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Psychology of Infant Development (PSY638-01) Syllabus - Autumn 2007 Flipse Building (5665 Ponce de Leon, attached to Parking Garage) Tuesdays and Thursdays 11:00-12:15 FHF 210 You are responsible for having an up-to-date copy of this syllabus (only available on-line) http://www.psy.miami.edu/faculty/dmessinger/c_c/inf_grad/grad_inf_syll07.html |
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Daniel Messinger, Ph.D. (DMessinger@Miami.edu) (Homepage) Office Hours (Flipse 341) 12:15 - 1 P and by appointment. |
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Both research articles and integrative summary statements (articles and book chapters) will comprise the course readings. Many of these will be available on-line in the links below in this syllabus. Others will be contained in two resources available at the bookstore: The laminated QuickStudy (Infancy) and Lamb, M. E., Bornstein, M. H., & Teti, D. M. (2002). Development in infancy: An introduction (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates (referred to as Lamb et al or 'Development'). |
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Preparing readings for class discussion. Review the reading as a starting point for leading a class discussion. Summarize the central point and the main points (main points!) of the article; 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. Please write-up these notes that summarize the reading and suggest discussion points (not more than 5 sentences/bullet points). These should be emailed to the class the evening before class and brought to class with copies for all. The goal is to encourage class participation and discussion. I will also 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 - and associated testing - on some basic developmental features of infancy (e.g., developmental sequences).
Grades will be based on class participation, and on
the verbal (~10 minute w ~5 minutes of questions) and written
presentation of a final course project.
The final project should concern typical or atypical infant
development. You should find a project that interests you and will
help you professionally. Alternatives for a final project: 1) A NIH
R03 research proposal (~11 pages, typically single-spaced); 2) a
publication quality literature reviews in summary-article/chapter
format (i.e., organized by theme, not by reading); 3) a publication
quality research project such as a draft of a thesis. During the
last class session students will be asked to make a verbal
presentation of their projects. Collaborative proposals and
presentations are allowed. They must include a significant component
of individual work for each collaborator and must result in
proportionately more substantial final project (e.g., a
NIH RO1 grant, ~ 24 pages).
A one paragraph summary and 5 minute verbal summary of your thinking
about your intended final project is due 9/6 during class. Then a one page abstract
of your findings or proposal is due 10/11.
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Topics: Why infancy? Genetic and environmental
influences on development & temperament. Neurodevelopment
& Risk, Resilience, & Intervention. Sensory development |
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Session Reading & Assignments Due |
Critical Questions |
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1. Thursday, 8/23 |
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2. Tuesday 8/28 Reading: 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. LI Lamb et al. chapter 1 (pp. 1-24). XD Extra: Lewis, M. (1999). Does infancy matter? Infant Behavior & Development, 22(4), 413-414.
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Why study infancy? Continuity and change in behavioral development. |
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2. Thursday, 8/30 Eliot, Chap. 1. |
Environmental
and genetic interaction?
nWhat are the advantages (name some forms of genetic transmission) and disadvantages of thinking of genes as blueprints? How do environmental and genetic influences interact during prenatal development (provide examples)? What is the difference between transactional and a behavioral genetics approach to gene * environment interactions? Http://www.erin.utoronto.ca/~w3bio380/ an embryology course. See also http://www.ornl.gov/TechResources/Human_Genome/project/info.html Prenatal development videos
Extra: Rutter, M. (2002). Nature, nurture, and development: From evangelism through science towards policy and practice. Child Development, 73, 1-21. |
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3. Tuesday, 9/4 Reading: Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997) . Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33(6), 1040-1053. AG
Hamlin-Smith, et al. Extra Activity: Bring baby picture |
Define prematurity. |
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4. Thursday, 9/6 Reading: Lamb et al. (Physical development: 94-131) (Nervous system development: 131-166) NM. Due: A one paragraph summary and 5 minute verbal summary of your thinking about your intended final project.
QuickStudy (Infancy) |
Physical
growth and motor development: What is the basic patterns of
synaptic and brain development in infancy? What are the differences between
individual and group growth curves?List some major milestones and range of age of acquisition |
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5. Tuesday, 9/11
Extra: Development, chapter 3, (pp. 57-93)
Sex differences. |
Neonate: What capabilities do newborns have? Discuss neonatal imitation, sensory abilities, reflexes, and smiling (is it a reflex?). Discuss the Brazelton exam and what it reveals about the individuality of neonates (give examples from film). How do infant and mother influence each during feeding? How is this and how is it not interaction? How do your observations of feeding relate to this topic? What are advantages of breast-feeding? What issues are relevant to promoting breast-feeding?
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. 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? |
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7. Thursday, 9/13 Unstrange Minds: Remapping the World of Autism, Roy Richard Grinker. Part 1 (all chapters) LI |
Daniel not present. |
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8. Tuesday, 9/18
Extra:
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. Extra: Messinger & Freedman 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. |
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? 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? |
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9. Thursday, 9/20
Extra:
Mundy,
P.
The
Medial-Frontal Cortex, Social Behavior and the Neurodevelopment of
Autism.
Ozonoff, S. (2001). Early social development in young children with autism: Theoretical and clinical implications. In G. Bremner & A. Fogel (Eds.), Blackwell handbook of infant development (pp. 565-588). Malden, MA: Blackwell.
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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 Grinker talk: 12:00 502 |
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10. Tuesday, 9/25
Frank, D. A., Augustyn, M., Knight, W. G., Pell, T., & Zuckerman, B. (2001). Growth, development, and behavior in early childhood following prenatal cocaine exposure: A systematic review. Journal of the American Medical Association, 285(12), 1613-1625. and Zuckerman et al. and Messinger & LesterOptional: Singer et al article and accompanying editorial by Zuckerman et al. (Zuckerman is an editorial about Singer et al.) |
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? Exposure: How are children prenatally exposed to cocaine similar to and different from comparable child who were not exposed? Give examples of the degree (large or small) and consistency (are the effects usually seen or only sometimes seen) of cocaine exposure effects in different specific areas of functioning - e.g., mental development, motor development, & socio-emotional development. How does the impact of prenatal cocaine exposure compare to the impact of prenatal exposure to other drugs such as alcohol?
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11. Thursday 9/27
Kagan. Preservation of two infant temperaments into adolescence
Fox, N. A., & Henderson, H. A. (1999). Does infancy matter? Predicting social behavior from infant temperament. Infant Behavior & Development, 22(4), 445-455. [Behavioral styles that appear early in life as a direct result of neurobiological factors, play a significant role in the development and expression of social behavior] Development 351-370. |
What is temperament and what are the biological bases of emotion? What is temperament? |
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12. Tuesday, 10/2 Reading:
Izard, C. E., & Ackerman, B. P. (2000). Motivational, organizational, and regulatory functions of discrete emotions. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 253-264). New York: Guilford Press. [Heuristic theory.] Extra: Camras, 2000 in Lewis, Marc D. (Ed); Granic, Isabela (Ed) (2000). Emotion, development, and self-organization: Dynamic systems approaches to emotional development. (pp. 100-124). New York, NY, US: Cambridge University Press. (2000), xiii, 411 pp.
Lamb: Chap. 10 |
Mark Jaime talk Rm 502. Class ends at 12 pm.
What evidence suggests suggests
facial expressions of emotion are universal and what are the limitations
of that evidence? What is the evidence for and
against those tenets? Extra Reading: Eliot 290-303 (neural basis of emotion) 316-321 (temperament). Facial expression site: http://www-2.cs.cmu.edu/~face/index2.htm Development 328-344. |
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13. Thursday, 10/4 Reading: Messinger ('Positive and negative' & 'Afterword' & “Smiling”) NM or Advances (see also www.psy.miami.edu/faculty/dmessinger/c_c/rsrcs/rdgs/emot/Messinger_Smiling_elsevier.pdf
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Intensification: What evidence suggests that some smiles are more positive than others? What evidence suggests that the same facial actions are associated with more intense of stronger positive and negative emotions? What implications does this have for discrete emotion theory and how we understand the link between facial expression and emotion? |
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11. Tuesday, 10/9 Reading: cf. New Tronick book and Extra: Tronick, E. Z. (1989). Emotions and emotional communication in infants. American Psychologist, 44(2), 112-119. or other things from new Tronick book. Schore, Ch. 6, Visual experiences and socioemotional development.
The issue of maternal psychopathology.
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Early interaction: Process and Prediction Face-to-face interaction and still-face: What does it mean that
interaction is bidirectional? How, specifically, do baby and parent
influence each other? What does early interaction predict? How does conscience develop? What factors predict internalization of parental and cultural roles? How do maternal depression and related risk factors impact early interaction? 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.
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?
Play in the toddler. Belsky & Most. Fogel scales. Empathy. (Could supplant 10/11). |
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14. Thursday, 10/11
A one page abstract of your findings or proposal is due - please make copies for all and be prepared to make a 5 minute presentation that will help you move your project along.
Reading: Development 371-384 LI
Extra: Erikson, E. (1950). Eight Ages of Man, Childhood and Society (pp. 247-254): Norton. |
Attachment defined: What is the difference between being attached and being securely attached? What is the evidence (review Harlow) that attachment is a primary motivational system? How does it work and what is its evolutionary function? What is the difference between attachment behaviors, the attachment system, and the attachment bond? |
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14. Tuesday, 10/16 Reading: Attachment site: http://johnbowlby.com Follow links for how to code the Strange Situation. Overview of attachment classifications (on p. 11) and coding. |
Describing secure and
insecure attachment: How is
security of attachment assessed in the Strange Situation? Describe secure
attachment and avoidant, anxious, and disorganized attachment? Use
descriptions of strange situations observed in class to inform your paper.
Attachment Q-sort. |
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15. Thursday, 10/18 Reading:
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Predicting attachment security: What is the experimental and meta-analytic evidence that caregiver sensitivity factors predicts secure attachment? What role might infant temperament have in predicting security of attachment? What is the impact of maternal sensitivity and responsivity more generally? Extra: NICHD_Early_Child_Care_Research_Network. (2001a). Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development, 72(5), 1478-1500.
Van IJzendoorn, M. H., & Kroonenberg, P. M. (1988). Cross-cultural patterns of attachment: A meta-analysis of the strange situation. Child Development, 59(1), 147-156. |
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16. Tuesday, 10/23 Waters, E., Hamilton, C. E., & Weinfield, N. S. (2000a). The stability of attachment security from infancy to adolescence and early adulthood: General introduction. Child Development, 71(3), 678-683. Waters, E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L. (2000b). Attachment security in infancy and early adulthood: A twenty-year longitudinal study. Child Development, 71(3), 684-689. |
What does secure attachment predict? What evidence is there for the stability (or instability) of infant attachment security within infancy and on to adulthood? What does insecure and disorganized attachment predict in childhood? Describe and explain correspondences between parental and infant security of attachment. |
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17. Thursday, 10/25 Bahrick: Encyclopedia article. AG (absent). Lamb, pp. 167-204. |
Perception. |
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18. Tuesday, 10/30
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.]
Meltzoff. The case for a developmental cognitive science: Theories of people and things. ND to email. |
Predicting and measuring intelligence. Describe different “developmental job descriptions” of early infancy. Describe different mechanisms of learning and beyond Indicate two infant predictors of adolescent’s intelligence. What is the fundamental issue in what infants know? n |
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19. Thursday, 11/1 Reading: Lamb et al. 205-223 Extra: Piaget, J. (1968). The mental development of the child: The neonate and the infant (A. Tenzer, Trans.), Six psychological studies (pp. 3-17). USA: Random House. Optional: Piaget, J. (1963). Chapter VI. The sixth stage: The invention of new means through mental combinations (M. Cook, Trans.), & The origins of intelligence in children (pp. 331-337). New York: Norton. Baillargeon, R. (2004). Infants' physical world. Current Directions in Psychological Science, 13(3), 89-94. Example video. CG Extra: Ahmed, A., & Ruffman, T. (1998). Why do infants make A not B errors in a search task, yet show memory for the location of hidden objects in a nonsearch task? Developmental Psychology, 34(3), 441-453. |
Piaget and object constancy: How does Piaget understand infant cognitive development and what does he think about the development of object constancy and the A-not-B error? What do Baillargeon's experiments say about object constancy? What might account for differences increased attention to violations of expectations regarding invisible objects but their deficits in reaching for those objects? |
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20 . Tuesday, 11/6 Daniel not present |
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21. Thursday, 11/8 First draft of final paper Reading: Venezia et al. (2007) (LI)
Extra:
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Gesture (give and take): What is the gestural advantage? What are social approach & instrumental functions of infant gestures? What is the evidence that these gestures have different functions? (Do they change with age differently? Do they involve different expressive behaviors?) |
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22. Tuesday, 11/13
Messer. Processes of development in early communication.
Tomasello. Rochat, P., Bremner, G., & Slater, A. (2004). Emerging co-awareness. In Theories of infant development. (pp. 258-283): Blackwell Publishing: Malden.
Andrew Lock. Preverbal communication. Chapter 14 of Bremner & Fogel. Striano.
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Gesture, Language, Autism, and Theory of Mind: What are infant initiated joint attention (IJA) and receptive joint attention (RJA)? How are they measured and what do they predict? How might early deficits in IJA associated with autism lead to more long-term deficits? |
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23. Thursday, 11/15 Werker, J. F. (1989). Becoming a native listener. American Scientist, 77. Development 279-327 Extra: |
Language overview: What is the normative course of infant language development? How do infant cries develop (directed and undirected)? What are the stages of development of non-cry vocalizations? What are some early milestones of verbal development (verbal development involves words)? |
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24. Tuesday, 11/20
Hart,
B., & Risley, T. R. (1995). Meaningful
differences in the everyday experience of young American children.
Baltimore, MD: Brookes Publishing.
Chap.
7,
and Appendix
B. |
Language (individual
differences): How does the ability to distinguish between
non-native speech sounds change in the first year? What does this mean
about development? Can distinctions between non-native sounds be taught?
How is socioeconomic status associated with differences in language
experience? How is language experience associated with later child
language competence and IQ?
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26. Thursday, 11/22 |
NO CLASS THANKSGIVING |
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27. Tuesday, 11/27
Prepare and email PowerPoint presentations of final projects. Example |
Last day of class. Catch-up, overview, review of final projects, and presentations.
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28. Thursday, 11/29 Final Project paper due |
Oral presentations. More info on Oral Presentations Evaluations Final Project Paper Due |