Daniel S. Messinger

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

PSY624 (2023)

Fall 2023

PSY 624 - FG - Social Development (Fall 2023)
MoWe 2:00PM - 3:15PM
302--Online via Zoom as necessary
Department of Psychology, University of Miami

Daniel Messinger, Ph.D.
[email protected]
FLP 308, (305) 284-8443 (email me for cel #)
Office Hours: Monday 1:00 - 2:00 and, preferably, by appointment

Objective. This course will review contemporary theory, research, and methods relevant to understanding social and emotional development, particularly from infancy to adolescence. The course focuses on both normative and atypical development as an understanding of one enriches an understanding of the other. Individual differences, sociocultural diversity, and a historical perspective will be emphasized throughout.

Readings. Each week, one key readings will be assigned (if there is more than one, you get to choose). These papers will be available linked to this syllabus (click the indicated reading; they are in Acrobat which can be downloaded here). If a reading assignment is marked as "Extra," it is suggested but not required.

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 here.

Class Sessions. I will provide overview and background material to inform our discussion. Most of this material will be PowerPoint presentations that I will present 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 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, the discussion forum, and submitting assignments.

Facilitating Discussion:

Presentations. Students will be responsible for presenting an article and facilitating class discussion approximately 5 times during the semester (30 points). Your presentations 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.

Evaluation. 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). 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 large text and figure-based presentations where the title of each slide is communicative and slide titles do not repeat. 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 consider putting your last name in the footer section of the slide. The new slides—only send the slides you will be presenting—will be due by email 12 hours before class. If you feel comfortable doing so, I suggest you email the slides not only to me but to all members of the class.

Feedback. I am available to discuss articles before your presentation. Good topics for discussion are elements of the article 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 don't understand, come discuss it with me beforehand.

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 by 10:00 am before the class at which we discuss the reading.emailing your questions not only to me but to all members of 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. The final project should concern typical or atypical social and/or emotional development. The final project (including all relevant assignments) will constitute 50% of your grade. Choose a question relevant to your research that can be addressed from a developmental perspective emphasizing change over time. The paper must constitute new work. It can be grounded in your scientific research or can be an exploration of developmental themes unrelated to your work. You should find a project that interests you and will help you professionally (consult with your mentor). 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. A group class project is also possible (ask and we can discuss possibilities). Different final project possibilities:

1) 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.

2) A NIH F31/R03, NSF Graduate Research Fellowship, or comparable proposal to which I agree. The idea here is to tie together your knowledge of an area with a proposal to do research in that area. The final paper should include all substantive areas of the proposal (5 – 6 single-spaced pages). This is an ideal format for exploring ideas in developmental research, which are related or unrelated to your ongoing research.

3) 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).

Final project dates and details. Please email your mentor and me me when submitting each of the products below. Please also submit on BlackBoard. For each date below be prepared to discuss your assignment in class. Office hours (listed above) or scheduled after class or by email are an ideal setting for me to assist you with your final paper, exam(s), discussion facilitation, or class participation. 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 and points (50 points total) Due 12:00 pm (noon) except final paper.
8/30	Potential topic, title, and format (e.g., empirical paper), along with a draft of the project (or any related project) in its current status (5). Email only.
9/18	One paragraph, single-spaced summary of the project (5).
10/2	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).
10/23	Updated one page abstract and a two-page outline (or 3 page summary) of the project (5)
11/8	1st draft of project containing all its components (5).
11/20	PowerPoint draft and oral presentation of final project (10).
12/6	Final paper due (11:00 pm) (15).

Points
Participation	15
Facilitating Discussion	35
Final project	50
Total	100

Grading Scale		Grading Scale
A+	97-100	C+	77-79
A	94-96	C	74-76%
A-	90-94	C-	70-73%
B+	87-89	D	63-69%
B	84-86	F	62 - 0
B-	80-83

Classes and Assigned Readings

8/21.

Introduction to social development and to the class.

Extra:

Erikson, E. (1950). Eight Ages of Man, Childhood and Society (pp. 247-274): Norton.

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

8/23. Culture in Development

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-x Eraine1

Extra:

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

Otto, H. W. R., Schuitmaker, N., Lamm, B., Abels, M., Serdtse, Y., Yovsi, R., & Tomlinson, M. (2016). Infants’ Social Experiences in Three African Sociocultural Contexts. Child Development, n/a-n/a. doi: 10.1111/cdev.12661

Wörmann, V., Holodynski, M., Kärtner, J., & Keller, H. (2014). The emergence of social smiling: The interplay of maternal and infant imitation during the first three months in cross-cultural comparison. Journal of Cross-Cultural Psychology, 45(3), 339-361. doi: 10.1177/0022022113509134

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). ‘Mixed blessings’: parental religiousness, parenting, and child adjustment in global perspective. Journal of Child Psychology and Psychiatry, 58(8), 880-892. doi: 10.1111/jcpp.12705

8/28. Biological bases: Environment * gene interaction, epigenetics

Conradt, E., Beauchaine, T., Abar, B., Lagasse, L., Shankaran, S., Bada, H., … Lester, B. (2016). Early caregiving stress exposure moderates the relation between respiratory sinus arrhythmia reactivity at 1 month and biobehavioral outcomes at age 3. Psychophysiology, 53(1), 83–96. https://doi.org/10.1111/psyp.12569 https://onlinelibrary.wiley.com/doi/epdf/10.1111/psyp.12569 Jiye1

Extra:

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 .

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.

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 clear comparison with movie

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

Naumova, O. Y., Hein, S., Suderman, M., Barbot, B., Lee, M., Raefski, A., Dobrynin, P. V., Brown, P. J., Szyf, M., Luthar, S. S., & Grigorenko, E. L. (2016). Epigenetic Patterns Modulate the Connection Between Developmental Dynamics of Parenting and Offspring Psychosocial Adjustment. Child Dev, 87(1), 98-110. doi: 10.1111/cdev.12485

8/30.. Temperament

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 Arushi1

Extra:

Munakata, Y. (2023). How Culture Affects the ‘Marshmallow Test’: A classic test of self-control can carry complex cultural biases. https://www.scientificamerican.com/article/how-culture-affects-the-marshmallow-test/

Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., Jonides, J., Berman, M. G., Wilson, N. L., Teslovich, T., Glover, G., Zayas, V., Mischel, W., & Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proceedings of the National Academy of Sciences, 108(36), 14998-15003. doi: 10.1073/pnas.1108561108

9/4 No class (labor day).

9/6..Discrete emotions.

Castro, V. L., Camras, L. A., Halberstadt, A. G., & Shuster, M. (2018). Children’s prototypic facial expressions during emotion-eliciting conversations with their mothers. Emotion, 18(2), 260–276. https://doi.org/10.1037/emo0000354 [doi:10.1037/emo0000354]. Shuo1

Extra

Cole, P. M., & Moore, G. A. (2015). About face! Infant facial expression of emotion. 7, 116-120. doi: 10.1177/1754073914554786

Mitsven, S. G., Messinger, D. S., Moffitt, J., & Ahn, Y. A. (in press). Infant Emotional Developments, pp. 748-782. In Lockman, J. & Tamis-Lemonda, C. (Eds.), Handbook of Infant Development. Cambridge University Press.

Thompson, R. A. (2015). Doing It with Feeling: The Emotion in Early Socioemotional Development. Emotion Review, 7(2), 121-125. doi: 10.1177/1754073914554777

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

Camras, L. A. (2011). Differentiation, Dynamical Integration and Functional Emotional Development. Emotion Review, 3(2), 138-146. doi: 10.1177/1754073910387944

Shechner, T., Hong, M., Britton, J. C., Pine, D. S., & Fox, N. A. (2014). Fear conditioning and extinction across development: evidence from human studies and animal models. Biol Psychol, 100, 1-12. doi: 10.1016/j.biopsycho.2014.04.001

Somerville, L.H., Jones, R.M., Ruberry, E.J., Dyke, J.P., Glover, G., & Casey, B.J.(2013). The medial prefrontal cortex and the emergence of self-conscious emotion in adolescence. Psychological Science, 24, 1554-1562.
PDF

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

Vogel, M., Monesson, A., & Scott, L. S. (2012). Building biases in infancy: The influence of race on face and voice emotion matching. Developmental Science, 15, 359-372.

9/11. Intensification (email)

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. Kenyon1

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.

Extra:

Perlman, S. B., Luna, B., Hein, T. C., & Huppert, T. J. (2014). fNIRS evidence of prefrontal regulation of frustration in early childhood. Neuroimage, 85 Pt 1, 326-334. https://doi.org/10.1016/j.neuroimage.2013.04.057

9/13. Emotion Outcomes

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. [Epub ahead of print]:doi: 10.1111/desc.12479. PMID: 27774733. Bella1

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

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://journals.sagepub.com/doi/pdf/10.1177/0956797620953883

9/18. Predictors of interactive competence.

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 Arushi2

Extra.

Paukner, A., Simpson, E., Ferari, P., Mrozek, T., & Suomi, S. (2014). Neonatal imitation predicts how infants engage with faces. Developmental Science, 17(6), 833–840.

Alternate: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4211944/

Kaburu, S., Paukner, A., Simpson, E., Suomi, S., & Ferrari, P. (2016). Neonatal imitation predicts infant rhesus macaque (Macaca mulatta) social and anxiety-related behaviours at one year. Scientific Reports, 6, 34997.

Meltzoff, A. N., & Marshall, P. J. (2018). Human infant imitation as a social survival circuit. Current Opinion in Behavioral Sciences, 24, 130–136. https://doi.org/10.1016/j.cobeha.2018.09.006

Reeb-Sutherland, B.C., Levitt, P., & Fox, N.A. (2012). The predictive nature of individual differences in early associative learning and emerging social behavior. PLoS ONE; 7: e30511. PDF

9/20. Early interaction: Process

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. Kenyon2

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.

Abney DH, Warlaumont AS, Oller DK, Wallot S, Kello CT (2017) Multiple Coordination Patterns in Infant and Adult Vocalizations. Infancy 22:514-539. doi:10.1111/infa.12165.

Extra:

Beebe, B., D. Messinger, L. E. Bahrick, A. Margolis, K. A. Buck, & H. Chen (2016). A Systems View of Mother-Infant Face-to-Face Communication. Developmental Psychology, 52(4), 556-571.

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

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

9/25. No class.

9/27. Interaction disrupted: The still-face

Abney DH, daSilva EB, Bertenthal BI (2021) Associations between infant–mother physiological synchrony and 4- and 6-month-old infants’ emotion regulation. Developmental Psychobiology 63:e22161.https://doi.org/10.1002/dev.22161. Eraine2

Extra:

Gao M, Vlisides-Henry RD, Kaliush PR, Thomas L, Butner J, Raby KL, Conradt E, Crowell SE (2023) Dynamics of mother-infant parasympathetic regulation during face-to-face interaction: The role of maternal emotion dysregulation. Psychophysiology 60:e14248.https://doi.org/10.1111/psyp.14248.

Ekas, N. Haltigan, J.D., Messinger, D.S. (2012). The Dynamic Still-Face Effect: Do Infants Decrease Bidding Over Time When Parents are Not Responsive? Developmental Psychology, 49(6), 1027-1035. doi: 10.1037/a0029330. PMC3568681.

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.

Bigelow, A. E., & Power, M. (2014). Effects of Maternal Responsiveness on Infant Responsiveness and Behavior in the Still-Face Task. Infancy, 19(6), 558-584. doi: 10.1111/infa.12059

10/2

What does early interaction predict?

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 Bella2

Extra:

Degnan, K. A., Almas, A. N., Henderson, H. A., Hane, A. A., Walker, O. L., & Fox, N. A. (2014). Longitudinal trajectories of social reticence with unfamiliar peers across early childhood. Developmental Psychology, 50(10), 2311-2323. doi: 10.1037/a0037751

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

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

Raby, K. L., Roisman, G. I., & Booth-LaForce, C. (2015). Genetic moderation of stability in attachment security from early childhood to age 18 years: A replication study. Dev Psychol, 51(11), 1645-1649. doi: 10.1037/dev0000053

10/4. Attachment defined and describing secure and insecure attachment

Peltola, M. J., Forssman, L., Puura, K., van Ijzendoorn, M. H., & Leppänen, J. M. (2015). Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months. Child Development, n/a-n/a. doi: 10.1111/cdev.12380.

Shuo2

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

Extra:

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

Attachment site: http://johnbowlby.com: 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.

Messinger, D. S., E. B. Prince, M. Zheng, K. Martin, S. G. Mitsven, S. Huang, T. Stölzel, N. Johnson, U. Rudolph, L. K. Perry, B. Laursen & C. Song (2019). Continuous measurement of dynamic classroom social interactions. International Journal of Behavioral Development: 0165025418820708.

10/9. CLASS ON ZOOM Predicting attachment security

Extra:

Fraley RC, Roisman GI, Booth-LaForce C, Owen MT, Holland AS. Interpersonal and genetic origins of adult attachment styles: a longitudinal study from infancy to early adulthood. J Pers Soc Psychol. 2013;104(5):817-838. doi:10.1037/a0031435 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4624037/pdf/nihms716035.pdf

Raby, K. L., 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.

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

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

Sung, S., Simpson, J. A., Griskevicius, V., Kuo, S. I.-C., Schlomer, G. L., & Belsky, J. (2016). Secure Infant-Mother Attachment Buffers the Effect of Early-Life Stress on Age of Menarche. Psychological Science. doi: 10.1177/0956797616631958

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.

10/11 CLASS ON ZOOM

What does secure attachment predict?

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. Kenyon3

Extra:

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

Beijersbergen, M. D., Juffer, F., Bakermans-Kranenburg, M. J., & van Ijzendoorn, M. H. (2012). Remaining or becoming secure: Parental sensitive support predicts attachment continuity from infancy to adolescence in a longitudinal adoption study. Developmental Psychology, 48(5), 1277-1282. doi: 10.1037/a0027442

Lucassen, N., Tharner, A., Van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., Volling, B. L., Verhulst, F. C., Lambregtse-Van den Berg, M. P., & Tiemeier, H. (2011). The association between paternal sensitivity and infant-father attachment security: a meta-analysis of three decades of research. J Fam Psychol, 25(6), 986-992. doi: 10.1037/a0025855

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.

10/16 Fall recess

10/18

(Attachment processes in) intimate relationships and adulthood

Suleiman AB, Deardorff J (2015) Multiple Dimensions of Peer Influence in Adolescent Romantic and Sexual Relationships: A Descriptive, Qualitative Perspective. Archives of Sexual Behavior 44:765-775.10.1007/s10508-014-0394-z. Arushi4

Lantagne, A., & Furman, W. (2017). Romantic relationship development: The interplay between age and relationship length. Dev Psychol, 53(9), 1738-1749. https://doi.org/10.1037/dev0000363. https://pubmed.ncbi.nlm.nih.gov/28604025/

Suleiman, A. B., Galván, 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

Extra:

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

10/23. Classroom Social Networks

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

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, 1– 14. https://doi.org/10.1002/aur.2980 Jiye3

Extra:

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

Chen, J., Lin, T. J., Justice, L., & Sawyer, B. (2017). The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms. J Autism Dev Disord. doi: 10.1007/s10803-017-3272-4

Chen, J., L. M. Justice, A. Rhoad-Drogalis, T.-J. Lin and B. Sawyer (2018). "Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs." Child Development 0(0).

Paluck, E. L., Shepherd, H., & Aronow, P. M. (2016). Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1514483113

10/25 Social development in classroom settings.

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 Bella3

Extra:

Banarjee, C., Tao, Y., Fasano, R. M., Song, C., Vitale, L., Wang, J., Shyu, M.-L., Perry, L. K., & Messinger, D. S. (2023). Objective quantification of homophily in children with and without disabilities in naturalistic contexts. Scientific Reports, 13(1), 903. https://doi.org/10.1038/s41598-023-27819-6

Belsky, J., & Pluess, M. (2012). Differential susceptibility to long-term effects of quality of child care on externalizing behavior in adolescence? International Journal of Behavioral Development, 36(1), 2-10. doi: 10.1177/0165025411406855

Belsky, J., & Pluess, M. (2013). Genetic Moderation of Early Child-Care Effects on Social Functioning Across Childhood: A Developmental Analysis. Child Development, 84(4), 1209-1225. doi: 10.1111/cdev.12058

Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social Involvement of Children with Autism Spectrum Disorders in Elementary School Classrooms. Journal of child psychology and psychiatry, and allied disciplines, 51(11), 1227-1234. doi: 10.1111/j.1469-7610.2010.02289.x

10/26 Thursday. Charles Carver Memorial Colloquium*, Dr. Chen Yu: .3:30-5:00 pm, Room 502. Magnifying Time and Space: Computational Approaches Lead to Precision in Studying Natural Behavior

10/30. Peers.

Lew-Levy S, van den Bos W, Corriveau K, Dutra N, Flynn E, O'Sullivan E, Pope-Caldwell S, Rawlings B, Smolla M, Xu J, Wood L (2023) Peer learning and cultural evolution. Child Development Perspectives 17:97-105.https://doi.org/10.1111/cdep.12482. Kenyon4

Schmidt, M. F. H., Butler, L. P., Heinz, J., & Tomasello, M. (2016). Young Children See a Single Action and Infer a Social Norm: Promiscuous Normativity in 3-Year-Olds. Psychological Science. https://doi.org/10.1177/0956797616661182

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

Extra:

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

Rudolph, K. D., Lansford, J. E., Agoston, A. M., Sugimura, N., Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2014). Peer Victimization and Social Alienation: Predicting Deviant Peer Affiliation in Middle School. Child Development, 85(1), 124-139. doi: 10.1111/cdev.12112

11/1. Aggression, empathy, and evolution.

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. Arushi3

Extra:

Kochanska, G., Brock, R. L., & Boldt, L. J. (2016). A cascade from disregard for rules of conduct at preschool age to parental power assertion at early school age to antisocial behavior in early preadolescence: Interplay with the child's skin conductance level. Development and Psychopathology, 29(3), 875-885. doi: 10.1017/S0954579416000547.

Kim, S., Kochanska, G., Boldt, L. J., Koenig Nordling, J., & O’Bleness, J. J. (2014). Developmental trajectory from early responses to transgressions to future antisocial behavior: Evidence for the role of the parent-child relationship from two longitudinal studies. Development and Psychopathology, 26, 93-109.

Dickson, D. J., Richmond, A. D., Brendgen, M., Vitaro, F., Laursen, B., Dionne, G., & Boivin, M. (2015). Aggression can be contagious: Longitudinal associations between proactive aggression and reactive aggression among young twins. Aggressive Behavior, 41(5), 455-466. doi: 10.1002/ab.21582

11/6. Self-regulation and Risk-taking.

Duell, N. and Steinberg, L. (2019), Positive Risk Taking in Adolescence. Child Dev Perspect, 13: 48-52. https://doi.org/10.1111/cdep.12310 Shuo3

EXTRA:

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

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.

Chein, J., Albert, D., O’Brien, L., Uckert, K., & Steinberg, L. (2011). Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry. Developmental Science, 14, F1-F10.

Berry, D., McCartney, K., Petrill, S., Deater‐Deckard, K., & Blair, C. (2014). Gene–environment interaction between DRD4 7‐repeat VNTR and early child‐care experiences predicts self‐regulation abilities in prekindergarten. Developmental Psychobiology, 56(3), 373-391. doi: 10.1002/dev.21105

11/8. Prosocial development and morality..

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), 814–830. https://doi.org/10.1080/10409289.2018.1475820 Additional_Link. Eraine3

Tan E, Hamlin JK (2024) Toddlers’ affective responses to sociomoral scenes: Insights from physiological measures. Journal of Experimental Child Psychology 237:105757. https://doi.org/10.1016/j.jecp.2023.105757 .

Extra:

Grossmann, T., Missana, M., & Krol, K. M. (2018). The neurodevelopmental precursors of altruistic behavior in infancy. PLOS Biology, 16(9), e2005281. doi:10.1371/journal.pbio.2005281

Cowell, J., & Decety, J. (2015). Precursors to morality in development as a complex interplay between neural, socio-environmental, and behavioral facets. PNAS, 112 (41), 12657-12662.

11/13. Maltreatment

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. Bella4

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

Danese A, Widom CS. Associations Between Objective and Subjective Experiences of Childhood Maltreatment and the Course of Emotional Disorders in Adulthood. JAMA Psychiatry. Published online July 05, 2023. doi:10.1001/jamapsychiatry.2023.2140

Cuartas J (2022) The effect of spanking on early social-emotional skills. Child Development 93:180-193.https://doi.org/10.1111/cdev.13646.

Extra:

Dube SR, Li ET, Fiorini G, Lin C, Singh N, Khamisa K, McGowan J, Fonagy P (2023) Childhood verbal abuse as a child maltreatment subtype: A systematic review of the current evidence. Child Abuse & Neglect 144:106394.https://doi.org/10.1016/j.chiabu.2023.106394.

11/15.

Resiliency and race

Szapocznik J, Lombard J, Martinez F, Mason CA, Gorman-Smith D, Plater-Zyberk E, Brown SC, Spokane A (2006) The impact of the built environment on children's school conduct grades: the role of diversity of use in a Hispanic neighborhood. Am J Community Psychol 38:299-310. 10.1007/s10464-006-9084-x. PMC3835623. NIHMS508978. Jiye4

Liu, S.R., Kia-Keating, M., Nylund-Gibson, K. and Barnett, M.L. (2020), Co-Occurring Youth Profiles of Adverse Childhood Experiences and Protective Factors: Associations with Health, Resilience, and Racial Disparities. Am J Community Psychol, 65: 173-186. https://doi.org/10.1002/ajcp.12387

Seaton, E.K. and Carter, R. (2019), Perceptions of Pubertal Timing and Discrimination Among African American and Caribbean Black Girls. Child Dev, 90: 480-488. https://doi.org/10.1111/cdev.13221

Extra:

Butler-Barnes, S. T., Leath, S., Williams, A., Byrd, C., Carter, R., & Chavous, T. M. Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor. Child Development, n/a-n/a. doi: 10.1111/cdev.12995

Delgado, M. Y., Nair, R. L., Updegraff, K. A., & Umaña-Taylor, A. J. (2019). Discrimination, Parent–Adolescent Conflict, and Peer Intimacy: Examining Risk and Resilience in Mexican-Origin Youths' Adjustment Trajectories. Child Development, 90(3), 894-910. https://doi.org/10.1111/cdev.12969 https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.12969?campaign=wolearlyview

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. Psychological Science, 27(4), 530-541. doi: doi:10.1177/0956797615626703

11/20. Parenting CLASS ON ZOOM

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. Shuo4

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

Extra:

Atzil, S., Touroutoglou, A., Rudy, T., Salcedo, S., Feldman, R., Hooker, J. M., Dickerson, B. C., Catana, C., & Barrett, L. F. (2017). Dopamine in the medial amygdala network mediates human bonding. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1612233114

Abraham, E., Hendler, T., Shapira-Lichter, I., Kanat-Maymon, Y., Zagoory-Sharon, O., Feldman, R. (2014). Father’s brain is sensitive to childcare experiences. PNAS.

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 children’s adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234.

Weisman, O., et al. (2012). "Oxytocin administration to parent enhances infant physiological and behavioral readiness for social engagement." Biological Psychiatry 72(12): 982 989.

Belsky, J. (2014). Toward an evo-devo theory of reproductive strategy, health and longevity. Perspectives in Psychological Science, 9, 16-18.

11/27. Gender identity

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 Eraine4

11/29. Final project PowerPoint presentations

11/30/2023. Child division colloquium, 3:30-5pm, Dr. Brian Doss, “Why romantic relationships matter: The role of the OurRelationship program.”

12/4. Final paper workshop

12/6. Final paper optional workshop.

12/6. Final paper due (11:00 pm).

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

PSY624 (2023)

Classes and Assigned Readings

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