Daniel S. Messinger

Professor of Psychology, Pediatrics, Electrical & Computer Engineering, Music Engineering

PSY620 (2024)

Spring 2024

Advanced Developmental Psychology (PSY 620-O), Spring 2024

Tuesday, Thursday 9:30AM - 10:45AM, FLP 302 and remotely
Department of Psychology, University of Miami

Daniel Messinger, Ph.D.
[email protected]
FLP 308, (305) 284-8443
Office Hours: Tuesday 10:45 - 11:45, and by appointment

Course Objectives. To provide you with a) a critical understanding of current developmental theories, methods, and research; b) an ability to present, critique, and defend developmental research; and c) the capacity to address questions in developmental science by integrating research results.

Course Description: The course is designed to involve you in developmental science. Multiple topics in developmental psychology will be covered through lecture, discussion, and student presentations. They are organized into four sections: 1) developmental theories, methodologies and conceptualizations of the biological and cultural processes that influence development; 2) specific domains of development (perceptual, cognitive, language, social/emotional); 3) socialization processes including parent, peer, school, and community influences on development; 4) emerging adulthood, parenting, and aging. Emphasis will be placed on understanding development—the emergence of the new—over the lifespan.

Format. I will introduce key concepts, issues, and lines of research. You are expected to take an active role in discussing and developing topics. Illustrative videos and in-class activities will help us get a flavor for some of the topics (i.e. coding security of attachment). I may assign videos to watch before a given class session. Please have access to the readings (hard copy or electronic) during class sessions. BlackBoard will be used mostly for email and submitting assignments. Everyone is expected to complete all assigned readings and actively contribute to discussion.

Required Readings: Readings are chosen to provide exposure to the theory, methods, and findings of current developmental research. One to two articles will be assigned for each class. Of the articles listed, the presenting student will choose between them (there may be relevant articles listed on previous or subsequent days). You are not responsible for additional readings on the syllabus. Readings are linked to this syllabus.

Facilitating Discussion:

Leading a class session (20 points). Students will lead an entire class session once during the semester. Leading the class will involve presenting the article read by the class for that day. Students may then choose two interrelated strategies. First, they may present a second article for class discussion. Alternately or in addition, they may use slides that I have created to present the day’s material. Often, there are two class sessions of a particular topic (e.g., cognitive development). I will introduce the topic on the first session, which may make the second session particularly conducive to a student leading that session. Overall, I will support students in leading class discussions at every stage, from selection of a topic/day to editing of slides, to presentations. I will participate in—but not lead—these discussions.

Presentations (15 points). In addition to leading a class session, students will be responsible for presenting an article and facilitating class discussion once during the semester. Your presentation should cover the article’s unique contribution, integrative themes across the readings (particularly for that day), the pros and cons of different research methods for addressing the topic, and ideas regarding potential future directions/applications of the findings. You should be familiar with the entire PowerPoint presentation for that day and be prepared to field questions and lead discussion integrating the article you are presenting with other content. The presentation and discussion should be about 20 minutes.

Evaluation. Leading a class session and presentations will be evaluated based on a) the clarity of your presentation and slides, b) your understanding of the article (e.g., adequacy of responses to questions), c) the depth of your communicated understanding of the issues raised by the article (e.g., what is the unique message of the article), and d) the quality of the ensuing discussion (e.g., relationship to ongoing class themes), which includes a leadership role in that day’s discussion. Hallmarks of quality involve identifying strengths of the article, weaknesses, and specific, article-pertinent ideas for addressing those weaknesses. Weaker presentations often focus on common methodologic weaknesses without identifying solutions. Stronger presentations often focus on key strengths and results.

Slides. Your presentations should use Power-Point slides. I prefer figure-based presentations where the title of each slide is communicative (e.g., not “Results”) and slide titles do not repeat. I prefer large text (> 24 font). In some instances, online slides exist with which to present your article. As needed, please edit the slides and/or create new slides. If you create new slides, please put your last name in the footer section of the slide (it’s your work). For an article presentation—only send the slides you will be presenting. When leading a class discussion, please send all slides. Slides are due by email the evening before class. Please email the slides not only to me but to all members of the class.

Feedback. I am available to discuss articles and slides before your presentation. We can discuss elements of the article and slides that are difficult to understand, and your questions about what is most important to present, and how it should be presented. In other words, if there is something about the article you are planning to present that you don't understand, come discuss it with me beforehand.

Note. If you have previously presented an article in one of my classes, you may not present that article again unless you are leading the class session in which we are discussing that article.

Participation, Participation refers to your level of engagement in class. Over the course of the semester, please submit three (3) substantive questions or responses concerning the class reading 12 hours before the class at which we discuss the reading. Email your questions to me and all members of the class. All three of these questions/responses should concern articles scheduled for discussion when one of your peers (a student) is leading the class.

In addition to these questions, participation includes attendance, having clearly done the required reading, asking pertinent questions, offering informed responses to questions, and constructive debate. Use of electronic devices for anything except class work is prohibited. Full credit participation should not be assumed. If you have a question about your level of presentation, I am happy to discuss. Attendance is mandatory.

Final project. For the final project, choose a question which can be addressed from a developmental perspective emphasizing change over time. It can be grounded in your research or can be an exploration of developmental themes unrelated to your work. The paper must constitute new work. Any relation with ongoing work (for another class or one’s own research) must be stated in all final project assignments. I’m available to discuss all aspects of the final project, and suggest final project ideas. If no final project can be found, I can furnish a midterm and final in its stead.

Collaborative proposals and presentations are allowed. They must include a significant component of individual work for each collaborator and must result in a proportionately higher quality final project (e.g., 2 people could collaborate on a RO1 proposal). In that case, each team member will independently submit their assignments.

The project should take one of the following forms.

An empirical study in the form of a journal submission (10-25 double spaced pages). This is an ideal format for completing an ongoing research project.
1. One option here is an empirical study of infant facial expressions of emotion using social media as data.
A NIH F31/R03, NSF Graduate Research Fellowship, or comparable proposal to which I agree. This is an ideal format for exploring ideas by proposing developmental research. The final paper should include all substantive areas of the proposal (5 – 6 single-spaced pages).
A publication-quality literature review in summary-article format or chapter format (i.e., organized by theme, not by article (10-25 double spaced pages).
1. One option here is contribution to an invited chapter on “Communication.”

Final project assignments. For each date below, be prepared to discuss your assignment in class. If some feature of the assignment is missing in one of these assignments, and I do not draw your attention to its absence, this does not constitute license to omit that portion of the assignment.

Date	Final Project Assignments (50 points total)
1/25	Potential topic, title, and format (e.g., empirical paper). If there is a related project, please submit a draft of the project in its current status. (5)
2/15	One paragraph, single-spaced summary of the project. (5)
2/29	One-page, single-spaced abstract of project, and a timetable of all necessary steps to complete the project which should be updated with your progress and resubmitted for all subsequent final project topics. (5)
3/19	Two-page abstract of project containing all its components (5). For a F31, submit the summary, abstract, and specific aims page.
4/16	Three-page abstract of project containing all its components. (5). For a F31, include the analysis plan.
*Day before* presentation (4/22 or 4/24)**	PowerPoint and oral presentation of project (10). Submit your PowerPoint on the BlackBoard Assignment portal by the evening before your presentation. Extra credit for *also* emailing a version to the Discussion Board to enhance feedback from your classmates.
5/8	Final paper due (11:00 pm). (15)

Honor code. All assignments are governed by the Honor code: “On my honor, I have neither given nor received any aid on this exam/paper, etc.” Please review the graduate honor code https://www.grad.miami.edu/_assets/pdf/graduate_student_honor_code.pdf.

Office Hours. Office hours (listed above) or a meeting scheduled after class by email are an ideal setting for me to assist you with your final paper, exam(s), discussion facilitation, or class participation.

Evaluation

Points
Participation	15
Facilitating (Class/Discussion)	35
Final Project	50
Total	100

Schedule of Classes, Readings, and Assignments

Jan 16.
Introduction to Class and Developmental Psychology (ppt1)

Additional reading:

Narvaez, D., Moore, D. S., Witherington, D. C., Vandiver, T. I., & Lickliter, R. (2021). Evolving evolutionary psychology. Am Psychol. doi:10.1037/amp0000849

Gómez-Robles A, Nicolaou C, Smaers JB, Sherwood CC (2024) The evolution of human altriciality and brain development in comparative context. Nature Ecology & Evolution 8:133-146.10.1038/s41559-023-02253-z.

Jan 18.
Developmental Design, Measurement, & Analysis (lec5.design.ppt) Lauren

Bornstein, M. H., Putnick, D. L., & Esposito, G. (2017). Continuity and Stability in Development. Child Development Perspectives, n/a-n/a. doi: 10.1111/cdep.12221

Additional reading:

Davis-Kean, P. E., & Ellis, A. (2019). An overview of issues in infant and developmental research for the creation of robust and replicable science. Infant Behavior and Development, 57, 101339. doi: 10.1016/j.infbeh.2019.101339 https://pubmed.ncbi.nlm.nih.gov/31351250/

Frank, M. C. (2019). Towards a more robust and replicable science of infant development. Infant Behavior and Development, 57, 101349. doi: 10.1016/j.infbeh.2019.101349 https://www.sciencedirect.com/science/article/pii/S0163638319301833?via%3Dihub

Atherton OE, Graham EK, Dorame AN, Horgan D, Luo J, Nevarez MD, Ferrie JP, Spiro A, Schulz MS, Waldinger RJ, Mroczek DK, Lee LO (2023) Is there intergenerational continuity in early life experiences? Findings from the Harvard Study of Adult Development. J Fam Psychol 37:1123-1136.10.1037/fam0001144.

Jan 23.
The genetic basis of behavior and development (ppt8)

Constantino, J. N., Kennon-McGill, S., Weichselbaum, C., Marrus, N., Haider, A., Glowinski, A. L., Gillespie, S., Klaiman, C., Klin, A., & Jones, W. (2017). Infant viewing of social scenes is under genetic control and is atypical in autism. Nature, 547(7663), 340-344. doi: 10.1038/nature22999

Additional reading:

Wertz, J., Moffitt, T.E., Arseneault, L. et al. Genetic associations with parental investment from conception to wealth inheritance in six cohorts. Nat Hum Behav 7, 1388ï¿½1401 (2023). https://doi.org/10.1038/s41562-023-01618-5

Conradt, E., Hawes, K., Guerin, D., Armstrong, D. A., Marsit, C. J., Tronick, E., & Lester, B. M. (2016). The Contributions of Maternal Sensitivity and Maternal Depressive Symptoms to Epigenetic Processes and Neuroendocrine Functioning. Child Development, 87(1), 73-85. doi: 10.1111/cdev.12483

Conradt, E., Beauchaine, T., Abar, B., Lagasse, L., Shankaran, S., Bada, H., ï¿½ Lester, B. (2016). Early caregiving stress exposure moderates the relation between respiratory sinus arrhythmia reactivity at 1 month and biobehavioral outcomes at age 3. Psychophysiology, 53(1), 83ï¿½96. https://doi.org/10.1111/psyp.12569ï¿½ https://onlinelibrary.wiley.com/doi/epdf/10.1111/psyp.12569

Lester, B. M., Conradt, E., LaGasse, L. L., Tronick, E. Z., Padbury, J. F., & Marsit, C. J. (2018). Epigenetic Programming by Maternal Behavior in the Human Infant. Pediatrics. doi:10.1542/peds.2017-1890 see Movie

Barker, E. D., Walton, E., Cecil, C. A. M., Rowe, R., Jaffee, S. R., Maughan, B., O'Connor, T. G., Stringaris, A., Meehan, A. J., McArdle, W., Relton, C. L., & Gaunt, T. R. (2017). A Methylome-Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap with Attention Deficit Hyperactivity Disorder. Child Development, 0(0). doi:doi:10.1111/cdev.12957

Jan 25.
The biological basis of behavior and development, neural development (ppt7)

Tooley, U. A., Bassett, D. S., & Mackey, A. P. (2021). Environmental influences on the pace of brain development. Nature Reviews Neuroscience, 22(6), 372-384. doi:10.1038/s41583-021-00457-5 Shannon

Valadez EA, Tottenham N, Korom M, Tabachnick AR, Pine DS, Dozier M (2023) A Randomized Controlled Trial of a Parenting Intervention During Infancy Alters Amygdala-Prefrontal Circuitry in Middle Childhood. Journal of the American Academy of Child & Adolescent Psychiatry. https://doi.org/10.1016/j.jaac.2023.06.015 . Bella

Additional reading:

Wijeakumar, S., Forbes, S.H., Magnotta, V.A. et al. Stunting in infancy is associated with atypical activation of working memory and attention networks. Nat Hum Behav 7, 2199ï¿½2211 (2023). https://doi.org/10.1038/s41562-023-01725-3

Tottenham N (2020) Early Adversity and the Neotenous Human Brain. Biological Psychiatry 87:350-358.https://doi.org/10.1016/j.biopsych.2019.06.018.

Brody, G. H., Gray, J. C., Yu, T., Barton, A. W., Beach, S. R., Galvï¿½n, A., MacKillop, J., Windle, M., Chen, E., Miller, G. E., & Sweet, L. H. (2017). Protective Prevention Effects on the Association of Poverty With Brain Development. JAMA Pediatr, 171(1), 46-52. https://doi.org/10.1001/jamapediatrics.2016.2988

Bernier, A., Calkins, S. D., & Bell, M. A. (2016). Longitudinal Associations Between the Quality of Motherï¿½Infant Interactions and Brain Development Across Infancy. Child Development, 87(4), 1159-1174. doi: 10.1111/cdev.12518

Nomi, J. S., Bolt, T. S., Ezie, C., Uddin, L. Q., & Heller, A. S. (2017). Moment-to-moment BOLD Signal Variability Reflects Regional Changes in Neural Flexibility Across the Lifespan. The Journal of Neuroscience. doi:10.1523/jneurosci.3408-16.2017http://www.jneurosci.org/content/jneuro/early/2017/05/03/JNEUROSCI.3408-16.2017.full.pdf

Mina Elhamiasl, Jessica Sanches Braga Figueira, Ryan Barry-Anwar, Zoe Pestana, Andreas Keil, Lisa S Scott, The emergence of the EEG dominant rhythm across the first year of life, Cerebral Cortex, 2023;, bhad425, https://doi.org/10.1093/cercor/bhad425

Jan 30.
Culture in Development (ppt3). Michael

Bornstein, M. H., Putnick, D. L., Lansford, J. E., Al-Hassan, S. M., Bacchini, D., Bombi, A. S., Chang, L., Deater-Deckard, K., Di Giunta, L., Dodge, K. A., Malone, P. S., Oburu, P., Pastorelli, C., Skinner, A. T., Sorbring, E., Steinberg, L., Tapanya, S., Tirado, L. M. U., Zelli, A., & Alampay, L. P. (2017). ï¿½Mixed blessingsï¿½: parental religiousness, parenting, and child adjustment in global perspective. Journal of Child Psychology and Psychiatry, 58(8), 880-892. doi: 10.1111/jcpp.12705

Everyday language input and production in 1,001 children from six continents

E Bergelson, M Soderstrom, IC Schwarz, CF Rowland, ...

Proceedings of the National Academy of Sciences 120 (52), e2300671120

Additional reading:

Hilton, C. B., Moser, C. J., Bertolo, M., Lee-Rubin, H., Amir, D., Bainbridge, C. M., Simson, J., Knox, D., Glowacki, L., Alemu, E., Galbarczyk, A., Jasienska, G., Ross, C. T., Neff, M. B., Martin, A., Cirelli, L. K., Trehub, S. E., Song, J., Kim, M., Schachner, A., Vardy, T. A., Atkinson, Q. D., Salenius, A., Andelin, J., Antfolk, J., Madhivanan, P., Siddaiah, A., Placek, C. D., Salali, G. D., Keestra, S., Singh, M., Collins, S. A., Patton, J. Q., Scaff, C., Stieglitz, J., Cutipa, S. C., Moya, C., Sagar, R. R., Anyawire, M., Mabulla, A., Wood, B. M., Krasnow, M. M., & Mehr, S. A. (2022). Acoustic regularities in infant-directed speech and song across cultures. Nature Human Behaviour. https://doi.org/10.1038/s41562-022-01410-xï¿½

Bornstein, M. H., Putnick, D. L., Rigo, P., Esposito, G., Swain, J. E., Suwalsky, J. T. D., Su, X., Du, X., Zhang, K., Cote, L. R., De Pisapia, N., & Venuti, P. (2017). Neurobiology of culturally common maternal responses to infant cry. Proceedings of the National Academy of Sciences of the United States of America, 114(45), E9465-E9473. https://doi.org/10.1073/pnas.1712022114

Weber, A., Fernald, A., & Diop, Y. (2017). When Cultural Norms Discourage Talking to Babies: Effectiveness of a Parenting Program in Rural Senegal. Child Development, 88(5), 1513-1526. doi: 10.1111/cdev.12882

Cristia, A., Dupoux, E., Gurven, M., & Stieglitz, J. Child-Directed Speech Is Infrequent in a Forager-Farmer Population: A Time Allocation Study. Child Development, n/a-n/a. doi: 10.1111/cdev.12974

Feb 1.
Culture in Development (ppt4). Amanda

Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmerus, 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 childrenï¿½s adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234.

Lansford, JE, Godwin, J, Al-Hassan, SM, Bacchini, D, Bornstein, MH, Chang, L, Chen, BB, Deater-Deckard, K, Giunta, LD, Dodge, KA, Malone, PS, Oburu, P, Pastorelli, C, Skinner, AT, Sorbring, E, Steinberg, L, Tapanya, S, Peï¿½a Alampay, L, Uribe Tirado, LM, and Zelli, A. "Longitudinal Associations Between Parenting and Youth Adjustment in Twelve Cultural Groups: Cultural Normativeness of Parenting as a Moderator (Accepted)." Developmental Psychology. Full Text https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5788720/pdf/nihms906277.pdf

Additional reading:

Causadias, J. M., Vitriol, J. A., & Atkin, A. L. (2018). The cultural (mis) attribution bias in developmental psychology in the United States. Journal of Applied Developmental Psychology, 59, 65-74. doi: 10.1016/j.appdev.2018.01.003ï¿½ï¿½

Feb 6. CLASS ON ZOOM
Perceptual Development (ppt9)

Simpson, E. A., Jakobsen, K. V., Damon, F., Suomi, S. J., Ferrari, P. F., & Paukner, A. (2016). Face Detection and the Development of Own-Species Bias in Infant Macaques. Child Development, n/a-n/a. doi: 10.1111/cdev.12565 Lauren

Additional reading:

Edgar EV, Todd JT, Bahrick LE (2023) Intersensory processing of faces and voices at 6 months predicts language outcomes at 18, 24, and 36 months of age. Infancy 28:569-596. https://doi.org/10.1111/infa.12533ï¿½

Perapoch Amado M, Phillips E, Phillips E, Esposito G, Greenwood E, Ives J, Labendzki P, Lancaster K, Northrop T, Viswanathan NK, Gï¿½k M, Peï¿½aherrera-Vï¿½lez M, Jones E, Wass S (2023) Title: Who leads and who follows? The pathways to joint attention during free-flowing interactions change over developmental time.

Vong WK, Wang W, Orhan AE, Lake BM (2024) Grounded language acquisition through the eyes and ears of a single child. Science 383:504-511.doi:10.1126/science.adi1374.

Smith, I. T., Townsend, L. B., Huh, R., Zhu, H., & Smith, S. L. (2017). Stream-dependent development of higher visual cortical areas. Nat Neurosci, advance online publication. doi: 10.1038/nn.4469

http://www.nature.com/neuro/journal/vaop/ncurrent/abs/nn.4469.html#supplementary-information

Feb 8. Perceptual/Attention Development (ppt10). CLASS ON ZOOM

NJ Minar, DJ Lewkowicz Overcoming the other‐race effect in infancy with multisensory redundancy: 10ï¿½12‐month‐olds discriminate dynamic other‐race faces producing speech. Developmental science 21 (4), e12604. Michael

Hadley, H., Pickron, C. B., & Scott, L. S. (2015). The lasting effects of process‐specific versus stimulus‐specific learning during infancy. Developmental Science, 18(5), 842-852. Kenyon

Additional reading:

Feb 13. Cognitive Development (ppt11) Shuo

Yu, C., Suanda, S. H. & Smith, L. B. (2018) Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months. Developmental Science. PMID: 30255968

Schroer SE, Yu C (2023) Looking is not enough: Multimodal attention supports the real‐time learning of new words. Developmental Science 26:e13290

Additional reading:

Poli F, Ghilardi T, Beijers R, de Weerth C, Hinne M, Mars RB, Hunnius S (2023) Individual differences in processing speed and curiosity explain infant habituation and dishabituation performance. Developmental Science n/a:e13460. https://doi.org/10.1111/desc.13460

Boyer, T. W., Harding, S. M., & Bertenthal, B. I. (2020). The temporal dynamics of infants' joint attention: Effects of others' gaze cues and manual actions. Cognition, 197, 104151. doi: 10.1016/j.cognition.2019.104151

Lauer, J. E., & Lourenco, S. F. (2016). Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood. Psychological Science. doi: 10.1177/0956797616655977

Feb 15.
Cognitive Development (ppt12) Shannon

Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science.

Additional reading:

Tucker-Drob, E. M., & Bates, T. C. (2015). Large Cross-National Differences in Gene ï¿½ Socioeconomic Status Interaction on Intelligence. Psychological Science. doi: 10.1177/0956797615612727

The impact of a poverty reduction intervention on infant brain activity. https://www.pnas.org/doi/epdf/10.1073/pnas.2115649119

Feb 20.
Language Development (ppt13) Kenyon

Mitsven, S. G., Perry, L. K., Tao, Y., Elbaum, B. E., Johnson, N. F., & Messinger, D. S. (2021). Objectively measured teacher and preschooler vocalizations: Phonemic diversity is associated with language abilities. Developmental Science, n/a(n/a), https://doi.org/https://doi.org/10.1111/desc.13177

Elmlinger SL, Schwade JA, Vollmer L, Goldstein MH. Learning how to learn from social feedback: The origins of early vocal development. Dev Sci. 2023 Mar;26(2):e13296. doi: 10.1111/desc.13296. Epub 2022 Jul 5. PMID: 35737680.

Additional reading:

Warlaumont, A. S., Richards., J. A., Gilkerson, J., & Oller, D. K. (2014). A social feedback loop for speech development and its reduction in autism. Psychological Science, 25(7), 1314ï¿½1324. doi: 10.1177/0956797614531023 [supplemental materials, Akhtar et al., commentary on Warlaumont, Warlaumont et al. response to Akhtar]

Perry, L.K., Perlman, M., Winter, B., Massaro, D.W., & Lupyan, G. (2018). Iconicity in children and adults' speech. Developmental Science, 21(3), e12572. doi: 10.1111/desc.12572. https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12572

Feb 22.

Language Development (ppt14) Elizabeth

Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018). Beyond the 30-Million-Word Gap: Children's Conversational Exposure Is Associated With Language-Related Brain Function. Psychol Sci, 956797617742725. doi: 10.1177/0956797617742725

Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The Contribution of Early Communication Quality to Low-Income Children's Language Success. Psychol Sci, 26(7), 1071-1083. doi: 10.1177/0956797615581493

Additional reading:

Romeo, R. R., Segaran, J., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Yendiki, A., Rowe, M. L., & Gabrieli, J. D. E. (2018). Language Exposure Relates to Structural Neural Connectivity in Childhood. The Journal of Neuroscience. doi:10.1523/jneurosci.0484-18.2018

Carolus AE, McLaughlin KA, Lengua LJ, Rowe ML, Sheridan MA, Zalewski M, Moran L, Romeo RR (2024) Conversation disruptions in early childhood predict executive functioning development: A longitudinal study. Developmental Science 27:e13414. https://doi.org/10.1111/desc.13414

Feb 27.

Temperament and Emotion (ppt15)

Ahn YA, Önal Ertuğrul I, Chow S-M, Cohn JF, Messinger DS (2023). Automated measurement of infant and mother Duchenne facial expressions in the Face-to-Face/Still-Face. Infancy n/a. https://doi.org/10.1111/infa.12556.

Additional reading:

Mattson, W. I., Cohn, J. F., Mahoor, M. H., Gangi, D. N., & Messinger, D. S. (2013). Darwin's Duchenne: Eye constriction during infant joy and distress. PLOS ONE, 8(11). doi: 10.1371/journal.pone.0080161

Castro, V. L., Camras, L. A., Halberstadt, A. G., & Shuster, M. (2018). Childrenï¿½s prototypic facial expressions during emotion-eliciting conversations with their mothers [doi:10.1037/emo0000354].

Feb 29.

Temperament and Emotion (ppt16) Amelia

Watts, T. W., Duncan, G. J., & Quan, H. (2018). Revisiting the marshmallow test: A conceptual replication investigating links between early delay of gratification and later Outcomes. https://journals.sagepub.com/doi/full/10.1177/0956797618761661. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6050075/pdf/10.1177_0956797618761661.pdf

Additional reading:

Coffey, J. (2019). Cascades of infant happiness: Infant positive affect predicts childhood IQ and adult educational attainment. Emotion, 20. https://doi.org/10.1037/emo0000640 https://www.researchgate.net/publication/334153887_Cascades_of_infant_happiness_Infant_positive_affect_predicts_childhood_IQ_and_adult_educational_attainment/link/5d278e1a299bf1547cad2e2b/download

Heller, A.S., Casey, B.J., (2016). The neurodynamics of emotion: delineating typical and atypical emotional processes during adolescence. Developmental Science, 19, 3-18.

Additional reading:

Casey, B. J., Heller, A. S., Gee, D. G., & Cohen, A. O. (2019). Development of the emotional brain. Neuroscience Letters. doi: https://doi.org/10.1016/j.neulet.2017.11.055

Zeng, G., Maylott, S. E., Leung, T. S., Messinger, D. S., Wang, J., & Simpson, E. A. (2022). Infant temperamental fear, pupil dilation, and gaze aversion from smiling strangers. Developmental Psychobiology, 64(7), e22324. https://doi.org/10.1002/dev.22324

Mar 5.
Socialization Experiences I. Parent-child relationships (ppt17)

Abney et al. (2024). Mutual joint positive engagement and infant RSA. Will be distributed via BlackBoard/email.

Additional reading:

Abney DH, daSilva EB, Bertenthal BI (2021) Associations between infantï¿½mother physiological synchrony and 4- and 6-month-old infantsï¿½ emotion regulation. Developmental Psychobiology 63:e22161. https://doi.org/10.1002/dev.22161.

Ilyka, D., Johnson, M. H., & Lloyd-Fox, S. (2021). Infant social interactions and brain development: A systematic review. Neuroscience & Biobehavioral Reviews, 130, 448-469. doi:https://doi.org/10.1016/j.neubiorev.2021.09.001ï¿½ï¿½

Leong, V., Byrne, E., Clackson, K., Georgieva, S., Lam, S., & Wass, S. (2017). Speaker gaze increases information coupling between infant and adult brains. Proceedings of the National Academy of Sciences, 114(50), 13290-13295. https://doi.org/10.1073/pnas.1702493114

Simpson, E. A., Sclafani, V., Paukner, A., Kaburu, S. S. K., Suomi, S. J., & Ferrari, P. F. (2019). Handling newborn monkeys alters later exploratory, cognitive, and social behaviors. Dev Cogn Neurosci, 35, 12-19. doi:10.1016/j.dcn.2017.07.010

Murray, L., De Pascalis, L., Bozicevic, L., Hawkins, L., Sclafani, V., & Ferrari, P. F. (2016). The functional architecture of mother-infant communication, and the development of infant social expressiveness in the first two months. Scientific Reports, 6(1), 39019. https://doi.org/10.1038/srep39019.

Ruvolo, P., Messinger, D., & Movellan, J. (2015). Infants time their smiles to make their moms smile. PLOS ONE, 10(9), e0136492. doi: 10.1371/journal.pone.0136492.

Mar 7.

Socialization Experiences I (Cont.). Parent-child relationships (ppt17) Bella

Mitsven, S. G., Prince, E. B., Messinger, D. S., Tenenbaum, E. J., Sheinkopf, S. J., Tronick, E. Z., Seifer, R., & Lester, B. M. (2021). Testing the mid-range model: Attachment in a high-risk sample. Developmental Science, e13185. https://doi.org/10.1111/desc.13185

Additional reading:

Sheinkopf SJ, Tenenbaum EJ, Messinger DS, Miller-Loncar CL, Tronick EZ, LaGasse LL, Shankaran S, Bada H, Bauer CR, Whitaker TM, Hammond JA, & Lester BM. (2016). Maternal and infant affect at 4 months predicts performance and verbal IQ at 4 and 7 years in a diverse population. Developmental Science. doi: 10.1111/desc.12479. PMID: 27774733

Feldman, R., Rosenthal, Z., & Eidelman, A. I. (2014). Maternal-Preterm Skin-to-Skin Contact Enhances Child Physiologic Organization and Cognitive Control Across the First 10 Years of Life. Biological Psychiatry, 75(1), 56-64. doi: http://dx.doi.org/10.1016/j.biopsych.2013.08.012

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.

Mar 12 & 14. Spring Break

Mar 19.

Socialization Experiences I. Parent-child relationships. (ppt18)

Groh, A. M., Fearon, R. M. P., van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., & Roisman, G. I. (2017). Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development. Child Development Perspectives, 11(1), 70-76. doi: 10.1111/cdep.12213. Genesis

Additional reading:

Groh, A. M., Narayan, A. J., Bakermans-Kranenburg, M. J., Roisman, G. I., Vaughn, B. E., Fearon, R. M. P., & van Ijzendoorn, M. H. (2016). Attachment and Temperament in the Early Life Course: A Meta-Analytic Review. Child Development, n/a-n/a. doi: 10.1111/cdev.12677

Groh, A. M., Propper, C., Mills-Koonce, R., Moore, G. A., Calkins, S., & Cox, M. Mothers' Physiological and Affective Responding to Infant Distress: Unique Antecedents of Avoidant and Resistant Attachments. Child Development, n/a-n/a. doi: 10.1111/cdev.12912

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

Mar 21.

Socialization Experiences I. Parent-child relationships (ppt19)

Bornstein, M. H., & Manian, N. (2013). Maternal responsiveness and sensitivity reconsidered: Some is more. Dev Psychopathol, 25(4 Pt 1), 957-971. doi:10.1017/s0954579413000308 Shuo

Raby, K. L., Roisman, G. I., Fraley, R. C., & Simpson, J. A. (2014). The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years. Child Development, n/a-n/a. doi: 10.1111/cdev.12325 Jiye

Additional reading:

Mar 26.

Socialization Experiences II - School and Community (ppt23) Jiye

Fasano, R. M., Perry, L. K., Zhang, Y., Vitale, L., Wang, J., Song, C., & Messinger, D. S. (2021). A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism. Autism Research.

Additional reading:

Fasano, R. M., Mitsven, S. G., Custode, S. A., Sarker, D., Bulotsky-Shearer, R. J., Messinger, D. S., & Perry, L. K. (2023). Automated measures of vocal interactions and engagement in inclusive preschool classrooms. Autism Research, 1-14. https://doi.org/10.1002/aur.2980

Chen, J., Justice, L. M., Rhoad-Drogalis, A., Lin, T.-J., & Sawyer, B. (2020). Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs. Child Development, 91(2), 471-487. https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.13183

Gonzalez Villasanti, H., Justice, L. M., Chaparro-Moreno, L. J., Lin, T. J., & Purtell, K. (2020). Automatized analysis of children's exposure to child-directed speech in preschool settings: Validation and application. PloS one, 15(11), e0242511. https://doi.org/10.1371/journal.pone.0242511 https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0242511

Mar 28.

Socialization Experiences III. School and Community (ppt24)

Card, D., & Giuliano, L. (2016). Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences, 113(48), 13678-13683. https://doi.org/10.1073/pnas.1605043113 https://www.pnas.org/content/pnas/113/48/13678.full.pdf Eliazbeth

Additional reading:

Acemoglu, D. (2022), Obedience in the Labour Market and Social Mobility: A Socioeconomic Approach. Economica, 89: S2-S37. https://doi.org/10.1111/ecca.12406

Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y. (2014). Early Childhood Investments Substantially Boost Adult Health. Science, 343(6178), 1478-1485. doi: 10.1126/science.1248429

Vandell, D. L., Burchinal, M., & Pierce, K. M. (2016). Early Child Care and Adolescent Functioning at the End of High School: Results From the NICHD Study of Early Child Care and Youth Development.

van Huizen, T., Dumhs, L., & Plantenga, J. The Costs and Benefits of Investing in Universal Preschool: Evidence From a Spanish Reform. Child Development, n/a-n/a. doi: 10.1111/cdev.12993

Bierman, K. L., Welsh, J. A., Heinrichs, B. S., Nix, R. L., & Mathis, E. T. (2015). Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program. Child Dev, 86(6), 1877-1891. doi: 10.1111/cdev.12448

Apr 2.
Adversity, challenge, resilience: Socialization Experiences III. Community (ppt25) Genesis

Danese, A., & Widom, C. S. (2020). Objective and subjective experiences of child maltreatment and their relationships with psychopathology. Nature Human Behaviour, 4(8), 811-818. https://doi.org/10.1038/s41562-020-0880-3.

Additional reading:

Polanco-Roman L, Ebrahimi CT, Satinsky EN, Benau EM, Martins Lanes A, Iyer M, Galï¿½n CA Racism-Related Experiences and Traumatic Stress Symptoms in Ethnoracially Minoritized Youth: A Systematic Review and Meta-Analysis. Journal of Clinical Child & Adolescent Psychology:1-18.10.1080/15374416.2023.2292042.

Cuartas, J., Weissman, D. G., Sheridan, M. A., Lengua, L., & McLaughlin, K. A. (2021). Corporal Punishment and Elevated Neural Response to Threat in Children. Child Development, 92(3), 821-832. https://doi.org/https://doi.org/10.1111/cdev.13565

Gaydosh, L., Schorpp, K. M., Chen, E., Miller, G. E., & Harris, K. M. (2018). College completion predicts lower depression but higher metabolic syndrome among disadvantaged minorities in young adulthood. Proc Natl Acad Sci U S A, 115(1), 109-114. doi: 10.1073/pnas.1714616114

Brody, G. H., Miller, G. E., Yu, T., Beach, S. R. H., & Chen, E. (2016). Supportive Family Environments Ameliorate the Link Between Racial Discrimination and Epigenetic Aging: A Replication Across Two Longitudinal Cohorts. Psychological Science, 27(4), 530-541. doi: doi:10.1177/0956797615626703

Chetty, R., Hendren, N., Jones, M. R., & Porter, S. R. (2020). Race and Economic Opportunity in the United States: an Intergenerational Perspective*. The Quarterly Journal of Economics, 135(2), 711-783. doi:10.1093/qje/qjz042. https://www.nytimes.com/interactive/2018/03/27/upshot/make-your-own-mobility-animation.html?action=click&module=RelatedLinks&pgtype=Article

Apr 4.
Socialization Experiences I.
Peer relationships (ppt21)

Hartl, A. C., Laursen, B., & Cillessen, A. H. N. (2015). A Survival Analysis of Adolescent Friendships: The Downside of Dissimilarity. Psychological Science. doi: 10.1177/0956797615588751

Additional reading:

Suleiman, A. B., Galvï¿½n, A., Harden, K. P., & Dahl, R. E. (2017). Becoming a sexual being: The 'elephant in the room' of adolescent brain development. Dev Cogn Neurosci, 25, 209-220. doi:10.1016/j.dcn .2016.09.004

Laursen, B. (2017). Making and Keeping Friends: The Importance of Being Similar. Child Development Perspectives, 11(4), 282-289. https://doi.org/10.1111/cdep.12246

Apr 9.

Socialization Experiences II. Peer relationships (ppt22)

Botdorf, M., et al. (2017). "Adolescent risk-taking is predicted by individual differences in cognitive control over emotional, but not non-emotional, response conflict." Cognition and Emotion 31(5): 972-979. Amelia

Saragosa-Harris NM, Cohen AO, Reneau TR, Villano WJ, Heller AS, Hartley CA (2022) Real-World Exploration Increases Across Adolescence and Relates to Affect, Risk Taking, and Social Connectivity. Psychol Sci 33:1664-1679. 10.1177/09567976221102070.

Murray AL, Hafetz Mirman J, Carter L, Eisner M (2021) Individual and developmental differences in delinquency: Can they be explained by adolescent risk-taking models? Developmental Review 62:100985. https://doi.org/10.1016/j.dr.2021.100985

Additional reading:

Cohen, A. O., Breiner, K., Steinberg, L., Bonnie, R. J., Scott, E. S., Taylor-Thompson, K., Rudolph, M. D., Chein, J., Richeson, J. A., Heller, A. S., Silverman, M. R., Dellarco, D. V., Fair, D. A., Galvï¿½n, A., & Casey, B. J. (2016). When Is an Adolescent an Adult? Assessing Cognitive Control in Emotional and Nonemotional Contexts. Psychological Science, 27(4), 549-562. doi:10.1177/0956797615627625

Prescott, A. T., Sargent, J. D., & Hull, J. G. (2018). Metaanalysis of the relationship between violent video game play and physical aggression over time. Proceedings of the National Academy of Sciences, 115(40), 9882.

Twenge, J. M., & Park, H. (2017). The Decline in Adult Activities Among U.S. Adolescents, 1976-2016. Child Dev. doi:10.1111/cdev.12930

Silva, K., Chein, J., & Steinberg, L. (2016). Adolescents in Peer Groups Make More Prudent Decisions When a Slightly Older Adult Is Present. Psychological Science, 27(3), 322-330. doi: doi:10.1177/0956797615620379

Apr 11.
Beyond Childhood: Transition to parenthood (ppt26)

Conte, E., Grazzani, I., & Pepe, A. (2018). Social cognition, language, and prosocial behaviors: A multitrait mixed-methods study in early childhood. Early Education and Development, 29(6), 814ï¿½830. https://doi.org/10.1080/10409289.2018.1475820ï¿½ Additional_Link

Paternina-Die, M., Martínez-García, M., Martín de Blas, D. et al. Women's neuroplasticity during gestation, childbirth and postpartum. Nat Neurosci (2024). https://doi.org/10.1038/s41593-023-01513-2

Hoekzema, E., E. Barba-Müller, C. Pozzobon, M. Picado, F. Lucco, D. García-García, J. C. Soliva, A. Tobeña, M. Desco, E. A. Crone, A. Ballesteros, S. Carmona and O. Vilarroya (2016). "Pregnancy leads to long-lasting changes in human brain structure." Nature Neuroscience 20: 287. (https://www.nature.com/articles/nn.4458.pdf)

Riem, M. M. E., Lotz, A. M., Horstman, L. I., Cima, M., Verhees, M. W. F. T., Alyousefi-van Dijk, K., van Ijzendoorn, M. H., & Bakermans-Kranenburg, M. J. (2021). A soft baby carrier intervention enhances amygdala responses to infant crying in fathers: A randomized controlled trial. Psychoneuroendocrinology, 132, 105380.

Zilioli, S., Ponzi, D., Henry, A., Kubicki, K., Nickels, N., Wilson, M. C., & Maestripieri, D. (2015). Interest in Babies Negatively Predicts Testosterone Responses to Sexual Visual Stimuli Among Heterosexual Young Men. Psychological Science, 27(1), 114-118. doi:10.1177/0956797615615868

Additional reading.

Abraham, E., Hendler, T., Shapira-Lichter, I., Kanat-Maymon, Y., Zagoory-Sharon, O., Feldman, R. (2014). Fatherï¿½s brain is sensitive to childcare experiences. PNAS.

Apr 16: Parent-child relationships (ppt20).

Gülgöz, S., Glazier Jessica, J., Enright Elizabeth, A., Alonso Daniel, J., Durwood Lily, J., Fast Anne, A., Lowe, R., Ji, C., Heer, J., Martin Carol, L., & Olson Kristina, R. (2019). Similarity in transgender and cisgender children’s gender development. Proceedings of the National Academy of Sciences, 116(49), 24480-24485. doi:10.1073/pnas.1909367116

Zhang Y, Huang H, Wang M, Zhu J, Tan S, Tian W, Mo J, Jiang L, Mo J, Pan W, Ning C (2023) Family outcome disparities between sexual minority and heterosexual families: a systematic review and meta-analysis. BMJ Global Health 8:e010556.10.1136/bmjgh-2022-010556.

Additional reading:

Miller, Benjamin Graham,Kors, Stephanie,Macfie, Jenny. No differences? Meta-analytic comparisons of psychological adjustment in children of gay fathers and heterosexual parents. Psychology of Sexual Orientation and Gender Diversity, Vol 4(1), Mar 2017, 14-22

Golombok, S., Blake, L., Slutsky, J., Raffanello, E., Roman, G. D., & Ehrhardt, A. (2017). Parenting and the Adjustment of Children Born to Gay Fathers through Surrogacy. Child Development, n/a-n/a. doi: 10.1111/cdev.12728

Farr, R. H., & Patterson, C. J. (2013). Coparenting Among Lesbian, Gay, and Heterosexual Couples: Associations With Adopted Children's Outcomes. Child Development, 84(4), 1226-1240. doi: 10.1111/cdev.12046

Apr 18
Beyond Childhood: Adulthood (ppt27)

Fraley RC, Roisman GI, Booth-LaForce C, Owen MT, Holland AS. Interpersonal and genetic origins of adult attachment styles: a longitudinal study from infancy to early adulthood. J Pers Soc Psychol. 2013;104(5):817-838. doi:10.1037/a0031435. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3885143/ Amanda

Hittner, E. F., Stephens, J. E., Turiano, N. A., Gerstorf, D., Lachman, M. E., & Haase, C. M. (2020). Positive Affect Is Associated with Less Memory Decline: Evidence From a 9-Year Longitudinal Study. Psychological Science, 31(11), 1386-1395.
https://doi.org/10.1177/0956797620953883

Additional reading:

Strohminger, N., & Nichols, S. (2015). Neurodegeneration and Identity. Psychol Sci, 26(9), 1469-1479. doi: 10.1177/0956797615592381

Julianne, H.-L., Timothy, B. S., Mark, B., Tyler, H., & David, S. (2015). Loneliness and Social Isolation as Risk Factors for Mortality: A Meta-Analytic Review. Perspectives on Psychological Science, 10(2), 227-237. doi:10.1177/1745691614568352

Anthony P. Zanesco, Brandon G. King, Katherine A. MacLean, Clifford D. Saron. Cognitive Aging and Long-Term Maintenance of Attentional Improvements Following Meditation Training. Journal of Cognitive Enhancement, 2018; DOI: 10.1007/s41465-018-0068-1

Ritchie, S. J., Tucker-Drob, E. M., Cox, S. R., Corley, J., Dykiert, D., Redmond, P., Pattie, A., Taylor, A., Sibbett, R., Starr, J. M., & Deary, I. J. (2016). Predictors of ageing-related decline across multiple cognitive functions. Intelligence, 59, 115-126. Link (Open Access).

Aichele, S., Rabbitt, P., & Ghisletta, P. (2016). Think Fast, Feel Fine, Live Long: A 29-Year Study of Cognition, Health, and Survival in Middle-Aged and Older Adults. Psychological Science. doi: 10.1177/0956797615626906

Apr 23. Final project blitz presentation on ZOOM. Please present from your own screen. 7 minutes per presentation with 3 minutes of questions/comments. I will have the next presenter begin precisely 10 minutes after the previous presenter. ZOOM. Kenyon Lauren Jiye Elizabeth Amelia.

Apr 25. Final project blitz presentation. Please present from your own screen. 7 minutes per presentation with 3 minutes of questions/comments. I will have the next presenter begin precisely 10 minutes after the previous presenter. 302. Michael, Shannon, Genesis, Bella, Shuo, Amanda.

April 30. Final project workshop. Bring your final project draft to class so we can work on improving them!

May 8. Final Paper Due

Campus Closure: In the event that the UM's campus closes unexpectedly for an extended period of time due to a hurricane, pandemic, or other emergency situation that prevents this course from meeting in person, students should be prepared to continue their learning through other means as determined by the instructor. In the most likely scenario, instruction would be delivered remotely through BlackBoard and other platforms. Students are expected, to the extent feasible, to check their UM email and course BlackBoard regularly for communications from their instructors. If instructed by the faculty, students are expected, to the extent feasible, to continue their participation in their courses from their off-campus location.

Class Recordings Policy: Students are expressly prohibited from recording any part of this course. Meetings of this course might be recorded by the University. Any recordings will be available to students registered for this class as they are intended to supplement the classroom experience. Students are expected to follow appropriate University policies and maintain the security of passwords used to access recorded lectures. Recordings may not be reproduced, shared with those not in the class, or uploaded to other online environments. If the instructor of a University of Miami office plans any other uses for the recordings, beyond this class, students identifiable in the recordings will be notified to request consent prior to such use. See the separate FERPA consent.

Daniel S. Messinger

PSY620 (2024)

Schedule of Classes, Readings, and Assignments

Follow this website