PSY 430-Q (2919)
Psychology of Infancy, Fall 2022
Tu & Th 12:30 – 1:45 PM
Flipse Room 302 or, as necessary, via Zoom
Department of Psychology, University of
Miami
Daniel Messinger, Ph.D.
(he/his),
dmessinger@miami.edu
Office Hours: Thursday 1:45 - 2:45 and at other times by appointment
Teaching
Assistant: Elizabeth Lane, exl800@miami.edu
Objective: Review contemporary theory, research, and
methods relevant to the scientific study of infant development. Topics include
physiological, cortical, motor, perceptual, cognitive, emotional, and social
development in infancy. Human and other animal models will be
considered. The course focuses on both normative and atypical (e.g.,
autism) development because an understanding of one enriches an understanding
of the other.
Required weekly readings: The class is a seminar
with students reading and discussing key journal articles and reviews, which
are linked to this syllabus. Readings
are chosen to provide exposure to the theory, methods, and findings of current
developmental research. One reading will be assigned for
each class. Reading assignments marked "Extra" are suggested but not
required.
Format. The instructor
will introduce key concepts, issues, and lines of research. Students are
expected to take an active role in discussing and developing topics under consideration.
Everyone is expected to complete all assigned readings and actively contribute
to discussion. The PowerPoints can be reviewed before the class session.
Inclusivity. In this
class I welcome all students regardless of race, ethnicity, color, national
origin, religion, sexual orientation, gender identity or expression, age,
disability, or veteran status.
Participation. Participation refers to your level of
engagement in class (20 points). Participation includes submission of at
least 10 substantive questions/comments /responses to the Blackboard
Discussion Board throughout the semester at least 3 hour before class starts.
Participation also includes attendance, having done the required reading,
asking pertinent questions, offering informed responses to questions, and
constructive debate. Use of electronic
devices during class time for anything except class work is prohibited.
Attendance. Attendance is mandatory. Based on COVID19
status and concerns, students may opt to attend virtually via zoom or in
person.
Coronavirus (COVID-19):
Please wear a face mask in class. COVID-19 vaccination reduces your risk and
your risk to those around you. This is a paper
on COVID-19 risk in preschool classrooms that may be relevant.
Office Hours. Office hours (listed above)
or a meeting scheduled after class by email are an ideal setting for me to
assist you with your final paper, exam(s), discussion facilitation, or class
participation.
Main Project. There are two main project choices:
textbook and/or handbook scientific communication (70 points). They are designed to teach critical reading, analysis, and
scientific communication. We will devote class time and specific class
meetings to the project.
Textbook scientific
communication
This project will be the development of text suitable for a
revision of Infant
Development: A Topical Approach (2nd Ed), which is on
reserve at the library. The focus will be on two chapters (Parenting
& Caregiving and The Formation of Individual Differences). The choice of
sections within those chapters and the entire assignment will be a
collaborative exercise. This will support revision of the textbook. I intend to
acknowledge all individuals who submit an annotated bibliography in the
textbook. Here are the steps:
1. Introduction. I will provide you with the entire chapter as a
Word document. That section will contain citations of additional research
articles--with hyperlinks to the source articles--and summaries of those
articles. I will also provide access to the reference section.
2. Insert initial headings and subheadings that organize the
chapter and provide a guide to readers. This will require a careful reading of
the chapter including the additional article summaries.
3. Check/edit. Check the citations and summaries and drafted
textbook content. Review and edit existing summaries to make sure they
accurately reflect the cited article without plagiarizing that article.
4. Develop textbook content
A. Citations. Develop a list of
agreed upon citations of empirical articles that update the citations found in
the text and cover roughly the same material as the previous citations. When
you submit, I will indicate which citations should be replaced by new citations
that I will work with you to identify.
B. Summaries. Write a 5
sentence relatively simple summary of each article that identifies the age of
the infants and describes the study methods (what was done) in two sentences,
the primary findings of the article in two sentences, and a one sentence
take-home message in one sentence. This is an exercise in digesting and
disseminating results.
C. Rewrite your summaries as
draft of textbook content. This content should be accurate and mesh with
surrounding text and the points being made there. It will typically be 1-5
sentences in length.
5. Insert current (see 4C)
and previous (3) draft textbook content in a section of the textbook. It should
and mesh with surrounding text and the points being made there. Harmonize it
with the argument of that section.
6. Rewrite
initial chapter questions and ending conclusions. Update sections and
subsections (10)
In
all these steps, your work is a part of a collaborative and dynamic process.
Attend to how the part of the document you are working on is formatted and has
been edited. Maintain that formatting when you do your work. This is an
exercise in professional science dissemination.
Handbook scientific
communication. Summarize six chapters in The
Cambridge Handbook of Infant Development (Eds. Lockman & Tamis-LeMonda) available through the library
and bookstore. The chapters are contained in these Handbook
sections: Foundations, Perceptual Development, Cognitive Development,
Action, Language, or Emotional and Social Development. Summaries will be 3
single-spaced pages and will follow the headings and subheadings of the target
chapter. In other words, include the headings and subheadings of the target
chapter—retitling them in your own words if possible—in your summary so that
your summary has the same structure as the target chapter.
Observation project. Students will spend at least two hours
observing an infant or infants (0-3 years of age) in 1-2 sessions (2 is ideal)
and write up their observations. The goal of the write-ups is to be as descriptive
as possible. The write-ups will be 1-2 pages. A convenient option for
conducting these observations is the Linda Ray Intervention Center https://www.fdlrs-um.miami.edu/, an
early intervention, center-based provider. Hours of operation are 8:30a.m to
2:15 p.m. To conduct observations at LRIC, which is a few blocks east of
medical campus, you will need to coordinate with the onsite Executive Director,
Ms. Isabel Chica. You may also make other arrangements for your observation (a
family member or friend who has an infant, for example). In either event, describe
your plan for your observation project in 1-2 sentences and I will approve your
plan or suggest changes.
Observation
project write-up instructions. The
first paragraph should explain what you decided to observe. If there is more
than one infant in the setting where you’ll be (e.g., a preschool classroom),
decide which infants you will be observing. Use an iPhone or similar to make 30
second or 60 second blocks separated by an audible tone. Observe for one block
and then write down what you observed for one block of time. (Here is a more
formal description of this method, time sampling, https://dictionary.apa.org/time-sampling,
for background.) Do at least 30 minutes of observation structured in this way.
This will be several pages of observations. These observations could be on
different days or could be focused on different infants. You should have 2-4
paragraphs describing the days and times you observed, what you focused on, and
what you saw. In addition, include a figure (it could be a little screenshot or
a table), showing the actual observations that you made. Finish with a
paragraph about what you learned doing the observations. The final project
should 1-2 pages.
Project
assignments. Written
assignments must be single spaced with an additional
space between paragraphs (1” margins, 12 point font). Only assignments
turned in on time will be graded. Most assignments will be submitted
on Blackboard, typically using SafeAssign as an originality check.
Honor Code. Exams and final papers are
governed by the honor
code. They will be submitted through BlackBoard SafeAssign.
|
Dates |
Textbook Project |
Handbook
Project |
|
Aug 30 |
Choose Textbook or Handbook project.
Request chapters for Handbook. (4) |
|
|
Sep 6 |
T: Insert initial headings/subheadings (6) |
H: Summary 1 (11) |
|
Sep 15 |
T: Propose
citations (aware of current citations/summaries) |
H: Summary 2 (11) |
|
Sep 29 |
T Find
citations (6) |
H: Summary 3 (11) |
|
Oct 11 |
T: Summarize
citations (6) |
|
|
Oct 20 |
T: Develop
content (6) |
H: Summary 4 (11) |
|
Nov 1 |
T: Insert all
content (12) |
|
|
Nov 10 |
T: Harmonize
all content (12) |
H: Summary 5 (11) |
|
Nov 22 |
T: Rewrite
questions, conclusions, headings (12) |
H: Summary 6 (11) |
|
Dec 1 |
Observation
project plan. (1) |
|
|
Dec 8 |
Observation project content (9) |
|
|
Points are listed in parentheses and
sum to 80. |
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|
Remember: Participation includes submission of
at least ten (10) substantive questions/comments/responses to the Blackboard
Discussion Board throughout the semester. |
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Schedule of Classes,
Readings, and Assignments
Aug
23
Introduction
to Class and Developmental Psychology (ppt1)
Additional
reading:
Spencer, J. P., Perone, S., & Buss, A. T. (2011). Twenty years and going strong: A dynamic systems revolution in motor and cognitive development. Child Development Perspectives, 5, 260-266.
Aug
25
Developmental
Design, Measurement, & Analysis (lec5.design.ppt)
Aug
30
The
genetic basis of behavior and development (ppt8)
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
Additional reading:
Chabris, C. F., Lee, J. J., Cesarini, D., Benjamin, D. J., & Laibson, D. I. (2015). The Fourth Law of Behavior Genetics. Current Directions in Psychological Science, 24(4), 304-312. doi:10.1177/0963721415580430
Conradt, E., Beauchaine,
T., Abar, B., Lagasse, L., Shankaran,
S., Bada, H., … Lester, B. (2016). Early caregiving stress exposure moderates
the relation between respiratory sinus arrhythmia reactivity at 1 month and
biobehavioral outcomes at age 3. Psychophysiology, 53(1), 83–96. https://doi.org/10.1111/psyp.12569 https://onlinelibrary.wiley.com/doi/epdf/10.1111/psyp.12569
Sep 1
The biological basis of behavior and
development (ppt7)
or https://doi.org/10.1038/s41562-021-01237-y
Xiao, Y., Wen, T. H., Kupis, L., Eyler,
L. T., Goel, D., Vaux, K., Lombardo, M. V., Lewis, N. E., Pierce, K., &
Courchesne, E. (2022). Neural responses to affective speech, including
motherese, map onto clinical and social eye tracking profiles in toddlers with
ASD. Nat Hum Behav, 6(3), 443-454. https://doi.org/10.1038/s41562-021-01237-y
Additional reading:
http://www.nature.com/nature/journal/v542/n7641/abs/nature21369.html#supplementary-information
Brody, G. H., Gray, J. C.,
Yu, T., Barton, A. W., Beach, S. R., Galván, A.,
MacKillop, J., Windle, M., Chen, E., Miller, G. E., & Sweet, L. H. (2017).
Protective Prevention Effects on the Association of Poverty With Brain
Development. JAMA Pediatr, 171(1), 46-52. https://doi.org/10.1001/jamapediatrics.2016.2988
Leong, V., Byrne, E.,
Clackson, K., Georgieva, S., Lam, S., & Wass, S. (2017). Speaker gaze increases
information coupling between infant and adult brains. Proceedings of the National
Academy of Sciences, 114(50), 13290-13295. https://doi.org/10.1073/pnas.1702493114
Sep
6
Textbook and handbook project workshop
Sep
8
Culture
in Development (ppt3)
Bornstein, M. H., Putnick, D. L., Rigo, P., Esposito, G.,
Swain, J. E., Suwalsky, J. T. D., Su, X., Du, X., Zhang, K., Cote, L. R., De
Pisapia, N., & Venuti, P. (2017). Neurobiology of culturally common maternal responses to infant
cry. Proceedings of the National Academy of Sciences of the United States of
America, 114(45), E9465-E9473. https://doi.org/10.1073/pnas.1712022114
Additional
reading:
Sep 13
Culture in Development (ppt4).
https://doi.org/10.1038/s41562-022-01410-x
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
Causadias, J. M., Vitriol, J. A., & Atkin, A. L. (2018). The
cultural (mis) attribution bias in developmental psychology in the United
States. Journal of Applied Developmental Psychology, 59,
65-74. doi: 10.1016/j.appdev.2018.01.003
Sep 15
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:
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).
Sep 20.
Perceptual/Attention
Development (ppt10).
http://www.nature.com/nature/journal/v547/n7663/abs/nature22999.html#supplementary-information
Schroer,
S. E., & Yu, C. (2022). Looking is not enough: Multimodal attention
supports the real-time learning of new words. Dev Sci, e13290. https://doi.org/10.1111/desc.13290
Additional reading:
NJ
Minar, DJ Lewkowicz Overcoming the other‐race effect in infancy with multisensory redundancy: 10–12‐month‐olds discriminate
dynamic other‐race faces producing speech. Developmental science 21 (4), e12604.
Sep 22
Yurkovic-Harding,
J., Lisandrelli, G., Shaffer, R. C., Dominick, K. C.,
Pedapati, E. V., Erickson, C. A., Yu, C., &
Kennedy, D. P. (2022). Children with ASD establish joint attention during
free-flowing toy play without face looks. Current Biology, 32(12),
2739-2746.e2734. https://doi.org/https://doi.org/10.1016/j.cub.2022.04.044
Additional reading:
Yurkovic, J.
R., Lisandrelli, G., Shaffer, R. C., Dominick, K. C.,
Pedapati, E. V., Erickson, C. A., Kennedy, D. P.,
& Yu, C. (2021). Using head-mounted eye tracking to examine visual and
manual exploration during naturalistic toy play in children with and without
autism spectrum disorder. Scientific Reports, 11(1), 3578. https://doi.org/10.1038/s41598-021-81102-0
Adolph, K. E., & West, K. L. (2022). Autism: The face
value of eye contact. Current Biology, 32(12), R577-R580. https://doi.org/https://doi.org/10.1016/j.cub.2022.05.016 https://www.sciencedirect.com/science/article/pii/S0960982222007758
Sep
27. Cognitive Development (ppt11)
Schmidt, M. F. H.,
Butler, L. P., Heinz, J., & Tomasello, M. (2016).
Young Children See a Single Action and Infer a Social Norm: Promiscuous
Normativity in 3-Year-Olds. Psychological Science. https://doi.org/10.1177/0956797616661182
van den Berg, L.,
& Gredebäck, G. (2021). The sticky mittens
paradigm: A critical appraisal of current results and explanations
[https://doi.org/10.1111/desc.13036]. Developmental Science, 24(5), e13036. https://doi.org/https://doi.org/10.1111/desc.13036
Sep
29.
Cognitive
Development (ppt12)
Additional
reading:
Boyer, T. W., Harding, S. M., & Bertenthal,
B. I. (2020). The
temporal dynamics of infants' joint attention: Effects of others' gaze cues and
manual actions. Cognition,
197, 104151. doi: 10.1016/j.cognition.2019.104151
Simpson, E. A., Sclafani, V., Paukner,
A., Kaburu, S. S. K., Suomi, S. J., & Ferrari, P. F. (2019). Handling newborn monkeys alters later exploratory,
cognitive, and social behaviors. Dev Cogn Neurosci, 35, 12-19. doi:10.1016/j.dcn.2017.07.010
Oct
4
Language
Development (ppt13)
Warlaumont, A. S., Richards., J. A., Gilkerson, J., & Oller, D. K. (2014). A social feedback loop for speech development and its reduction in autism. Psychological Science, 25(7), 1314–1324. doi: 10.1177/0956797614531023 [supplemental materials, Akhtar et al., commentary on Warlaumont, Warlaumont et al. response to Akhtar] .
Or:
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:
Perry,
L.K., Perlman, M., Winter, B., Massaro, D.W., & Lupyan,
G. (2018). Iconicity in children and adults’ speech. Developmental Science,
21(3), e12572. doi: 10.1111/desc.12572. https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12572
Oct
6
Language
Development (ppt14)
Additional
reading:
Oct
11
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
Or
Ahn,
Y. A., Moffitt, J., Custode, S., Beaumont, A., Cardona, S., Parlade, M.,
Durocher, J., Hale, M., Alessandri, M., Perry, L., Messinger, D. (2022).
Objective measurement of social gaze and smile behaviors in children with
suspected autism spectrum disorder during administration of the ADOS-2. Journal
of Autism and Developmental Disorders, under review. [will be sent.]
Additional reading:
Oct 13
No class: Fall recess
Oct 18
Temperament and Emotion (ppt16)
Watts, T. W., Duncan, G. J., & Quan, H. (2018, January). Revisiting
the marshmallow test: A conceptual replication investigating links between
early delay of gratification and later Outcomes. https://journals.sagepub.com/doi/full/10.1177/0956797618761661.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6050075/pdf/10.1177_0956797618761661.pdf
Additional reading:
Coffey, J. (2019).
Cascades of infant happiness: Infant positive affect predicts childhood IQ and
adult educational attainment. Emotion, 20. https://doi.org/10.1037/emo0000640
Oct
20
Face-to-face
interaction (ppt17)
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
Additional reading:
Ilyka, D., Johnson, M. H., & Lloyd-Fox, S. (2021).
Infant social interactions and brain development: A systematic review.
Neuroscience & Biobehavioral Reviews, 130, 448-469. doi:https://doi.org/10.1016/j.neubiorev.2021.09.001
Additional reading:
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
Murray, L., De Pascalis, L.,
Bozicevic, L., Hawkins, L., Sclafani, V., & Ferrari, P. F. (2016). The
functional architecture of mother-infant communication, and the development of
infant social expressiveness in the first two months. Scientific Reports, 6(1),
39019. https://doi.org/10.1038/srep39019.
Beebe, B., D. Messinger, L. E. Bahrick, A. Margolis, K. A. Buck, & H. Chen (2016). A Systems View of Mother-Infant Face-to-Face Communication. Developmental Psychology, 52(4), 556-571.
Oct 25 [early voting in Miami-Dade County]
Still-face
(ppt17)
Elmlinger, S. L., Schwade, J. A., Vollmer, L.,
& Goldstein, M. H. (2022). Learning how to learn from social feedback: The
origins of early vocal development [https://doi.org/10.1111/desc.13296].
Developmental Science, n/a(n/a), e13296. https://doi.org/https://doi.org/10.1111/desc.13296
Mitsven, S. G., Prince, E. B., Messinger, D. S.,
Tenenbaum, E. J., Sheinkopf, S. J., Tronick, E. Z., Seifer, R., & Lester,
B. M. (2021). Testing
the mid-range model: Attachment in a high-risk sample. Developmental
Science, e13185. https://doi.org/10.1111/desc.13185
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
Sheridan, M. A., N. A. Fox, et al. (2012).
"Variation in neural development as a result of exposure to
institutionalization early in childhood." Proceedings
of the National Academy of Sciences.
Oct 27
Predicting attachment (ppt18)
Additional reading:
Fraley RC, Roisman GI, Booth-LaForce C,
Owen MT, Holland AS. Interpersonal and genetic origins of adult attachment
styles: a longitudinal study from infancy to early adulthood. J Pers Soc Psychol. 2013;104(5):817-838.
doi:10.1037/a0031435 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4624037/pdf/nihms716035.pdf
Raby, K. L., Roisman, G. I., & Booth-LaForce, C. (2015). Genetic
moderation of stability in attachment security from early childhood to age 18
years: A replication study. Dev Psychol, 51(11), 1645-1649. https://doi.org/10.1037/dev0000053
Nov 1.
Attachment and sensitivity predict.
Socialization Experiences I. Parent-child
relationships (ppt19)
Nov 3.
Preschool (ppt23).
Guest lecture: R. M. Fasano
Fasano, R. M., Perry, L. K., Zhang, Y., Vitale, L.,
Wang, J., Song, C., & Messinger, D. S. (2021). A granular perspective on inclusion: Objectively
measured interactions of preschoolers with and without autism. Autism Research.
Additional reading:
Chen, J., Justice, L. M., Rhoad-Drogalis,
A., Lin, T.-J., & Sawyer, B. (2020). Social Networks of Children with
Developmental Language Disorder in Inclusive Preschool Programs. Child
Development, 91(2), 471-487. https://doi.org/https://doi.org/10.1111/cdev.13183
Gonzalez Villasanti, H., Justice, L. M., Chaparro-Moreno, L. J.,
Lin, T. J., & Purtell, K. (2020). Automatized
analysis of children's exposure to child-directed speech in reschool settings:
Validation and application. PloS one, 15(11),
e0242511. https://doi.org/10.1371/journal.pone.0242511 https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0242511
Nov 8 ELECTION DAY. VOTE!
Preschool predicts (ppt24)
Mitsven, S. G., Perry, L. K., Tao, Y., Elbaum, B. E., Johnson, N. F., & Messinger, D. S. (2021). Objectively measured teacher and preschooler vocalizations: Phonemic diversity is associated with language abilities. Developmental Science, n/a(n/a), https://doi.org/https://doi.org/10.1111/desc.13177
Additional reading:
Nov 10
Textbook and Handbook Workshop
[Submit
a draft and/bring a copy of you Nov 10 textbook/handbook assignment to class.]
Nov 15
Physical growth and motor development.
Hoch,
J., *Ossmy, O., W.G. Cole, S. Hasan, & Adolph, K.
(in press). “Dancing”
together: Infant-mother locomotor synchrony. Child Development. https://doi.org/10.1111/cdev.13513
Additional reading:
Ossmy, O., Adolph, K.E. (2020). Real-time assembly of coordination patterns in human infants. Current Biology, 30, 1-10.
Hoch, J. E., Rachwani,
J., & Adolph, K. E. (in press). Where infants go: Real-time dynamics of locomotor
exploration in crawling and walking infants . Child
Development.
Nov 17
Risnes, K., Bilsteen,
J. F., Brown, P., Pulakka, A., Andersen, A.-M. N., Opdahl, S., Kajantie, E., & Sandin, S. (2021). Mortality
Among Young Adults Born Preterm and Early Term in 4 Nordic Nations. JAMA
Network Open, 4(1), e2032779-e2032779. https://doi.org/10.1001/jamanetworkopen.2020.32779
McGowan,
E. C., Hofheimer, J. A., O’Shea, T. M., Kilbride, H., Carter, B. S., Check, J.,
Helderman, J., Neal, C. R., Pastyrnak, S., Smith, L. M., Camerota, M.,
Dansereau, L. M., Della Grotta, S. A., & Lester, B. M. (2022). Analysis of
Neonatal Neurobehavior and Developmental Outcomes Among Preterm Infants. JAMA
Network Open, 5(7), e2222249-e2222249. https://doi.org/10.1001/jamanetworkopen.2022.22249
Additional reading:
Nov 22
Online class
Conradt, E., Flannery, T., Aschner,
J. L., Annett, R. D., Croen, L. A., Duarte, C. S., Friedman, A. M., Guille, C.,
Hedderson, M. M., Hofheimer, J. A., Jones, M. R., Ladd-Acosta, C., McGrath, M.,
Moreland, A., Neiderhiser, J. M., Nguyen, R. H. N., Posner, J., Ross, J. L.,
Savitz, D. A., Ondersma, S. J., & Lester, B. M. (2019). Prenatal Opioid
Exposure: Neurodevelopmental Consequences and Future Research Priorities.
Pediatrics, 144(3), e20190128. https://doi.org/10.1542/peds.2019-0128
Gleason,
J. L., Sundaram, R., Mitro, S. D., Hinkle, S. N.,
Gilman, S. E., Zhang, C., Newman, R. B., Hunt, K. J., Skupski,
D. W., Grobman, W. A., Nageotte,
M., Robinson, M., Kannan, K., & Grantz, K. L. (2022). Association of
Maternal Caffeine Consumption During Pregnancy With Child Growth. JAMA Network
Open, 5(10), e2239609-e2239609. doi:10.1001/jamanetworkopen.2022.39609
Additional reading:
Eze N, Smith LM, LaGasse LL, Derauf C, Newman E, Arria A,
Huestis MA, DellaGrotta SA, Dansereau LM, Neal C,
Lester BM. (2016) School-Aged outcomes following prenatal methamphetamine
exposure: 7.5-year follow-up from the Infant Development, Environment, and
Lifestyle Study. The Journal of Pediatrics. EPub
ahead of print: doi:10.1016/j.peds.2015.11.070.
Nov 24
No class: Thanksgiving break
Nov 29.
Beyond Infancy: Transition to parenthood (ppt26)
Hoekzema, E., E.
Barba-Müller, C. Pozzobon, M. Picado, F. Lucco, D. García-García, J. C. Soliva,
A. Tobeña, M. Desco, E. A. Crone, A. Ballesteros, S. Carmona and O. Vilarroya
(2016). Pregnancy leads to long-lasting changes in human
brain structure. Nature Neuroscience
20: 287. (https://www.nature.com/articles/nn.4458.pdf)
Martínez-García,
M., Paternina-Die, M., Cardenas, S. I., Vilarroya, O., Desco, M., Carmona, S.,
& Saxbe, D. E. (2022). First-time fathers show longitudinal gray
matter cortical volume reductions: evidence from two international samples. Cereb Cortex. https://doi.org/10.1093/cercor/bhac333
Additional reading.
Atzil, S., Touroutoglou,
A., Rudy, T., Salcedo, S., Feldman, R., Hooker, J. M., Dickerson, B. C., Catana, C., & Barrett, L. F. (2017). Dopamine in the
medial amygdala network mediates human bonding. Proceedings of the National
Academy of Sciences. doi: 10.1073/pnas.1612233114 http://www.pnas.org/content/114/9/2361.full.pdf
Dec 1
Class to be held at the Linda
Ray Intervention Center
Early Intervention awareness and related
services (occupational therapy and speech language pathology)
Additional reading:
Elbaum,
B., & Celimli-Aksoy, S. (2022). Developmental Outcomes of Children Served
in a Part C Early Intervention Program. Infants & Young Children, 35(1).
https://journals.lww.com/iycjournal/Fulltext/2022/01000/Developmental_Outcomes_of_Children_Served_in_a.2.aspx
Dec 6. Guest Speaker: Dr. Tanjela
Gipson, M.D.
Neurobiology of Neurodevelopmental
Disabilities. PowerPoint on BlackBoard
Gipson,
T. T., Ramsay, G., Ellison, E. E., Bene, E. R., Long, H. L., & Oller, D. K.
(2021). Early Vocal Development in Tuberous Sclerosis Complex. Pediatric
Neurology, 125, 48-52. https://www.sciencedirect.com/science/article/pii/S0887899421001843
Additional dates and topics if folks want them:
Overview --Data Drive Development: A
Computational Journey
or
ASD. Developmental psychopathology: Autism spectrum disorder.
Martin, K. B., Haltigan, J. D., Ekas, N., Prince, E. B., & Messinger,
D. S. Attachment security differs by later autism spectrum
disorder: A prospective study. Developmental Science,
n/a(n/a), e12953. doi:10.1111/desc.12953
Extra:
Constantino, J. N., Kennon-McGill, S., Weichselbaum, C., Marrus, N.,
Haider, A., Glowinski, A. L., Gillespie, S., Klaiman, C., Klin, A., &
Jones, W. (2017). Infant viewing of social scenes is under genetic control and
is atypical in autism. Nature,
547(7663), 340-344. doi: 10.1038/nature22999 http://www.nature.com/nature/journal/v547/n7663/abs/nature22999.html#supplementary-information
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.
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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
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recordings, beyond this class, students identifiable in the recordings will be
notified to request consent prior to such use. See the separate FERPA consent.