(A)typical Social (& Emotional) Development (PSY624O)
Spring 2013, Tuesdays and Thursdays, 09:30-10:45, Flipse 302

Daniel Messinger, Ph.D.
[email protected]
Homepage 305-284-8443 

Office: 5665 Ponce de Leon (Psych. Annex), Room 308   
Office Hours: Wednesdays 09:00-11:00 and by appointment.

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

      BlackBoard 

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

Topics: Early interaction: Process and Prediction, Emotion: Expression and regulation, Temperament: Early measurement and prediction through the life-cycle, Attachment through the life cycle: What predicts security and what security predicts, Social cognition: From joint attention to self-concept, Sibling and Peer Relationships: Pro-social and anti-social influences through adolescence, The behavioral genetic challenge and a reply, the development of gender differences and intimacy, and the development of self-esteem.

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

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

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 your notes that summarize the reading and suggest discussion points in 2-3 PowerPoint slides. These should be emailed to the class the evening before class and brought to class with handouts for all. Download the PowerPoint slides that I have prepared for the class and indicate how your material can be integrated. The goal is to encourage class participation and discussion.

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

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

2) A NIH R03/R01 or NSF grant proposal (6, 12, or 15 single-spaced pages, respectively). The idea here is to tie together your knowledge of an area with a proposal to do research in this area.

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

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).    

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

Dates to remember:  For all of these dates be prepared to present and discuss your final project.

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

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

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

Eisenberg, N. (2006). Introduction. In N. E. troduction, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3, Social, emotional, and personality development (6th ed.) (pp. 1-23). Hoboken, NJ, US: John Wiley & Sons Inc. 

Thompson (2001). Development in the first years of life.  The Future of Children, 11(1), 20-33.

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

Greenspan & Shanker. Describe Greenspan and Shanker's (G&S) description of the transformation in emotional and intellectual growth. How do they relate to Erikson's (E) levels? Using G&S (or E), identify times in your own development that correspond to their levels? Describe times in the development of someone younger than yourself and someone older than yourself in terms of Greenspan and Shanker's levels. Use the "developmental highlights" video from class to illustrate your discussion.

Current Directions in Psychological Science. Genes in Context: Gene–Environment Interplay and the Origins of Individual Differences in Behavior (p 127-131). Frances A. Champagne, Rahia Mashoodh. (2009). DG1

Extra:

Schmidt, L., Fox, N. et al., (2009).

Social Regulation of Human Gene Expression (p 132-137)
Steve W. Cole. Current Directions in Psychological Science. More technical treatment of genetic component.

Spencer et al., (2009) "...Whey we should no longer abide the nativist-empiricist debate"

Dick, D. M., & Rose, R. J. (2002). Behavior genetics: What's new? What's next? Current Directions in Psychological Science, 11(2), 70-74.]

Nelson, C. A. (1999). Neural plasticity and human development. Current Directions in Psychological Science, 8(2), 42-45.

Bouchard, T. J. (2004). Genetic Influence on Human Psychological Traits: A Survey. Current Directions in Psychological Science, 13(4), 148-151. [or

[Caspi, C. & Silva, P. (1995b). Temperamental qualities at age three predict personality traits in young adulthood: Longitudinal evidence from a birth cohort. Child Development, 66, 486-498. or Caspi et al. (1995a). Temperamental origins of child and adolescent behavior problems: From age three to age fifteen. Child Development, 66, 55-66.]

Http://www.erin.utoronto.ca/~w3bio380/ an embryology course. See also

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

Critical Questions to Think About

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

How do environmental and genetic influences interact during prenatal development (provide examples)?

What is the difference between transactional and a behavioral genetics approach to gene * environment interactions?

Reading:  Henderson, H. A., & Wachs, T. D. (2007). Temperament theory and the study of cognition-emotion interactions across development. Developmental Review, 27(3), 396-427. doi: 10.1016/j.dr.2007.06.004. TC1

Extra:

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

Beyond Nature & Nurture?

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

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

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

Critical Questions to Think About

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

Oveis, C., Gruber, J., Keltner, D., Stamper, J. L., & Boyce, W. T. (2009). Smile intensity and warm touch as thin slices of child and family affective style. Emotion, 9(4), 544-548. AB1

Extra:

depression/mania (joorman)

Cohn, Fredrickson, 2009. Emotion.

Izard, C. E. (2002). Translating Emotion Theory and Research Into Preventive Interventions. Psychological Bulletin, 128(5), 796-824.

Harker, L., & Keltner, D. (2001). Expressions of positive emotion in women's college yearbook pictures and their relationship to personality and life outcomes across adulthood. Journal of Personality and Social Psychology, 80(1), 112-124.

Keltner, D., Moffitt, T. E., & Stouthamer-Loeber, M. (1995). Facial expressions of emotion and psychopathology in adolescent boys

. Journal of Abnormal Psychology, 104(4), 644-652.

Tugade, M. M.; Fredrickson, B. L. (2004). Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences. Journal of Personality and Social Psychology, 86, 320-333. .

Critical Questions to Think About

Emotion Outcomes: How might positive emotion and its expression affect life outcomes? Describe how expressed emotion relates to: a) Adolescent behavior problems; b) The course of grieving in widows; c) Life outcome in college women. What is a functionalist emotion theory? What is emotion regulation?

Reading: Messinger, D.S., Mattson, W.I., Mahoor, M.H., & Cohn, J.F. (2012). The eyes have it: Making positive expressions more positive and negative expressions more negative. Emotion, 12(3), 430-436. PMID22148997. DG2 DG3

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

Messinger ('Positive and negative')

Segal et al.

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

“Smiling” entry. In Neil J. Salkind (Ed.), (2005), The Encyclopedia of Human Development. Sage Publications.

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

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

Extra: What do portraits of facial expressions in time tell us about emotion and what program creates them? What are the biological bases of emotion? Are there feelings before there is a sense of self? What is emotion? Do facial expressions express emotions? Does this change with age? What emotions exist at what ages? How does emotion become regulated with age?

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

Extra: Segal et al. 

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

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

Cole et al. (2004) is a more current review and discusses issues with the field, definitions.

Feldman 2009 is current with empirical content for discussion.

Critical Questions to Think About

Discrete emotions. What evidence suggests suggests facial expressions of emotion are universal and what are the limitations of that evidence?
Do you think infants can have emotions without being reflectively aware of what they are feeling? [Extra: What are the biological bases of emotion? Are there feelings before there is a sense of self?]
What is discrete emotion theory? What are some alternatives? What evidence suggests infant emotion is discrete? What evidence suggests it is not discrete? Describe a study distinguishing between emotion and facial expression. 

Extra: What is emotion? Do facial expressions express emotions? Does this change with age? What emotions exist at what ages? How does emotion become regulated with age? What does facial expression exist among children and adults? 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? What do portraits of facial expressions in time tell us about emotion and what program creates them? What do joystick ratings tell us about emotion and interaction?

Reading:

Mesman, J., M. H. van Ijzendoorn, et al. (2009). "The many faces of the Still-Face Paradigm: A review and meta-analysis." Developmental Review 29(2): 120-162.TC2 LU2 AB2

Extra:

Messinger, D., Ruvolo, P., Ekas, N., & Fogel, A. (2010). Applying Machine Learning to Infant Interaction: The Development is in the Details. Neural Networks, Special Issue on Social Cognition: From Babies to Robots, 23(10), 1004–1016.NIHMS 234401.

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

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

Beebe

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

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

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

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

Critical Questions to Think About

Early interaction: Process (early_interaction.ppt)

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

Timing early expressive behaviors: How do infants coordinate expressive actions in time and how does this change with age? What is an event-based approach? Which pairs of infant expressive behaviors are coordinated in time (facial expressions and vocalizations, facial expressions and gazes at a parent’s face, and/or vocalizations and gazes) and what does this suggest for the role of facial expressions? Indicate two patterns in which infant gazes and smiles are coordinated with mother smiles? How do all these patterns  change with age? What does this suggest about infant-mother interaction?  

Hane, A. A., & Fox, N. A. (2006). Ordinary variations in maternal caregiving of human infants influence stress reactivity. Psychological Science, 17, 550-556. TC3

Kochanska, G., & Murray, K. T. (2000). Mother-child mutually responsive orientation and conscience development: From toddler to early school age. Child Development, 71(2), 417-431. or “Inhibitory control”

Critical Questions to Think About

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

Reading: Lamb et al. Development 371-393 AB3

Extra:

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

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

Critical Questions to Think About

Attachment defined:

What are the developmental stages of attachment?

How does attachment work and what are its evolutionary functions?

Describe the attachment system.

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

How is security of attachment assessed in the Strange Situation?

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

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

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

Describing secure and insecure attachment: 

Reading: Raby, K. L., Cicchetti, D., Carlson, E. A., Cutuli, J. J., Englund, M. M., & Egeland, B. (2012). Genetic and Caregiving-Based Contributions to Infant Attachment. Psychological Science, 23(9), 1016-1023. doi: 10.1177/0956797612438265. DG4

Extra:

Seifer et al.

Belsky & Fearon. attachmentVSsensitivity

Belsky, Jay; Houts, Renate M.; Fearon, R. M. Pasco. Infant attachment security and the timing of puberty: Testing an evolutionary hypothesis. Psychological Science, Vol 21(9), Sep 2010, 1195-1201.

NICHD_Early_Child_Care_Research_Network. (2001b). Child-care and family predictors of preschool attachment and stability from infancy. Developmental Psychology, 37(6), 847-862.

Extra: Chimp Attachment

Critical Questions to Think About

Predicting attachment security: What different roles might infant temperament have in predicting security of attachment?  
What is the experimental evidence that caregiver sensitivity factors predicts secure attachment? 
What is the meta-analytic evidence that caregiver sensitivity factors predicts secure attachment? 

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. LU3

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

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

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

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

What does secure attachment predict?

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

Reading:  

Fraley, R. C., Roisman, G. I., Booth-LaForce, C., Owen, M. T., & Holland, A. S. (2013). Interpersonal and Genetic Origins of Adult Attachment Styles: A Longitudinal Study From Infancy to Early Adulthood. Journal of Personality and Social Psychology, No Pagination Specified. doi: 10.1037/a0031435 TC4 

Extra Credit: See Babies or 56 Up. Make 5 minute presentation to class on 2/28.

Critical Questions to Think About

 Reading:

Silva, K. G., Correa-Chávez, M., & Rogoff, B.  (2010).  Mexican-heritage children's attention and learning from interactions directed to others.  Child Development, 81(3), 898-912. UM link.  AB4.

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

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

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

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

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

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

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

Critical Questions to Think About

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? 

Bulotsky‐Shearer, R. J., Manz, P. H., Mendez, J. L., McWayne, C. M., Sekino, Y., & Fantuzzo, J. W. (2012). Peer play interactions and readiness to learn: A protective influence for African American preschool children from low‐income households. Child Development Perspectives, 6(3), 225-231. doi: 10.1111/j.1750-8606.2011.00221.x LU4

Extra: 

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

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

NICHD Early Child Care Research Network. (2001). Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development, 72(5), 1478-1500.

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

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

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

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

Critical Questions to Think About

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?

Reading:

Due: 2 page single-spaced abstract of your final project. Also include a one page summary describing the final form and format of your project/proposal as articulated by the funding agency.

  3/9-17 spring recess

Reading: Ibanez, L., Grantz, C.J., Messinger, D.S. (2012). The development of referential communication and autism symptomatology in high-risk infants. Infancy, 1–21. DG5

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

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

Amanda Woodruff

Bakeman & Adamson, 2006,

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

Extra:

Striano, T.; Stahl, D. (2005). Sensitivity to triadic attention in early infancy. Developmental Science, 8, 333-343.

2. Rakoczy, H.; Tomasello, M.; Striano, T. (2005). On tools and toys: How children learn to act on and pretend with 'virgin objects'. Developmental Science, 8, 57-73.
Vaish, A.; Striano, T. (2004). Is visual reference necessary? Contributions of facial versus vocal cues in 12-month-olds' social referencing behavior. Developmental Science, 7, 261-269.
5. Rakoczy, H.; Tomasello, M.; Striano, T. (2004). Young Children Know That Trying Is Not Pretending: A Test of the "Behaving-As-If" Construal of Children's Early Concept of Pretense. Developmental Psychology, 40, 388-399.
6. Liszkowski, U.; Carpenter, M.; Henning, A.; Striano, T.; Tomasello, M. (2004). Twelve-month-olds point to share attention and interest. Developmental Science, 7, 297-307.

Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124(3), 283-307.

Critical Questions to Think About

Gesture, Language, Autism, and Theory of Mind: What are infant initiated joint attention (IJA) and receptive joint attention (RJA)? How are they measured and what do they predict? How might early deficits in IJA associated with autism lead to more long-term deficits? What is theory of mind? How do autistic infants and infants with Down Syndrome differ? How do Anticipatory Smiles unite dyadic and triadic communication
From joint attention to self-concept.

Reading: Messinger, D., G. Young, S. Ozonoff, L. Zwaigenbaum, K. Dobkins, L. Carter, T. Charman, R. Landa, M. Strauss, J. Constantino, T. Hutman, S. Bryson, J. Iverson, L. Carver, S. Rogers, M. Sigman and W. Stone (in press). Beyond Autism: A Baby Sibling Research Consortium Study of High-Risk Children at Three Years of Age. Journal of the American Academy of Child and Adolescent Psychiatry. LU5 

Extra: 

Ozonoff, S., Young, G., Carter, A.S., Messinger, D. , Yirmiya, N., Zwaigenbaum, L., Bryson, S. E., Carver, L., Constantino, J., Dobkins, K., Hutman, T., Iverson, J., Landa, R., Rogers, S., Sigman, M., Stone, W. (2011). Recurrence Risk for Autism Spectrum Disorders: A baby siblings research consortium study. Pediatrics.

Extra: 

Development 279-285 & 296-327

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

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

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

Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., Yoder, P. (2011). A Randomized Control Trial of Hanen’s “More Than Words” in Toddlers With Early Autism. Journal of Child Psychology and Psychiatry, 52(7), 741-52.         

Critical Questions to Think About 

Autism and the broad autism phenotype[LINK PPT]

What are the diagnostic criteria for autism and what are key characteristics of children with autism?

Define the concept of the broad phenotype and how it relates to the siblings of children on the autism spectrum (“ASD sibs”).

Describe recent findings on early attention, emotional communication, and joint attention in “ASD sibs”

What are  communicative and other “red flag” deficits in the infant siblings of children with autism spectrum disorder?

Describe some current theories of autism 

Reading:
Warren, Z., McPheeters, M. L., Sathe, N., Foss-Feig, J. H., Glasser, A., & Veenstra-VanderWeele, J. (2011). A Systematic Review of Early Intensive Intervention for Autism Spectrum Disorders. Pediatrics. doi: 10.1542/peds.2011-0426 TC5

Critical Questions to Think About

Autism Theory & Early Intervention

Reading: Reiss, D. (2005). The Interplay Between Genotypes and Family Relationships. Reframing Concepts of Development and Prevention. Current Directions in Psychological Science, 14(3), 139-143. AB5

Extra:

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

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

Baker, & Crnic (2009). Thinking about feelings: Emotion focus in the parenting of children with early developmental risk. Journal of Intellectual Disability Research, 53(5), 450-462.

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

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

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

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

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

Critical Questions to Think About

Parenting

Final Project Presentations and Discuattion

Reading:

Whitelock, Claire F., Lamb, Michael E., & Rentfrow, Peter J. (2013). Overcoming Trauma: Psychological and Demographic Characteristics of Child Sexual Abuse Survivors in Adulthood. Clinical Psychological Science. doi: 10.1177/2167702613480136

Pollak, Vardi, Bechner, & Curtin (2005). Physically Abused Children's Regulation of Attention in Response to Hostility. Child Development, 76(5), 968-977. LU6 

Extra:

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

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

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

Lansford, J. E.; Chang, L.; Dodge, K. A.; Malone, P. S.; Oburu, P.; Palmérus, K.; Bacchini, D.; Pastorelli, C.; Bombi, A. S.; Zelli, A.; Tapanya, S.; Chaudhary, N.; Deater-Deckard, K.; Manke, B.; Quinn, N. (2005). Physical discipline and children's adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234-1246.

Critical Questions to Think About

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

Reading: Murray-Close, D., & Ostrov, J. M.  (2009).  A longitudinal study of forms and functions of aggressive behavior in early childhood.  Child Development, 80, 828-842. dg6

Extra: Hutman, T., Rozga, A., DeLaurentis, A. D., Barnwell J. M., Sugar, C. A., & Sigman, M. (2010). Response to distress in infants at risk for autism: A prospective longitudinal study. Journal of Child Psychology and Psychiatry, 51, 1010-1020.

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

McDonald, N., & Messinger, D. (2011). The development of empathy: How, when, and why. In A. Acerbi, J. A. Lombo, & J. J.Sanguineti (Eds), Free will, Emotions, and Moral Actions: Philosophy and Neuroscience in Dialogue. IF-Press.

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

de_Waal, F. B. M. (2000). Primates--a natural heritage of conflict resolution. Science, 289(5479), 586-590.

de Waal, F.B.M. (2008). Putting the altruism back into altruism: The evolution of empathy. Annual Review of Psychology, 59, 279–300. A wonderful and user-friendly review of empathy in many animal species.

Darby Proctor, Rebecca A. Williamson, Frans B. M. de Waal, and Sarah F. Brosnan. Chimpanzees play the ultimatum game. PNAS, January 14, 2013 DOI: 10.1073/pnas.1220806110

Bard, K. A.; Myowa-Yamakoshi, M.; Tomonaga, M.; Tanaka, M.; Costall, A.; Matsuzawa, T. (2005). Group Differences in the Mutual Gaze of Chimpanzees (Pan Troglodytes). Developmental Psychology, 41, 616-624.

Critical Questions to Think About

Reading:

Cillessen, A. H. N., & Rose, A. J. (2005). Understanding Popularity in the Peer System. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE, 14(2), 102-105. TC6

Extra:

NICHD_Early_Child_Care_Research_Network (2004). "Trajectories of Physical Aggression From Toddlerhood to Middle Childhood." Monographs of the Society for Research in Child Development 69(4): vii-129.

Dodge, K. A.; Lansford, J. E.; Burks, V. S.; Bates, J. E.; Pettit, G. S.; Fontaine, R.; Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374-393.

Pettit, G. S.; Dodge, K. A. (2003). Violent children: Bridging development, intervention, and public policy. Developmental Psychology, 39, 187-188.

Dodge, K. A.; Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349-371.

EXTRA:

Hoyt, W. T., Fincham, F. D., McCullough, M. E., Maio, G., & Davila, J. (2005). Responses to interpersonal transgressions in families: Forgivingness, forgivability, and relationship-specific effects. Journal of Personality and Social Psychology, 89(3), 375-394.

McCullough, M. E., Tsang, J.-A., & Emmons, R. A. (2004). Gratitude in Intermediate Affective Terrain: Links of Grateful Moods to Individual Differences and Daily Emotional Experience. Journal of Personality and Social Psychology, 86(2), 295-309.

Coie & Dodge (1998). Handbook. “Aggression” 786-794 (development), 799-840 (determinants) (not necessary to read every word of these sections).

Larson.

Jaccard, J.; Blanton, H.; Dodge, T. (2005). Peer Influences on Risk Behavior: An Analysis of the Effects of a Close Friend. Developmental Psychology, 41, 135-147.

Critical Questions to Think About

Peers (popularity): Sibling and Peer Relationships: Pro-social and anti-social influences through adolescence. In the relational model, what is the function of aggression and what determines whether there will be reconciliation? Describe genetic and environmental factors that could influence the stability of aggressive behaviors
Describe similarities in attachment representations of parents, peers, and intimate partners. What is relational victimization?

Are siblings similar and do they share exactly the same environment?
Describe 3 levels of analysis used to understand peer relations.
Describe two dimensions of social status and how they give rise to four types of kids.
What is pro-social behavior and what type of parenting promotes it?
How does abuse affect social development and what social factor can moderate the impact of abuse?

Eisenberg or others on peers

Oral presentations with summary hand-out. 

No class

Martin, C. L., & Ruble, D. N. (2010). Patterns of Gender Development Annual Review of Psychology (Vol. 61, pp. 353-381). Palo Alto: Annual Reviews.  AB6
Extra:

Lieberman

La Greca, A. M.; Harrison, H. M. (2005). Adolescent Peer Relations, Friendships, and Romantic Relationships: Do They Predict Social Anxiety and Depression? Journal of Clinical Child and Adolescent Psychology, 34, 49-61.
Kuttler, A. F.; La Greca, A. M. (2004). Linkages among adolescent girls' romantic relationships, best friendships, and peer networks. Journal of Adolescence, 27, 395-414.
Prinstein, M. J.; La Greca, A. M. (2002). Peer crowd affiliation and internalizing distress in childhood and adolescence: A longitudinal follow-back study. Journal of Research on Adolescence, 12, 325-351.
Kuttler, A. F.; La Greca, A. M.; Prinstein, M. J. (1999). Friendship qualities and social-emotional functioning of adolescents with close, cross-sex friendships. Journal of Research on Adolescence, 9, 339-366.

Extra: Ruble & Martin (1998), Handbook.

Weinberg, M. K., Tronick, E. Z., Cohn, J. F., & Olson, K. L. (1999). Gender differences in emotional expressivity and self-regulation during early infancy. Developmental Psychology, 35(1), 175-188

Critical Questions to Think About

Gender. Romantic relationships and What factors influence sex differences? Describe biological factors, differential social expectations, face-to-face results. Describe Maccoby’s theory of peer group sex-segregation and socialization. That is, how does children's peer play reflect and create gender differences? What is relational victimization? 

Review Final Paper Drafts

Extra Material

Yamaguchi on infant predictors of theory of mind

Haidt.

Wainryb, Cecilia, & Pasupathi, Monisha. (2010). Political violence and disruptions in the development of moral agency. Child Development Perspectives, 4(1), 48-54. doi: 10.1111/j.1750-8606.2009.00117.x

Neuropsychology of morality.

Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E., & Caspi, A. (2005). Low Self-Esteem Is Related to Aggression, Antisocial Behavior, and Delinquency. Psychological Science, 16(4), 328-335.

Robins, R. W., & Trzesniewski, K. H. (2005). Self-Esteem Development Across the Lifespan. Current Directions in Psychological Science, 14(3), 158-162.

Wainryb, C.; Shaw, L. A.; Langley, M.; Cottam, K.; Lewis, R. (2004). Children's Thinking About Diversity of Belief in the Early School Years: Judgments of Relativism, Tolerance, and Disagreeing Persons. Child Development, 75, 687-703.

Wainryb. SRCD Monograph.

Shweder, Neuropsychology of morality.

Moral development and Self-Esteem