological Validity. Current Directions in Psychological Science, 14, 185-189.
Extra: Liszkowski, U., Schäfer, M., Carpenter, M., & Tomasello, M. (2009). Prelinguistic infants, but not chimpanzees, communicate about absent entities. Psychological Science, 20(5), 654-660.
Amanda Woodruff
Bakeman & Adamson, 2006, |
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? |
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Thursday
10/31 |
Final 10. 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: Ozonoff, S., Young, G., Carter, A.S., Messinger, D. , Yirmiya, N., Zwaigenbaum, L., Bryson, S. E., Carver, L., Constantino, J., Dobkins, K., Hutman, T., Iverson, J., Landa, R., Rogers, S., Sigman, M., Stone, W. (2011). Recurrence Risk for Autism Spectrum Disorders: A baby siblings research consortium study. Pediatrics.
Messinger, D., Young, G. S., Ozonoff,
S., Dobkins, K., Carter, A., Zwaigenbaum, L., Landa, R. J., Charman,
T., Stone, W. L., Constantino,
J. N., Hutman, T., Carver, L. J., Bryson, S., Iverson, J. M., Strauss, M.
S., Rogers, S. J., & Sigman, M. (2013). Beyond
Autism: A Baby Sibling Research Consortium Study of High-Risk Children at
Three Years of Age. Journal of the American Academy of Child and
Adolescent Psychiatry, 52(3),
300-308. NIHMS 431543.
PubMed 23452686.
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Autism and the broad autism phenotype[LINK PPT]
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
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Tuesday 11/5 |
Final 11. Draft of empirical project due.
“Autism and
the broad autism phenotype” and What is the main point of Ibanez et al?
Reading: Ibanez, L., Grantz, C.J., Messinger, D.S. (2012). The development of referential communication and autism symptomatology in high-risk infants. Infancy, 1–21.
Extra:
What are infant siblings teaching us about autism in
infancy? Rogers, S. |
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? |
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Final 12: Draft of empirical project due.
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Tuesday 11/12 |
Final 13: Final empirical project due.
Extra.
Electrophysiological Evidence for the Understanding of
Maternal Speech by 9-Month-Old Infants Eugenio Parise and Gergely
Csibra Werker, J. F. (1989). Becoming a native listener. American Scientist, 77.
Andrew Lock. Preverbal communication. Chapter 14 of Bremner & Fogel.
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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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Final 14:
Draft of
Poster as PowerPoint Handout
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Language (individual differences):
How does
the ability to distinguish between non-native speech
sounds change in the first year? |
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Final 15.
Poster as PowerPoint Handout.
EC
Weekly 11: Language |
Complete
Language (individual differences): |
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Weekly 12: Language (individual differences)
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.] Development 205-223
Meltzoff. The case for a developmental cognitive science: Theories of people and things.
http://www.youtube.com/watch?v=_ao1vcK1HLM Csibra, G. & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Sciences, 13, 148-153. |
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| Friday 11/22 | EC Final 16: Draft of final paper (or poster; paper preferred) | |||||||
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THANKSGIVING |
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Final 17. Post final version poster to BB and present poster in class. |
Poster Session.
Overview of
Poster and Presentation |
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Final 18. Post presentation to BB by 7am. Presentation must be named with your name. I also urge you to email me your presentation and/or to bring it to class on a flash drive. If you update your presentation after 7am, be sure to be in class by 9:15 to upload the new presentation. BB should be set so that you can upload a newer version as necessary.
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Oral
presentations. Presentations will be 6 minutes and followed by
3 minutes of questions. |
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Tuesday
12/10 |
Final 19.
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.
Draft of
your final paper. |
Paper writing
workshop. You must bring a draft of your final paper to class. |
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Final 20. Final
Project Paper Due |
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Extra
session |
Reading:
S. Hrdy. Comes the Child before
Man: How Cooperative Breeding and Prolonged Postweaning Dependence Shaped Human Potentials Extra:
Lewis, M. (1999). Does infancy matter? Infant Behavior
& Development, 22(4), 413-414.
Baron-Cohen, S., R. C. Knickmeyer,
et al. (2005). "Sex Differences in the Brain: Implications for
Explaining Autism." Science 310(5749): 819-823.
Weinberg, M. K., Tronick, E. Z., Cohn, J. F., & Olson,
K. L. (1999). Gender differences in emotional expressivity and
self-regulation during early infancy. Developmental Psychology, 35(1),
175-188. Kahlenberg, S. M., & Wrangham,
R. W.
Sex differences in chimpanzees' use of sticks as play
objects resemble those of children. Current biology : CB, 20(24), R1067-R1068. |
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 |
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Extra
session |
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. |
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Extra
session |
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.
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Extra Topics: Perception |
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