The Psychology of Social and Emotional Development (PSY341P) 

Spring 2013, Tuesdays and Thursdays, 11:00-12:15 in 302

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

Baby Picture2     Baby Picture1

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

http://www.psy.miami.edu/faculty/dmessinger/c_c/SD/sd_syll_S13.html

BlackBoard 

Daniel Messinger, Ph.D. (DMessinger@Miami.edu) (Homepage)
Office Hours (Flipse 308): Tuesday 12:30-1:30, and by appointment 

Teaching Assistants

For weekly papers: Sarah Henry shenry@psy.miami.edu 305-284-9341

 Office Hours: Tuesdays from 11 to 12 in FLP 429

For research facilitation and final projects: Brittany Lambert, M.S. Ed.

blambert@psy.miami.edu, (305) 284-1042, Flipse 116

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

1) Every week, we will address topics such as: Early interaction: Process and Prediction; Emotion: Expression and Regulation; Temperament: Early measurement and prediction; Attachment through the life cycle: What predicts security and what security predicts; Social cognition: From joint attention to self-concept; Sibling and Peer Relationships: Pro-social and anti-social influences through adolescence; The behavioral genetic challenge and a reply;  the development of gender differences and intimacy, and the development of self-esteem.

My presentations will focus on these critical questions, as will your readings. Readings will be original research articles and chapters. We will also discuss and debate critical questions, and watch videotape examples, do small group exercises, in-class projects and quizzes to deepen our understanding of what babies are all about. Using these resources, you will, each week, hand in a one page (300 word) answer to one of the week's critical questions, including all the sub-questions questions listed under that critical question. There will also be pop quizzes and in-class writing to assess how well you are utilizing the readings and other resources. Please have access to the readings (hard copy or electronic) during class sessions.

2) This course has a large research component in which you will select a final project topic and conduct a mini- empirical research project (collecting data relevant to infancy). One set of potential final project topics comes from my laboratory and includes:

measuring the security of attachment in the Strange Situation procedure at 15 months;

describing parent interaction strategies (and vocalization), infant and adult emotion expressions, and infant gaze in the in the face-to-face/still-face procedure at 6 months)

predicting autism spectrum disorders (ASD) from face-to-face and later interactions between infant/toddler and parent,

predictors of response to intervention among toddlers with ASD around 2 years

early referential communication (including enactive embodiment of toy movement) in the Early Social Communication Scales,

empathy and cooperation in children at risk for autism at 2-3 years of age,

empathy, emotion knowledge, peer play and theory of mind in 4- to 6-year-olds some of whom are affected by autism,

temperament as assessed by longitudinal observations between 6 months and 6 years.

Other potential projects possible might stem from the Critical Questions column below, while still others may stem from your own interests and resources. (A final project that is a more extensive and formal empirical study is also a possibility, particularly for those of you conducting relevant research with psychologists in the department, could provide you with honors credit, and is required of students currently working in my lab.) The final project will require you to bring a laptop computer to class for several class sessions. All final projects must be approved by me. FINAL PROJECT GUIDELINES .

As part of your final project, you will also conduct a critical reading the scientific literature summarizing and synthesizing five or more articles and/or reviews and/or scholarly books (books are equivalent to more than one article/review) on a topic of your choosing in social and emotional development. You will turn in the summary/critiques of articles/reviews throughout the semester. I will help you with the selection of articles and with instructions on how to summarize and critique them. Your final project should reference any relevant material and assigned readings from class, but these do not count for your five readings. Every empirical paper that you review should focus primarily on social and emotional development and be published in one of the following journals: Child Development, Infant Behavior and Development (1990-1999), Infancy, Developmental Psychology, Developmental Review, Developmental Psychopathology, Pediatrics,  Social Development, Journal of Abnormal Child Psychology, Journal of Family Psychology, Psychological Bulletin, or the Journal of Personality and Social Psychology, Psychological Science, Science, Nature, or PlosOne. All articles must have been published from 1990 to the present. Generally, the more recent the article the better.

"Extra" readings in the syllabus are a good way to find articles. 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. 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.

Ratings. To produce research data for students that are interested in this topic--and to produce real data for publication--you will be required to rate different behaviors. You should not prepare for this rating, just show up. As a rater, you will be a research participant. If you don't want to do this, an alternative assignment is available. Ms. Lambert, one of the TAs will be your contact for making the ratings.

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. Be sure that SafeAssignment does not identify any of the main text of your your main final project assignments as duplicating work by others.

Integrity. This course will abide by the UM Honor Code: "On my honor, I have neither given nor received any aid on this paper." Review How to cite articles to avoid plagarism.

Honors. Honors credit is available and includes a more elaborate empirical and final project. Ask me.

Readings. Readings are available on-line (click the indicated reading; they are in Acrobat which can be downloaded here). 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.

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. 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 will use BlackBoard in the course, primarily for email communication and posting assignments and an occasional lecture).

Date

Session. Reading & Assignments Due

Critical Questions  (PowerPoint and questions for weekly papers)

Tuesday

1/15

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

Introduction to social d

opment and to the class.

Thursday

1/17

Weekly Paper 1: Summarize Erikson's Eight Ages of Man. Submit on BlackBoard under Assignments as Weekly 1.

Reading:

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

Extra:

Thompson, R. A., Winer, A. C., & Goodvin, R. (2011). The individual child: Temperament, emotion, self, and personality. In M. H. B. M. E. Lamb (Ed.), Developmental science: An advanced textbook (6th ed.) (pp. 427-468). New York, NY, US: Psychology Press.

Hill, J., Inder, T., Neil, J., Dierker, D., Harwell, J., & Van Essen, D. Similar patterns of cortical expansion during human development and evolution. Proceedings of the National Academy of Sciences, 107(29), 13135-13140.

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

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

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. 

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.

Overview: Temperament, emotion, attachment, the self, and the broader context of social and emotional development.

Summarize Erikson's Eight Ages of Man. Describe each stage, how one stage relates to another, and how the psychological themes of a stage relate to social institutions. What stage do you think you are in now and why?

Reading:

Current Directions in Psychological Science. Genes in Context: Gene–Environment Interplay and the Origins of Individual Differences in Behavior (p 127-131). Frances A. Champagne, Rahia Mashoodh. (2009).

Final Project 1. Select and read first final project article -and post citation (author, year, title, journal, volume, pages) of article to class along with your current version of your final topic question (see above for finding journals). (You can change your final project topic if you wish).

Extra:  

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.

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

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

Moffitt, T. E., Caspi, A., & Rutter, M. (2006). Measured Gene-Environment Interactions in Psychopathology: Concepts, Research Strategies, and Implications for research, intervention, and public understanding of genetics. Perspectives on Psychological Science, 1(1), 5-27.

Gottlieb, G. (2003). On making behavioral genetics truly developmental. Human Development, 46(6), 337-355.

Environmental and genetic interaction 

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

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

 

Wed

Extra Credit: Post baby picture to BlackBoard

Weekly 2. Answer question under Temperament

Reading:  Caspi, A. (2000). The Child Is Father of the Man

Extra:

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

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

Penela, E. C., H. A. Henderson, et al. (2012). "Maternal Caregiving Moderates the Relation Between Temperamental Fear and Social Behavior with Peers." Infancy 17(6): 715-730.

Beyond Nature & Nurture?

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

Lamb et al. Development 371-393

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

Fox, N. A. (1991). If it's not left, it's right: Electroencephalograph asymmetry and the development of emotion. American Psychologist, 46(8), 863-872.

Extra: Kagan, J. (1997). Temperament and the reactions to unfamiliarity. Child Development, 68(1), 139-143.

Temperament: What is temperament? Describe your temperament using theoretical constructs presented. What is goodness-of-fit (give examples)? 
What are pros and cons of laboratory behavioral and parent report measures of temperament? 
What are three types of infants distinguished by Fox/Henderson and how do they develop? Reference the DVD illustrating these infants from class. 
What is a person-centered approach? What are Caspi's three main categories and which one are you?  What does 3 year old behavioral type predict?
What does it mean that the child is father to the man? 

Tuesday 1/29

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

Reading: Oveis, C., Gruber, J., Keltner, D., Stamper, J. L., & Boyce, W. T. (2009). Smile intensity and warm touch as thin slices of child and family affective style. Emotion, 9(4), 544-548.

Extra:

Jan 30, Wed

Last Day to Drop a Course Without a "W"

Thursday, 1/31

Special Session/Instructor:

Devong Gangi, M.S.

Weekly 3. Intensification.

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.

Messinger ('Positive and negative')

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

Segal et al.

Facial expression site: http://www2.cs.cmu.edu/~face/index2.htm 

Intensification: What evidence suggests that some smiles are more positive than others? What evidence suggests that the same facial actions are associated with more intense of stronger positive and negative emotions? What implications does this have for discrete emotion theory and how we understand the link between facial expression and emotion? Do infant smiles express a single index of positive emotion or different emotional qualities (like arousal)? What do joystick ratings tell us about emotion and interaction?

Extra: What do portraits of facial expressions in time tell us about emotion and what program creates them? 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?

Tuesday 2/5

Final 3: Write out your final project question. Indicate how second article answers question (300 words total, p. 1). Rewrite your previous (first) article summary based on my feedback (300 words, p. 2).   Reference these articles (APA) and put citations at end and indicate your next proposed reading (on p. 1).

Reading: Camras, L. A., & Shutter, J. M. (2010). Emotional facial expressions in infancy. Emotion Review, 2(2), 120-129. doi: 10.1177/1754073909352529

Extra: Segal et al.

Messinger, D. & Fogel, A. (2007). The interactive development of social smiling. In Robert Kail (ed.), Advances in Child Development and Behavior, 35, 327-366. Oxford: Elsevier.

Messinger: 'Positive and negative' & 'Afterword  & “Smiling” entry. In Neil J. Salkind (Ed.), (2005), The Encyclopedia of Human Development. Sage Publications.

Less Relevant examples:

Empirical Project Example 1

Empirical Project Example 3

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.

Discrete emotions.

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? What are key tenets (propositions) of discrete emotion theory?
What evidence suggests infant emotion is discrete what evidence suggests it is not?
What is the main finding of the Oster studied reviewed by Camras and presented in the PPT? (Provide examples of two emotion).
Provide links to the best video you can (e.g. youtube) showing an infant expressing a discrete negative emotion that is not distress (e.g. anger, sadness, or disgust). What do you think this infant was feeling? Do you think infants can have emotions without being reflectively aware of what they are feeling?
Extra: Emotion Regulation
Extra questions:
What evidence suggests that emotions are not discrete and may be more dynamic and functional?
Describe a study distinguishing between emotion and facial expression.
When do people smile?

Thursday 2/7

Weekly 4. Early interaction: Process (early_interaction.ppt)

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.

Extra:

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.

Chow, S., Haltigan, J.D., Messinger, D.S. (2010). Dynamic Infant-Parent Affect Coupling during the Face-to-Face/Still-Face. Emotion.

Tronick, E. Z. (1989). Emotions and emotional communication in infants. American Psychologist, 44(2), 112-119.  lb8

Kaye, K., & Fogel, A. (1980). The temporal structure of face-to-face communication between mothers and infants.Developmental Psychology, 16(5), 454-464.  sr7

Beebe

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

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

Chimp coos: http://news.bbc.co.uk/2/hi/science/nature/8296464.stm

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.

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? 
How does infant behavior in face-to-face interaction change during the first six months of life? 
Does the still-face procedure show evidence that infants are intentional (what does the developmental evidence show? evidence from modified still-faces)? 
What does still-face behavior predict? Do infants have expectations of social interactions? When and how can we know?

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?

The issue of maternal psychopathology. Play in the toddler. Belsky & Most. Fogel scales. Empathy.

Tuesday 2/12

Final 4: Write out your final project question--this is your title. Indicate how third article answers question (300 words total, p. 1). Rewrite your previous (second and first) article summary based on my feedback (300 words each, pp. 2 & 3).   Reference these articles (APA) and put citations at end and indicate your next proposed reading (on p. 1).

Reading.

Hane, A. A., & Fox, N. A. (2006). Ordinary variations in maternal caregiving of human infants influence stress reactivity. Psychological Science, 17, 550-556.

Extra:

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

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

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

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.

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

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. 

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

Weekly 5. Attachment defined and describing secure and insecure attachment.

Reading: Lamb et al. Development 371-393

Extra:

Evidence for Infants’ Internal Working Models of Attachment
Susan C. Johnson, Carol S. Dweck, and Frances S. Chennson

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

Attachment site: http://johnbowlby.com

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

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

Attachment defined:

What are the developmental stages of attachment?

How does attachment work and what are its evolutionary functions?

Describe the attachment system.

What are key attachment concepts and what evidence is there that monkeys evidence these concepts (review Harlow film)?

How is security of attachment assessed in the Strange Situation?

Describe secure attachment and avoidant, anxious, and disorganized attachment, referring to the videos we viewed.

What is the difference between being attached and being securely attached? What is an attachment disorder and what is evidence of an attachment disorder?


 

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

Describing secure and insecure attachment: 

 Tuesday 2/19

Final 5: Write out your final project question--this is your title. Indicate how fourth article answers question (300 words total, p. 1). Rewrite your previous (third, second and first) article summaries based on my feedback (300 words each, pp. 2, 3, and 4).   Reference these articles (APA) and put citations at end and indicate your next proposed reading (on p. 1).

Reading: 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

Extra:

Barry, R. A., Kochanska, G., & Philibert, R. A. (2008). G x E interaction in the organization of attachment: mothers' responsiveness as a moderator of children's genotypes. J Child Psychol Psychiatry, 49(12), 1313-1320

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.

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

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.

De Wolff, M., & van Ijzendoorn, M. H. (1997). Sensitivity and attachment: A meta-analysis on parental antecedents of infant attachment. Child Development, 68(4), 571-591.

Chimp Attachment

Thursday 2/21

Weekly 6: What does secure attachment predict?

Reading:

van Ijzendoorn, M. (1995). Adult attachment representations, parental responsiveness, and infant attachment: A meta-analysis on the predictive validity of the Adult Attachment Interview. Psychological Bulletin, 117(3), 387-403.

Extra: Allen, J. P., McElhaney, K. B., Kuperminc, G. P., & Jodl, K. M. (2004). Stability and Change in Attachment Security Across Adolescence. Child Development, 75(6), 1792-1805.

Schneider, B.H., L. Atkinson, and C. Tardif. (2001). Child-parent attachment and children's peer relations: A quantitative review. Developmental Psychology, 37(1), 86-100.

Waters, E., Weinfield, N. S., & Hamilton, C. E. (2000c). The stability of attachment security from infancy to adolescence and early adulthood: General discussion. Child Development, 71(3), 703-706.

NICHD_Early_Child_Care_Research_Network (2006). "Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality." Developmental Psychology 42(1): 38-58.

Extra. Lewis, M., Feiring, C., & Rosenthal, S. (2000). Attachment over time. Child Development, 71(3), 707-720.

Hazan, C., & Shaver, P. R. (1994). Attachment as an organizational framework for research on close relationships. Psychological Inquiry, 5(1), 1-22. 

Furman, W. (2002). The emerging field of adolescent romantic relationships. Current Directions in Psychological Science, 11(5), 177-180.

Furman, W., Simon, V. A., Shaffer, L., & Bouchey, H. A. (2002). Adolescents' working models and styles for relationships with parents, friends, and romantic partners. Child Development, 73(1), 241-255.

Kochanska, G. (2001b). Emotional development in children with different attachment histories: The first three years. Child Development, 72(2), 474-490.

Nachmias, M., Gunnar, M., Mangelsdorf, S., Parritz, R. H., & et al. (1996). Behavioral inhibition and stress reactivity: The moderating role of attachment security. Child Development, 67(2), 508-522.  

What does secure attachment predict?

Describe the stability (or instability) of attachment security as in infancy?
What evidence supports the idea that attachment security predicts the timing of puberty in girls?
What does insecure and disorganized attachment predict in childhood?
Describe and explain correspondences between parental and infant security of attachment.
EC. Describe the effects of double insecurity. 10 points. The figure was correct.

Final 6: Write 3 sentences about each of your previously summarized articles. Those 3 sentences should answer your final project question. However, they should not say 'this is the answer.' The word 'answer' should never appear. Just provide the answer. As usual your most up-to-date version of the question is your title.  Reference these articles (APA) and put citations at end and indicate your next proposed reading (on p. 1).

Reading:

 Fraley, R. C., Roisman, G. I., Booth-LaForce, C., Owen, M. T., & Holland, A. S. (2013). Interpersonal and Genetic Origins of Adult Attachment Styles: A Longitudinal Study From Infancy to Early Adulthood. Journal of Personality and Social Psychology, No Pagination Specified. doi: 10.1037/a0031435

Thursday

2/28

Weekly 7. Cultural Psychology

Reading:

Silva, K. G., Correa-Chávez, M., & Rogoff, B.  (2010).  Mexican-heritage children's attention and learning from interactions directed to others.  Child Development, 81(3), 898-912. UM link.

Babies 

Extra: 
Cote, & Bornstein (2009). Child and mother play in three U.S. cultural groups: comparisons and associations. J Fam Psychol, 23(3), 355-363.

Wörmann, V., Holodynski, M., Kärtner, J., & Keller, H. (2012). A cross-cultural comparison of the development of the social smile: A longitudinal study of maternal and infant imitation in 6- and 12-week-old infants. Infant Behavior and Development, 35(3), 335-347. doi: 10.1016/j.infbeh.2012.03.002

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

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

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

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

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

http://people.ucsc.edu/~brogoff/

Extra Credit: See Babies Make 5 minute presentation to class on 2/28.

Reading: 

Bulotsky‐Shearer, R. J., Manz, P. H., Mendez, J. L., McWayne, C. M., Sekino, Y., & Fantuzzo, J. W. (2012). Peer play interactions and readiness to learn: A protective influence for African American preschool children from low‐income households. Child Development Perspectives, 6(3), 225-231. doi: 10.1111/j.1750-8606.2011.00221.x

Extra: 

Belsky et al2007

NICHD Abstracts.

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

Fantuzzo, J. W., Bulotsky-Sheare, R., Fusco, R. A., & McWayne, C. (2005). An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies. Early Childhood Research Quarterly, 20(3), 259-275.

NICHD Early Child Care Research Network. (2001). 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.

NICHD_Early_Child_Care_Research_Network. (2002). Child-care structure-->process-->outcome: Direct and indirect effects of child-care quality on young children's development. Psychological Science, 13(3), 199-206.

NICHD_Early_Child_Care_Research_Network (2003). "Does quality of child care affect child outcomes at age 4 1/2?"  39(3): 451-469.

NICHD_Early_Child_Care_Research_Network. (2002). Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39(1), 133-164.

NICHD_Early_Child_Care_Research_Network. (2001). Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. Journal of Applied Developmental Psychology, 22(5), 457-492.

Extra Credit: See 56 Up. Make 5 minute presentation to class.

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

 Tuesday

3/19

Final 9: Register for and complete the The Students In Research Course at www.citiprogram.org. The Basic Course and Informed Consent modules may be completed for extra credit but must be completed by Tuesday. Submit your certification on BlackBoard. See Human Subjects Protection for instructions. Please let me know if there are problems.

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:

Mundy, P. & Newell, L. (2007). Attention, joint attention and social cognition. Current Directions in Psychological Science, 16, 269-274. (The importance of joint attention to social cognition.)

Parlade, M. V., Messinger, D. S., van Hecke, A., Kaiser, M., Delgado, C., & Mundy, P. (2009). Anticipatory Smiling: Linking Early Affective Communication and Social Outcome. Infant Behavior & Development, 32, 33-43. (The meaning of initiating joint attention with a smile.)

Mundy, P., Block, J., Vaughan Van Hecke, A., Delgadoa, C., Venezia Parlade, M., & Pomares, Y. (2007). Individual differences and the development of infant joint attention.

Amanda Woodruff

Camaioni, et al., 2003

Mundy, P. (2003). The neural basis of social impairments in autism: the role of the dorsal medial-frontal cortex and anterior cingulate system. Journal of Child Psychology and Psychiatry, 44, 793-809.

Autism Overview

Bakeman & Adamson, 2006,

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

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? How do Anticipatory Smiles unite dyadic and triadic communication. What are anticipatory smiles? Do they increase with age? What predicts them and what are they predicted by? From joint attention to self-concept.

 Thursday 3/21

Weekly 8: “Autism and the broad autism phenotype”

Reading: Messinger, D., G. Young, S. Ozonoff, L. Zwaigenbaum, K. Dobkins, L. Carter, T. Charman, R. Landa, M. Strauss, J. Constantino, T. Hutman, S. Bryson, J. Iverson, L. Carver, S. Rogers, M. Sigman and W. Stone (in press). 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.

Extra: 

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.

Development 279-285 & 296-327

Early behavioral intervention, brain plasticity,and the prevention of autism spectrum disorder. Dawson, G., S

What are infant siblings teaching us about autism in infancy? Rogers, S.

Baron-Cohen, S.; Belmonte, M. K. (2005). Autism: A Window Onto the Development of the Social and the Analytic Brain. Annual Review of Neuroscience, 28, 109-126.

Frith, U., & Frith, C. (2001). The Biological Basis of Social Interaction. Current Directions in Psychological Science, 10(5), 151-155.

Intervention:

Dawson, G., S. Rogers, et al. (2010). "Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model." Pediatrics 125(1): e17-e23.

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

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.           

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

Tuesday 3/26

Reading:

Autism and Early Intervention  

Thursday 3/28

Weekly 9: Parenting

Reading: Reiss, D. (2005). The Interplay Between Genotypes and Family Relationships. Reframing Concepts of Development and Prevention. Current Directions in Psychological Science, 14(3), 139-143.

Extra:

Davies, P. T., Martin, M. J., & Cicchetti, D. (2012). Delineating the sequelae of destructive and constructive interparental conflict for children within an evolutionary framework. Developmental Psychology, 48(4), 939-955. doi: 10.1037/a0025899

 Karreman, A., van Tuijl, C., van Aken, M. A. G., & Deković, M. (2008). Parenting, coparenting, and effortful control in preschoolers. Journal of Family Psychology, 22(1), 30-40. doi: 10.1037/0893-3200.22.1.30

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.

Lewis, C., & Lamb, M. E. (2003). Fathers' influences on children's development: The evidence from two-parent families. European Journal of Psychology of Education, 18(2), 211-228. doi: 10.1007/bf03173485

Roth, G., A. Assor, et al. (2009). "The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices." Developmental Psychology 45(4): 1119-1142.

Adam, E. K. (2004). Beyond Quality:. Parental and Residential Stability and Children's Adjustment. Current Directions in Psychological Science, 13(5), 210-213.

Crouter, A. C., & Bumpus, M. F. (2001). Linking Parents' Work Stress to Children's and Adolescents' Psychological Adjustment. Current Directions in Psychological Science, 10(5), 156-159.

Deutsch, F. M. (2001). Equally Shared Parenting. Current Directions in Psychological Science, 10(1), 25-28.

Serbin, L., & Karp, J. (2003). Intergenerational studies of parenting and the transfer of risk from parent to child. Current Directions in Psychological Science, 12(4), 138-142.

The Role of Mothers’ and Fathers’ Adrenocortical Reactivity in Spillover Between Interparental Conflict and Parenting Practices. Melissa L. Sturge-Apple and Patrick T. Davies

What impact does poverty have on children?
What do within-child designs contribute to understanding the effects of poverty?
Are the effects of poverty (and the estimated effects of a reduction in poverty) greater or less if the child's caregiver has a partner? if the child's caregiver is employed? What accounts for these effects?
What are the effects of familial instability on children's adjustment problems?
How does parental work stress impact  the parent-child relationship?
How is the quantity and quality of child care associated with peer competence? Specifically, how does experience in child-care settings impact observed skill in peer play? And, what impact does quality of child care have on socioemotional and peer outcomes?
What are risk factors for high SES high schoolers Are they the same or different than those of low SES high-schoolers?
What are two dimensions of parenting and how do they combine to form three-four styles of parenting?
What are the characteristics of the three main styles of parenting?
What are the characteristics of children raised with those styles?
How would you characterize your own parents' parenting style and what style of parenting would you favor as a parent?
 

 Tuesday 4/2 

Final a10. Empirical project plan. 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.

Reading:

Pollak, Vardi, Bechner, & Curtin (2005). Physically Abused Children's Regulation of Attention in Response to Hostility. Child Development, 76(5), 968-977.

Extra:

Pollack,S. D., Cicchetti, D., Hornung, K., & Reed, A. (2000). Recognizing emotion in faces: developmental effects of child abuse and neglect. Dev Psychol, 36(5), 679-688.

Bolger, & Patterson (2001). Pathways from child maltreatment to internalizing problems: Perceptions of control as mediators and moderators. Development and Psychopathology, 13(4), 913-940.

Margolin, G., & Gordis, E. B. (2004). Children's Exposure to Violence in the Family and Community. Current Directions in Psychological Science, 13, 152.

Kazdin, A. E., & Benjet, C. (2003). Spanking children: evidence and issues. Current directions in psychological science, 12 (3), 99.

Feiring, C., Taska, L., & Lewis, M. (2002). Adjustment following sexual abuse discovery: The role of shame and attributional style. Developmental Psychology, 38(1), 79-92. doi: 10.1037/0012-1649.38.1.79

Lansford, J. E.; Chang, L.; Dodge, K. A.; Malone, P. S.; Oburu, P.; Palmérus, 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, 1234-1246.

Child maltreatment.  Define the four types of maltreatment?
What are features of families in which maltreatment occurs?
What are consequences of maltreatment on emotion recognition?
What pathway identify to social consequences of maltreatment?
How might a child be “buffered” from adverse effects?
Do you believe prenatal substance exposure is child abuse?
What are effects of common substances and which would and would not constitute abuse?

Thursday 4/4

Weekly 10: Answer the question from Child maltreatment. 

Define the four types of maltreatment:
What are features of families in which maltreatment occurs?
What are consequences of maltreatment on emotion recognition?
What pathway identify to social consequences of maltreatment?
How might a child be “buffered” from adverse effects?
Do you believe prenatal substance exposure is child abuse?
What are effects of common substances and which would and would not constitute abuse?

Empirical Project Review.

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

Tuesday 4/9 

Final a11: Write out your final project question--this is your title. Indicate how sixth article answers question (300 words total, p. 1). Resubmit your revised summary containing 3 sentences about each article you have read (including the sixth). (You will have a separate full summary and a 3 sentence summary of the sixth article).   Reference these articles (APA) and put citations at end.

Empirical Project Review.

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

Thursday 4/11

Final a12. Empirical Project Draft. For your empirical project, what visits and procedures did you look at? How did you code? What are your results. Graphically analyze your data (make graphs e.g., in Excel). Indicate what steps you will take to finish the project.

Empirical Project Review.

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

Tuesday 4/16

Empirical Project Review.

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

Thursday 4/18

Brittany Lambert, M.S.Ed.

(DM at conference)

Final a14. Empirical Project Final. For your empirical project, what visits and procedures did you look at? How did you code? What are your results. Graphically analyze your data (make graphs e.g., in Excel). Are there any limitations? What do your results mean in general and with respect to your final question? (Your final question should be part of your title.)

Overview of Poster and Presentation.

Optional Practice Oral Presentation & Poster Session

Tuesday 4/23

Final a15. PowerPoint version of Poster. Presentation must be named with your name (5 points).  Print handouts for everyone in class--no more than 4 slides per page. Example

Poster Session. Overview of Poster and Presentation.

Optional Practice Oral Presentation 

 Thursday 4/25

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

Friday 4/26

11:59 pm

Paper Example 

Paper Guidelines Paper Example (Empirical Project Focus) 

 Thursday 5/2

In Class Assign Credit FINAL EXAM. There will NOT be a sit-down exam for our course. The final exam will be sent to you on Thursday May 2 at 10 am and is due at 1:30 pm, Thursday May 2. Post to BlackBoard under SafeAssigment In Class Assign Credit FINAL EXAM. Please also email it to me directly.

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.

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

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.

Outline of your final project containing a topic phrase or sentence for each paragraph of the final product. A draft of your final PowerPoint is a good way to do this.