Psychology of Infant Development (PSY638-01)  Syllabus - Spring 2011

Wednesdays 3 - 5, Thursdays 2 - 3:15

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/inf_grad/i_syll_Spr11.html

Daniel Messinger, Ph.D. (dmessinger@miami.edu) (Homepage)
Office Hours (Flipse 308): Thursdays 10 - 11, Tuesdays 12:15-2:15, and by appointment 

 Office Hours: Thursdays 12:30-1:30 and by appointment. 

Objective: The goal of the course is to review contemporary theory, research, and methods relevant to understanding social and emotional development, especially during childhood.  The course focuses on both normative and atypical development because an understanding of one enriches an understanding of the other. Individual differences, sociocultural diversity, and a historical perspective on the study of all these themes, will be emphasized throughout.

Topics: Why infancy? 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.

Readings. Empirical and review articles from the literature are available on-line (click the indicated reading; they are in Acrobat which can be downloaded here). Other readings will be distributed in class. If a reading assignment does not specify page numbers, the entire article is assigned. If a reading assignment is marked as "Extra," it is suggested but not required. Almost all lectures will be available from the links below. 

Class Sessions. I will provide overview and basic background material to inform our discussion. Some of this material will be in the form of PowerPoint slides that I will review in class and post on-line (I will also include links to some interesting supplementary web-sites). Illustrative videos and in-class activities will help us get a real-flavor for some of the topics (i.e. coding security of attachment). In addition, there will be some memorization of basic points and there will be testing related to the readings and key points.

Preparing readings for class discussion. Review the reading as a starting point for leading a class discussion. Summarize the central point and the main points (main points!) of the article; then tell us what the most interesting issues for discussion emerge from the article. Limit your presentations to 5 minutes. End with a couple of questions about the meaning of this article and its message in terms of other readings, larger issues, your own work, etc.

The day before class. Please write-up your notes that summarize the reading and suggest discussion points in 2-3 PowerPoint slides, with your name as header on each slide. Email these to the class and bring to class with handouts for all. Download the PowerPoint slides that I have prepared for the class and indicate (to me and the class) how your material can be integrated in the PowerPoint. The goal is to encourage class participation and discussion.

The final project should concern typical or atypical infant development. You should find a project that interests you and will help you professionally (consult with your adviser). Alternatives for a final project:

1) A publication quality research project such as a draft of a thesis. The idea is to learn about social and emotional development by doing research that will facilitate your career goals.

2) A NSF or NIH R01/3 research proposal (~8/11 pages, typically single-spaced). The idea here is to tie together your knowledge of an area with a proposal to do research in this area.

3) A publication quality literature reviews in summary-article/chapter format (i.e., organized by theme, not by reading).

4) In the last class session(s), you will make a verbal presentation of their projects. Class-time will be devoted to helping you develop your final projects and there will be assignments during the semester (i.e. written topic selection, overview) to make these an integral part of our class.

Class Attendance. Class attendance is mandatory. Unexcused absences will lower the class presentation portion of your grade.

Make-up exams: There will be no make-up exams.

Assignment overviews. Readings, reading presentations, exams, in-class writing, out-of-class writing, final project.

Out-of-class writing example: Spend one hour interacting with an infant. Write 250 words about what you learned.

Honor Code: The Department of Psychology requires that all students follow the University of Miami Honor Code. Academic dishonesty can be reason for failure in a course. The Honor Code Pledge, "On my honor, I have neither given or received any aid on this exam," will be signed as part of the exam.

Dates to remember:

2/2: One paragraph single-spaced summary.

2/9: One page single-spaced abstract of intended final project.

2/23: 2 page single-spaced abstract of your final project is due .  

3/30: First draft of final paper.

4/27. PowerPoint presentations of final project.

4/29 Final paper due.

Please cc your advisor when you submit each of these assignments. For all of these dates be prepared to discuss your final project in class.

Date

Session. Reading & Assignments Due

PowerPoint links and related content

 Wednesday 1/19

3-4:15

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

Introduction to infancy and to the class.

What is your first memory? How old were you? What do you think it means?

Thursday 1/20

2-3:15

Reading:  Rutter, M. (2002). Nature, nurture, and development: From evangelism through science towards policy and practice. Child Development, 73, 1-21. dg1

The Seductive Allure of Behavioral Epigenetics. Science. wm1

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.

Extra Reading:

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

Current Directions in Psychological Science. Measured Gene–Environment Interactions and Mechanisms Promoting Resilient Development (p 138-142). Julia Kim-Cohen, Andrea L. Gold
 
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?

 

Wednesday 1/26

3 - 5pm

Reading:

http://main.zerotothree.org/site/DocServer/30-2_Tierney.pdf?docID=10001 and Timing_Quality_Early_Experiences-1.pdf (invest in the brain).vf1

see also 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. 

.

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.
http://www.pnas.org/content/107/29/13135.full. LB1

Prenatal Development. Hepper. SR1

 
http://www.ornl.gov/TechResources/Human_Genome/project/info.html

 .  

Extra:

myelinization.

www.ehd.org

http://www.erin.utoronto.ca/~w3bio380/ an embryology course

Lewis, M. (1999). Does infancy matter? Infant Behavior & Development, 22(4), 413-414

  S. Hrdy. Comes the Child before Man: How Cooperative Breeding and Prolonged Postweaning Dependence Shaped Human Potentials. jf

Defining development, prenatal development, brain development

Thursday

1/27

Assignment. Spend one hour interacting with an infant. Write 250 words about what you learned. Could be relative, research subject, volunteering at Easter Seals.... Let me know if you need leads...

Youtube babies:

 http://www.youtube.com/watch?v=_ao1vcK1HLM

http://www.youtube.com/user/simplyparenting#p/u/21/BC2-wsQoGcQ

Extra:

Reading: Lamb et al. (Physical development: 94-131) (Nervous system development: 131-166)
 

Lamb et al. chapters 1 & 2 (pp. 1-56).  

Sex differences.

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.

Extra: 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?

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?

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?

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?]

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

Wednesday 2/2

3-4:30

Reading: Laminated QuickStudy (Infancy)

Adolph, K. E. (2008). Learning to move. Current Directions in Psychological Science, 17(3), 213-218.

Adolph, K. E. (2000). Specificity of learning: Why infants fall over a veritable cliff. Psychological Science, 11, 290-295. in2

http://www.psych.nyu.edu/adolph/PDFs/AdolphRobinsonYoungGill2008ShapeOfDevChange.pdf

dg2

Developmental continuity? Crawling, cruising, and walking. http://www.psych.nyu.edu/adolph/PDFs/AdolphBergerLeo2010preprint.pdf

http://www.psych.nyu.edu/adolph/PDFs/KarasikAdolph2010WEIRDWalking.pdf

Extra: Development, chapter 3, (pp. 57-93)

Joh, A. S.* & Adolph, K. E. (2006). Learning from falling. Child Development, 77, 89-102.

Thursday, 2/3

1:45-3:00

Reading: Hollomon, H. A., Dobbins, D. R., & Scott, K. G. (1998). The effects of biological and social risk factors on special education placement: Birth weight and maternal education as an example. Research in Developmental Disabilities, 19(3), 281-294.

Couzin, J. (2002). Quirks of Fetal Environment Felt Decades Later. Science, 296(5576), 2167-2169.

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.

Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive Parenting: Establishing Early Foundations for Social, Communication, and Independent Problem-Solving Skills. Developmental Psychology, 42, 627-642. (see intervention)

Landry et al. (2000)  in 3

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.sr 2

Frank, D. A., Augustyn, M., Knight, W. G., Pell, T., & Zuckerman, B. (2001). Growth, development, and behavior in early childhood following prenatal cocaine exposure: A systematic review. Journal of the American Medical Association, 285(12), 1613-1625. wm2 Messinger & Lester or

Lester, B. M., Bagner, D. M., Liu, J., LaGasse, L. L., Seifer, R., Bauer, C. R., Shankaran, S., et al. (2009). Infant neurobehavioral dysregulation: Behavior problems in children with prenatal substance exposure. Pediatrics, 124(5), 1355-1362.

Espy, K. A., Fang, H., Johnson, C., Stopp, C., Wiebe, S. A., & Respass, J. Prenatal tobacco exposure: Developmental outcomes in the neonatal period. Developmental Psychology, 47(1), 153-169.

Extra:

Bendersky, M., & Lewis, M. (1994). Environmental risk, biological risk, and developmental outcome. Developmental Psychology, 30(4), 484-494. 

Ment, L. R., Vohr, B., Katz, K. H., Schneider, K. C., Westerveld, M., Duncan, C. C., & Makuch, R. W. (2003). Change in Cognitive Function Over Time in Very Low-Birth-Weight Infants. JAMA, 289, 705-711.

Hack, M., Flannery, D. J., Schluchter, M., Cartar, L., Borawski, E., & Klein, N. (2002). Outcomes in Young Adulthood for Very-Low-Birth-Weight Infants. New England Journal of Medicine, 346(3), 149-157.  

Singer et al article and accompanying editorial by Zuckerman et al.

DM out of town

DM out of town

 Wednesday 2/16

3-5

Reading: Gilbert, G., & Clancy, B. (2004). How Early Experience Matters in Intellectual Development in the Case of Poverty. Prevention Science, V5(4), 245-252. lb2

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. vf2

Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., Yoder, P. (in press). A Randomized Control Trial of Hanen’s “More Than Words” in Toddlers With Early Autism.

Nelson: Deprivation. http://onlinelibrary.wiley.com/doi/10.1111/j.1750-8606.2007.00004.x/pdf sr3

Intervention chapter

Extra:

McCarton, C. M., Brooks-Gunn, J., Wallace, I., Bauer, C., Bennett, F., Bernbaum, J., Broyles, R., Casey, P., McCormick, M., Scott, D., Tyson, J., Tonascia, J., & Meinert, C. (1997). Results at age 8 years of early intervention for low-birth-weight premature infants. The Infant Health and Development Program. JAMA, 277(2), 126-132.

Intervention

Describe the results of the Linda Ray intervention. Describe the IHDP project and its major results at 3 years, 5 years, 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 Abcedarian project? Argue for whether you think early intervention works, how long it works, and for whom it works? Should society devote resources to early intervention? Later intervention?

More Than Words Intervention

 intervention.hanen.short.pptx

Extra:

Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive Parenting: Establishing Early Foundations for Social, Communication, and Independent Problem-Solving Skills. Developmental Psychology, 42, 627-642.
 

Thursday 2/17

2-3:15

Reading:

Sigman, M., Cohen, S. E., & Beckwith, L. (1997). Why does infant attention predict adolescent intelligence? Infant Behavior & Development, 20(2), 133-140. wm3

Tucker-Drob, E. M., Rhemtulla, M., Harden, K. P., Turkheimer, E., & Fask, D. Emergence of a Gene × Socioeconomic Status Interaction on Infant Mental Ability Between 10 Months and 2 Years. Psychological Science, 22(1), 125-133. vf3

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

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.),

Predicting and measuring intelligence.  Describe different “developmental job descriptions” of early infancy
Describe different mechanisms of learning in infancy
Indicate two infant predictors of adolescent’s intelligence
Does rapidity of habituation predict future intelligence? Why do you think so?
What are the strengths and limitations of the habituation paradigm?

What is the main point of the visual cliff?

Wednesday

2/23

3-5

Csibra, G. & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Sciences, 13, 148-153. in4

Intelligence in Infancy  lb3

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. 

Thursday 2/24

2-3:15

Reading:

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.) vf4

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.) dg3

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. dg4

EXTRA:

Early behavioral intervention, brain plasticity,and the prevention of autism spectrum disorder. GERALDINE DAWSON.

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. sr4

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?

Autism and the broad autism phenotype

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

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.  LB4

Liszkowski, U., Schäfer, M., Carpenter, M., & Tomasello, M. (2009). Prelinguistic infants, but not chimpanzees, communicate about absent entities. Psychological Science, 20(5), 654-660. wm4

Amanda Woodruff

EXTRA:

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 (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?

Thursday 3/3

2-3:15

Reading:

Lany, J., & Saffran, J.R. (2010). From Statistics to Meanings: Infants’ Acquisition of Lexical Categories. Psychological Science, 21, 284-291.

Extra: Cheour, M., Ceponiene, R., Lehtokoski, A., Luuk, A., Allik, J., Alho, K., & Näätänen, R. (1998). Development of language-specific phoneme representations in the infant brain. Nature Neuroscience, 1, 351 - 353. vf5

Andrew Lock. Preverbal communication. Chapter 14 of Bremner & Fogel.

Gogate, L., Bolzani, L., Betancourt E. A. (2006).  Attention to Maternal Multimodal Naming by 6- to 8 (2006). 6- 8-Month-Old Infants and Learning of Word-Object Relations

Language production: 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)?

Travis, K. E., Leonard, M. K., Brown, T. T., Hagler, D. J., Curran, M., Dale, A. M., Elman, J. L., et al. Spatiotemporal Neural Dynamics of Word Understanding in 12- to 18-Month-Old-Infants. Cerebral Cortex.

Werker, J. F. (1989). Becoming a native listener. American Scientist, 77.

Oller, D. K., Niyogi, P., Gray, S., Richards, J.A., Gilkerson, J., Xu, D., Yapanel, U. Warren, S.F. (2010). Automated Vocal Analysis of Naturalistic Recordings from Children with Autism, Language Delay and Typical Development. [Classification: SOCIAL SCIENCES, Psychological and Cognitive Sciences]. Proceedings of the National Academy of Sciences, 107(30), 13354.dg5

Niparko, J. K., Tobey, E. A., Thal, D. J., Eisenberg, L. S., Wang, N.-Y., Quittner, A. L., & Fink, N. E. Spoken language development in children following cochlear implantation. JAMA: Journal of the American Medical Association, 303(15), 1498-1506. SR5

Hoff, E. (2003). The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech. Child Development, 74(5), 1368–1378. IN5

Language comprehension & individual differences: How does the ability to distinguish between non-native speech sounds change in the first year? What does this mean about development? Can distinctions between non-native sounds be taught? How is socioeconomic status associated with differences in language experience? How is language experience associated with later child language competence and IQ?

Statistical Learning.

Reading:

Bulotsky-Shearer, R. J., J. W. Fantuzzo, et al. (2008). "An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children." Developmental Psychology 44(1): 139-154. LB5

Belsky et al.  2007Are There Long-Term Effects of Early Child Care?

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.

Extra:

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.

Extra: 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.

Background: Child care crisis (from internet)

Child Care: How is the quantity and quality of child care associated with peer competence?

Wednesday 3/16

Thursday 3/17

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. 

Development 57-72.

Human Subjects Protection

Wednesday 3/23

Reading: Caspi, 2000 & 2003, lb6&7

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. vf6

Degnan, K. A., Hane, A. A., Henderson, H. A., Moas, O. L., Reeb-Sutherland, B. C., & Fox, N. A. Longitudinal stability of temperamental exuberance and social-emotional outcomes in early childhood. Developmental Psychology.sr6

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.

Schmidt, L. A., Fox, N. A., Perez-Edgar, K., & Hamer, D. H. (2009). Linking gene, brain, and behavior: DRD4, frontal asymmetry, and temperament. Psychological Science, 20(7), 831-837.wm5

Extra:Hane.

Henderson & Wachs, 2007.

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?
Describe your temperament using Thomas/Chess, Fox/Henderson or Caspi types
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.
Do you favor a person-centered or variable-centered approach to temperament and why?
What does 3 year old behavioral type predict in Caspi‘s studies?
What does it mean that the child is father to the man?
 

CBQ, Labtab, Kagan & Henderson videos

Thursday

3/24

L. Camras & Shutter wm6

Discrete emotions.

What evidence suggests facial expressions of emotion are universal and what are the limitations of that evidence?
What are key tenets of discrete emotion theory?

What is the evidence for and against those tenets?
What evidence suggests infant emotion is discrete what evidence suggests it is not?
Do you think infants can have emotions without being reflectively aware of what they are feeling? What about the infants in the training tape?
What evidence suggests that emotions are not discrete and may be more dynamic and functional?

 Wednesday 3/30

Reading:

Messinger, D. (2002). Positive and negative: Infant facial expressions and emotions. Current Directions in Psychological Science, 11(1), 1-6.wm7

& emailed document wm8

Holodynski.Emotions.Chap4.pdf eo

Extra: Segal et al.

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.

'Afterword  & “Smiling”  

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 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?  

Thursday 3/31

SRCD

Wednesday  4/6

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.

Extra:

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

The issue of maternal psychopathology.

Early interaction: Process

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?

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?

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

Video A. Video B.

Extra:

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

Weinberg, K. M., & Tronick, E. Z. (1996). Infant affective reactions to the resumption of maternal interaction after the Still-Face. Child Development, 67(3), 905-914.

Play in the toddler. Belsky & Most. Fogel scales. Empathy.

4/7  Thursday

2-3:15

Reading.

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. 

Hane, A. A., & Fox, N. A. (2006). Ordinary variations in maternal caregiving of human infants influence stress reactivity. Psychological Science, 17, 550-556. sr8

Wednesday  4/13

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 vf7

http://pantheon.yale.edu/~kw77/HamlinWynnBloomNature2007.pdf dg7

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. dg8
 

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.

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.in7

Attachment defined: What are the levels of attachment organization?
How does attachment work and what are its evolutionary functions?
What is the difference between attachment behaviors, the attachment system, and the attachment bond?
What are key attachment concepts and what evidence is there that monkeys evidence these concepts (review Harlow)
What is the difference between being attached and being securely attached?
What is an attachment disorder and what is evidence of an attachment disorder?
Is child-caregiver attachment the whole relationship or is one (organizing) system in the relationship?
 

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

Describing secure and insecure attachment: How is security of attachment assessed in the Strange Situation? Describe secure attachment and avoidant, anxious, and disorganized attachment?  Use descriptions of strange situations observed in class to inform your paper.

Thursday 4/14

Reading: Development 385-393 in8

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.vf8

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.

Extra:

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.

  Wednesday  4/20

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.

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.

What does secure attachment predict? What evidence is there for the stability (or instability) of infant attachment security within infancy and on to adulthood? What does insecure and disorganized attachment predict in childhood? Describe and explain correspondences between parental and infant security of attachment. 

 Thursday 4/21

1-2:15

Room 502

 Paper/PowerPoint writing workshop. You must bring 6 copies of a draft of your PowerPoint and/or final paper to class.

Wednesday   4/27

PowerPoint presentations due with summary hand-outs. 

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

Thursday 4/28

 Friday 4/29,

11:59 pm 

Final paper.

Guy Roth and Avi Assor (2009). The Emotional and Academic Consequences of Parental Conditional Regard: Comparing Conditional Positive Regard, Conditional Negative Regard, and Autonomy Support as Parenting Practices. VF

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.

Parenting, Coparenting, and Effortful Control in Preschoolers. Annemiek Karreman, Cathy van Tuijl, Marcel A. G. van Aken, and Maja Dekovic

Extra.

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

Parenting

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.

n

Extra: 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.

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.

Extra: Examination of a structured problem-solving flexibility task for assessing approaches to learning in young children: Relation to teacher ratings and children's achievement. 

Child Care: How is the quantity and quality of child care associated with peer competence?

Background: Child care crisis (fro

Correa-Chavez, & Rogoff (2009). Children’s Attention to Interactions Directed to Others: Guatemalan Mayan and European American Patterns. Dev Psychol, 45(3), 630-641.

Extra:

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

Extra: 
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.

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.

http://people.ucsc.edu/~brogoff/index.php?Research

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)? 
Is the psychology we’ve been studying cultural psychology? 
How are toddlers’ desires for objects handled differently in Salt Lake City and San Pedro? Do toddlers or siblings end up with object in each community and what do mothers believe about this? 
What are differences between American and Japanese toddlers in toddler task and do they reflect differences in autonomy and interdependence – have reference to videotapes examples 
What types of attributions characterize traditional Japanese child-rearing? What is the developmental discontinuity in Japanese development?