Tuesdays and Thursdays, 8:00- 9:15
Flipse Building (5665 Ponce de Leon, attached to Parking Garage) Room 302

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

Daniel Messinger, Ph.D. ([email protected])
Office Hours (Flipse 308): Thursday 9:15-11:15, and by appointment   

For weekly papers:
Natalie Escobio Bustillo
Office Hours: Thursday, 11:00-12:00am,
[email protected], (305) 284-6677, Flipse 420

For research facilitation and final projects:
Brittany Lambert, M.S. Ed.
[email protected], (305) 284-1042, Flipse 116

In this class, you will learn about contemporary theory, research, and methodology regarding infant psychological development in two main ways. 

1) Every week, we will address one or two critical questions related to topics such as: Is infancy important? Genetic and environmental influences on development & temperament. Neurodevelopment & Risk, Resilience, & Intervention. Sensory development. Cognitive development. Social cognitive development, joint attention, and autism. Language development. Emotion & emotion regulation. Social Interaction - Face-to-face/Still-face. Precursors to attachment. What attachment predicts.  

My presentations will focus on these critical questions, as will your readings. Readings will be original research articles and chapters. We will also discuss and debate critical questions, and watch videotape examples, do small group exercises, in-class projects and quizzes to deepen our understanding of what babies are all about. Using these resources, you will, each week, hand in a one page (300 word) answer to one of the week's critical questions.  This includes all the questions listed under that critical question. There will also be pop quizzes and in-class writing to assess how well you are utilizing the readings and other resources. 

2) This course has a large research component in which you will select a final project topic and conduct a mini- empirical research project (collecting data relevant to infancy). One set of potential final project topics comes from my laboratory and includes: measuring the security of attachment, describing parent interaction strategies in the face-to-face/still-face procedure, predicting autism spectrum disorders (ASD) from free-play interactions between parent and one-year-old, predictors of response to intervention among toddlers with ASD, and enactive embodiment of toy movement in the Early Social Communication Scales. Other potential projects are described under the Critical Questions column below, while still others may stem from your own interests and resources. This will require you to bring a laptop computer to class for several class sessions. All final projects must be approved by me. FINAL PROJECT GUIDELINES .

As part of your final project, you will also conduct a critical reading the scientific literature summarizing and synthesizing five or more articles and/or reviews and/or scholarly books (books are equivalent to more than one article/review) on a topic of your choosing in infant development. You will turn in the summary/critiques of articles/reviews throughout the semester. I will help you with the selection of articles and with instruction on how to summarize and critique them. Your final project should reference any relevant material and assigned readings from class, but these do not count for your five readings ("extra" reading can count. Sources for papers for the final projects. Every empirical paper that you review should focus primarily on infant development, and be published in one of the following journals after 1990 to which you may or may not be able to link from here: Child Development, Infancy, Developmental Psychology, Developmental Science, Developmental Review, Development & Psychopathology, Pediatrics, Social Development, Psychological Bulletin, Intelligence, or the International Journal of Behavioral Development. All articles must have been published from 1990 to the present.

If you know what journal an article is in, you can review UM’s psychology databases here or review all of UM's electronic journal databases here. (Go here to learn more about doing research from off-campus.) Most of the PowerPoint lectures contain a list of helpful references as the final slide. Also, see the "References" section (p. 415) of Development for finding specific articles and chapters on a particular topic. You can also leaf through the journals above to find a topic that interests you. More references for final projects are on the syllabi of my graduate student courses which you can find here). Google scholar may be helpful as well.  

The final project will involve a 2,000 word research paper, presentation of your final project as a brief PowerPoint lecture to the class, and presenting your poster at a class poster session. Writing resources are available here. (A final project that involves a more extensive and formal empirical study is also a possibility, particularly for those of you conducting relevant research with psychologists in the department, could provide you with honors credit, and is required of students currently working in my lab.) Finally, final papers that involve contributing to Wikipedia are a possibility.

Attachment ratings. To produce research data for students that are interested in this topic--and to produce real data for publication--you are required to rate a set of videotapes related to infant attachment. You should not prepare for this rating, just show up. As a rater, you will be a research participant. If you don't want to do this, an alternative assignment is available. Ms. Lambert, one of the TAs will be your contact for making the ratings.

You can expect that this will be a difficult class, and that I will help you learn as much as you can, be available to meet, respond to your emails, return your assignments in a timely fashion, and help you tackle the new material you will be encountering. At the end of the course, you will know how to investigate an interesting subject in psychology by reviewing the scientific literature and will have experience in presenting your work in different forms. You will have an opportunity to read studies and make observations that are of special interest to you.  

Grading. Attendance is mandatory. Assignments will typically be assigned a percentage grade from 1 to 100. Some assignments will be graded pass/fail. You will receive feedback on your writing assignments.  In addition to turning in your assignments when they are due, you are responsible for collecting all your work for your final project and copies of the articles/reviews you used - in an individual portfolio.   Your final grade is based on 3 components.

I. Being in class on time, participating in large and small group discussions, in-class assignments, and participation in the class listserve via BlackBoard, pop quizzes, and the final.

15% 

II. Weekly writing assignments and quizzes (to do well on quizzes and pop quizzes, do the reading). 

35%  

III. Written, oral, and poster presentation of your final project (including empirical project). 

50% 

Submitting assignments. All assignments must be submitted on BlackBoard before the class for which they are due and a hard copy must be turned in at the beginning of class. All regular weekly writing assignments must be no more than 300 words and no longer than 1 single-spaced page. We will make extensive use of SafeAssignment. Be sure that SafeAssignment does not identify any of the main text of your your main final project assignments as duplicating work by others.

Integrity. This course will abide by the UM Honor Code: "On my honor, I have neither given nor received any aid on this paper." Review How to cite articles to avoid plagarism.

Honors. Honors credit is available and includes a more elaborate empirical and final project. Ask me.

Readings. Readings are available on-line (click the indicated reading; they are in Acrobat which can be downloaded here). Some of these readings are from Lamb, M. E., Bornstein, M. H., & Teti, D. M. (2002). Development in infancy: An introduction (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates. (Called, "Development" below.) If a reading assignment does not specify page numbers, the entire article is assigned. If a reading assignment is marked as "Extra," it is not required. Most lectures will be available from the links below and you can print them out as PowerPoint handouts before class. Please bring a hard copy of the assigned reading to class.

Writing (Writing Resources). All written assignments should be in complete sentences and use a terse style in which every word helps make your point. You should use the stylistic guidelines found in the Publication Manual of the American Psychological Association which is in the library and the bookstore. These will be particularly important for citing references and preparing bibliographies when you are writing your article summary/critiques and your empirical research reports.

Lateness Policy. All papers received after the class period in which they are due but before the start of the next class will receive a maximum of 50% credit. After this point, no credit will be given for a late paper. If an emergency prevents you from handing in an assignment on time, please provide me with documentation from a relevant professional (Dr., ER, therapist, etc).  

BlackBoard. Use BlackBoard to email all students in the class, myself, and the Teaching Assistants simultaneously. In general, use BlackBoard to ask and respond to questions about the reading, assignments, whatever is relevant to what we are studying. When you have a question for me that might be helpful to others, email it to everyone and I will respond. If you send me an email which does not contain personal information, I will forward it to the class. Participation in this class-wise email exchange is a form of class participation and will count toward that segment of your grade. I will not be able to accept any documents that contain computer viruses.  

You will need to be able to both send and receive emails from me. I will use this service for class-wide updates such as revised instructions on assignments, and feedback on your work. To receive these updates, you will need to have an email account that you regularly check, which is registered with the University system. You can check this and make changes at MyUM or BlackBoard (we are primarily using BlackBoard for email communication and posting assignments and an occasional lecture). 

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

Final Project A. Select and read first final project article -and post citation (author, year, title, journal, volume, pages) of article to class along with your current version of your final topic question (see above for finding journals). (You can change your final project topic if you wish).

Prenatal Development. Hepper.

Greenspan & Shanker (2004) (focus on first 2 pages and last 2 tables) 

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.

Defining development, prenatal development, brain development  

Define development. Argue for why you believe development does or does not have an endpoint.
Describe genetic and experiential factors in brain development referring to experience expectant and experience dependent factors.
Give examples of how prenatal sensory experience impacts sensory development.
Describe similarities between the brain development of the postnatal child and differences in the brains of adult humans and macaque monkeys?

Is it is all over after age 3?
What are some basic patterns of synaptic and brain development in infancy?
How they are influenced by experience?
What can go wrong in this pattern?
Provide examples from Nelson.

What is the take-home message of Thursday's reading, The Seductive Allure of Behavioral Epigenetics? 

Weekly Paper 1: Answer questions under, “Defining development, prenatal development, brain development” (one cell up & to right). Submit as hard copy and to BlackBoard.

Final. Your attachment ratings must be complete.

Extra:

Szyf, M. and J. Bick (2012). "DNA Methylation: A Mechanism for Embedding Early Life Experiences in the Genome." Child Development.

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

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

Moffitt, T. E., Caspi, A., & Rutter, M. (2006). Measured Gene-Environment Interactions in Psychopathology: Concepts, Research Strategies, and Implications for research, intervention, and public understanding of genetics. Perspectives on Psychological Science, 1(1), 5-27.

Gottlieb, G. (2003). On making behavioral genetics truly developmental. Human Development, 46(6), 337-355.

Environmental and genetic interaction  

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

How do environmental and genetic influences interact during prenatal development (provide examples)?
What is the difference between transactional and a behavioral genetics approach to gene * environment interactions?

Other resources:

Http://www.erin.utoronto.ca/~w3bio380/ an embryology course
http://www.ornl.gov/TechResources/Human_Genome/project/info.html

Final 1: Write out your final project question. Summarize article. Indicate how first article answers question. Indicate your next reading. (300 words). 

Extra Credit: Post baby picture to BlackBoard 

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

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

Adolph, K. E., S. R. Robinson, et al. (2008). "What is the shape of developmental change?" Psychological Review 115(3): 527-543.

 Development, chapter 3, (pp. 57-93) 

Physical growth and motor development:
What is neoteny?
What is the basic patterns of physical growth in infancy?  

What are the differences between individual and group growth curves?
List some major milestones and range of age of acquisition
What are some differences in the ordering of these milestones
What is the sway model?
How does mastering one milestone influence postural control in another

and, what is Couzin et al.'s thesis?' 

Weekly 2. Answer question under Physical growth and development and, what is Couzin et al.'s thesis?' 

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

Extra:

Poehlmann, J., Schwichtenberg, A. J. M., Bolt, D. M., Hane, A., Burnson, C., & Winters, J. Infant physiological regulation and maternal risks as predictors of dyadic interaction trajectories in families with a preterm infant. Developmental Psychology, 47(1), 91-105

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

Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997) . Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33(6), 1040-1053. &

Landry et al. (2000)  

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

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

Prematurity: Define prematurity. 

What factors predict the survival of premature infants  

How can prematurity be treated? 

What factors affect disability in the survivors? What types of disability and other outcomes are likely in survivors? 

How are mortality and morbidity rates of premature infants changing? 

If a baby is born 8 weeks premature, how long after birth would you conduct a 52 week assessment, after correcting for prematurity? 

How do socioeconomic status (maternal education) and prematurity to influence developmental outcome?  

What is the impact of variables such as maternal sensitivity on outcome – on which infants do they have the greatest impact? 

What interventions might improve the outcomes of premature infants (Kangaroo care, other types of physical contact) – please describe.  

How do you think public health policy should be structured to prevent negative developmental outcomes? 

What are the Fetal Origins of Adult Disease?  

Final 2: Write out your final project question. Summarize article. Indicate how second article answers question. Indicate your next reading. (300 words). How to write your summary.  

Reading:

Extra:

Sood, B., V. Delaney-Black, et al. (2001). "Prenatal Alcohol Exposure and Childhood Behavior at Age 6 to 7 Years: I. Dose-Response Effect." Pediatrics 108(2): e34.

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

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

Eiden, R. D., Edwards, E. P., & Leonard, K. E. (2002). Mother-infant and father-infant attachment among alcoholic families. Development and Psychopathology, 14(2), 253-278. doi: 10.1017/s0954579402002043

Eiden, R. D., Lewis, A., Croff, S., & Young, E. (2002). Maternal cocaine use and infant behavior. Infancy, 3(1), 77-96.

Eiden, R. D., Schuetze, P., & Coles, C. D. (2011). Maternal cocaine use and mother–infant interactions: Direct and moderated associations. Neurotoxicology and Teratology, 33, 120-128. 

Exposure: What is Frank et al.'s thesis about the current scientific literature (their major argument)? Describe typical levels of medical and social risk (including other types of exposure) in cocaine exposed children. Summarize findings from the Maternal Lifestyle Study with respect to self-regulation and feeding behavior, at one month, 4 month interaction, 18 month attachment, and Bayley mental, motor, and behavioral development between 1 and three years. Describe the bolded pathways leading 7-year behavior (CBCL) problems in Lester et al. (2009). Do you see a potential problem with any of those pathways? Describe the impact of prenatal alcohol exposure on childhood behavior in Sood et al. What is a dose-response effect? 

Weekly 3. Exposure and  from Caspi, what does it mean that 'the child is father of the man'?'

Reading: Caspi, 2000

Extra:

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

Fox, N. A., & Henderson, H. A. (1999). Does infancy matter? Predicting social behavior from infant temperament. Infant Behavior & Development, 22(4), 445-455. 

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

Temperament: What is temperament?
Describe your temperament using Thomas/Chess, Fox/Henderson or Caspi types
What is goodness-of-fit (give examples)?
What are pros and cons of laboratory behavioral and parent report measures of temperament?
What are three types of infants distinguished by Fox/Henderson and how do they develop?
Reference the DVD illustrating these infants from class.
Do you favor a person-centered or variable-centered approach to temperament and why?
What does 3 year old behavioral type predict in Caspi‘s studies?
What does it mean that the child is father to the man?

CBQ, Labtab, Kagan & Henderson videos 

Final 3: Write out your final project question. Indicate how previous articles answered question (stating what was found in a total of 3-5 sentences), then indicate how third article answers question (300 words total). Reference these articles (APA) and put citations at end and indicate your next proposed reading (this can be a second page).

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

Extra:

What are key tenets (propositions) of discrete emotion theory?
What evidence suggests infant emotion is discrete what evidence suggests it is not?
What is the main finding of the Oster studied reviewed by Camras and presented in the PPT? (Provide examples of two emotion).
Provide links to the best video you can (e.g. youtube) showing an infant expressing a discrete negative emotion that is not distress (e.g. anger, sadness, or disgust). What do you think this infant was feeling? Do you think infants can have emotions without being reflectively aware of what they are feeling?

Extra questions:
What evidence suggests that emotions are not discrete and may be more dynamic and functional?
Describe a study distinguishing between emotion and facial expression.
When do people smile?

Weekly  4: Discrete emotions (or Intensification) and What is the main point of, 'The eyes have it'?

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.

Extra:

Messinger: 'Positive and negative' & 'Afterword & “Smiling”  

Segal et al.  

Facial expression site:

http://www-2.cs.cmu.edu/~face/index2.htm  

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

Less Relevant examples:

Intensification: What evidence suggests that some smiles are more positive than others? What evidence suggests that the same facial actions are associated with more intense of stronger positive and negative emotions? What implications does this have for discrete emotion theory and how we understand the link between facial expression and emotion?  

Do infant smiles express a single index of positive emotion or different emotional qualities (like arousal)?  

What do portraits of facial expressions in time tell us about emotion and what program creates them? What do joystick ratings tell us about emotion and interaction?  

What evidence suggests infant emotion is discrete what evidence suggests it is not?  

–What evidence suggests that emotions are not discrete and may be more dynamic and functional?  

Extra: What are the biological bases of emotion? Are there feelings before there is a sense of self? What is emotion? Do facial expressions express emotions? Does this change with age? What emotions exist at what ages? How does emotion become regulated with age?   

Final 4: Write out your final project question. Indicate how previous articles answered questions (stating what they found in a total of 3-5 sentences), then indicate how fourth article answers question (300 words). Reference these articles (APA) and put citations at end and indicate your next proposed reading.

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.

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. lb8

Kaye, K., & Fogel, A. (1980). The temporal structure of face-to-face communication between mothers and infants.Developmental Psychology, 16(5), 454-464.  sr7

Beebe

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.

Early interaction: Process (early_interaction.ppt)

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?

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

Video A. Video B.

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?

The issue of maternal psychopathology. Play in the toddler. Belsky & Most. Fogel scales. Empathy.

Reading.

Extra:

Moore, G. A., Cohn, J. F., & Campbell, S. B. (2001). Infant affective responses to mother's still face at 6 months differentially predict externalizing and internalizing behaviors at 18 months. Developmental Psychology, 37(5), 706-714. 

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.

Baker J. K., Messinger, D.S., Lyons K.K., & Grantz, C.J. (2010). A Pilot Study of Maternal Sensitivity in the Context of Emergent Autism. Journal of Autism and Developmental Disorders, 40(8):988-999. NIHMS194102. 

Final 5: Write out your final project question. Indicate how previous articles answered questions (stating what they found in a total of 3-5 sentences), then indicate how fifth article answers question (300 words). Reference these articles (APA) and put citations at end and indicate/label your next proposed reading.  

Reading: Lamb et al. Development 371-393  

Extra: 

Erikson, E. (1950). Eight Ages of Man, Childhood and Society (pp. 247-254): Norton.  

Attachment site: http://johnbowlby.com  

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

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

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

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

Weekly Questions for 10/4 (with points per question):

What are the developmental stages of attachment? 10

What are  the evolutionary functions of attachment? 10

Describe the attachment system.20

What are key attachment concepts and what evidence is there that monkeys evidence these concepts (review Harlow film)? 20

How is security of attachment assessed in the Strange Situation? 10

Describe secure attachment and avoidant, anxious, and disorganized attachment, referring to the videos we viewed. 30

Academic Alert Grades Due in myUM

Weekly 6: Weekly Questions for 10/4

Reading: Development 385-393

Extra:

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

van IJzendoorn, M. H., K. A. Bard, M. J. Bakermans-Kranenburg and K. Ivan (2009). Enhancement of attachment and cognitive development of young nursery-reared chimpanzees in responsive versus standard care, Wiley Subscription Services, Inc., A Wiley Company. 51: 173-185.

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.

Extra: Chimp Attachment  

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?  

Final 6: Assignment: Register for and complete www.citiprogram.org. See Human Subjects Protection for details. 

Reading:

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.

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. The figure was correct.

Weekly 7: Predicting attachment security and What is the main point of the Van IJzendoorn (1999) article (below)?  

Reading: van IJzendoorn, M. H., Schuengel, C., & Bakermans Kranenburg, M. J. (1999). Disorganized attachment in early childhood: Meta-analysis of precursors, concomitants, and sequelae. Development and Psychopathology, 11(2), 225-249.

Empirical Project Review.  

Workshop on empirical project: You will collect data during this class session.   

Human Subjects Protection  

Extra. Development: What's infant development and how is it studied? Define development, and compare cross-sectional and longitudinal studies of development. Give examples to back up your point. Indicate how these types of research methods might address your preliminary final topic question.   

Development 57-72.

Please attend one (or both) showings of the movie "Babies" will be held next week. The first will be on Monday, October 15th at 3:00 p.m. in Flipse, Room 402 and the second will be on Tuesday, October 16th at 4:00 p.m. in Flipse, Room 302. The movie is an hour and a half long.
 

(DG)

18. Tuesday 3/24 

Reading:  

Final 7: For your empirical project, what is your plan? Indicate exactly what visits and procedures you will be looking at. Indicate how you will code and graphically analyze (chart) your data. Indicate what steps you will take to finish the project.

Empirical Project Review.  

Workshop on empirical project: You will collect data during this class session.   

Human Subjects Protection  

Weekly 8: Describe the contexts of infant development in the movie, Babies. 

Extra:
Wörmann, V., Holodynski, M., Kärtner, J., & Keller, H. (2012). A cross-cultural comparison of the development of the social smile: A longitudinal study of maternal and infant imitation in 6- and 12-week-old infants. Infant Behavior and Development, 35(3), 335-347. doi: 10.1016/j.infbeh.2012.03.002

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).TheEfeforager 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.

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?

Final 8. Empirical project draft due.

Reading:  Dawson, G., S. Rogers, et al. (2010). "Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model." Pediatrics 125(1): e17-e23.

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

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.           

Describe the results of the Linda Ray intervention. Describe the IHDP project and its major results at 3, 5, and 8 years. What is the animal model for early intervention? Describe the major results of the Abecedarian project.How do these results relate to those of the rat study? Argue for whether you think early intervention works, how long it works, and for whom it works? Should society devote resources to early intervention or later intervention? What did Yoder and Stone find? Explain how this is a moderated effect. What other autism intervention shows a moderated effect?

Extra: Childcare Link.How is the quantity and quality of child care associated with peer competence? Specifically, how does experience in child-care settings impact observed skill in peer play? And, what impact does quality of child care have on socioemotional and peer outcomes?

Final 9. Empirical project due.

Weekly 9: Intervention questions and What is the main point of the Leavens et al. (2005) reading? Weekly 9 will count as extra credit.

Leavens, D. A.; Hopkins, W. D.; Bard, K. A. (2005). Understanding the Point of Chimpanzee Pointing: Epigenesis and Ecological Validity. Current Directions in Psychological Science, 14, 185-189. 

Extra:

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

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. 

Gesture (give and take): Is infant communication necessarily verbal? 

What is the gestural advantage? 

What is the evidence that gestures have different social approach & instrumental functions?  

Do they change with age differently?  

Do they involve different expressive behaviors? 

What are anticipatory smiles? Do they increase with age? What predicts them and what are they predicted by? 

Final 10. Project Outline: Write out your final project question. Outline of your final project integrating readings and outlining how you will answer your final project question. 300 words. A sentence here will correspond to a paragraph of the final paper.

Reading: 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.

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

 DG

Weekly 10. “Autism and the broad autism phenotype” and What is the main point of Ibanez et al? 

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.

Extra: 

Development 279-285 & 296-327

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.)

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.

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?

Final 11: Draft of Poster as PowerPoint Handout

Reading: Werker, J. F., Yeung, H. H., & Yoshida, K. A. (2012). How Do Infants Become Experts at Native-Speech Perception? Current Directions in Psychological Science, 21(4), 221-226. doi: 10.1177/0963721412449459

Extra: Goldstein, M. H., & Schwade, J. A. (2008). Social Feedback to Infants' Babbling Facilitates Rapid Phonological Learning. Psychological Science, 19(5), 515-523. doi: 10.1111/j.1467-9280.2008.02117.x

Language overview: What is the normative course of infant language development? How do infant cries develop (directed and undirected)? What are the stages of development of non-cry vocalizations? What are some early milestones of verbal development (verbal development involves words)?  

Statistical Learning.  

Weekly 11: Language

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

Extra.

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

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

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

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

Language (individual differences): 

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

Final 12. Poster as PowerPoint Handout. Print no more than 4 slides per page.

Complete Language (individual differences): 

Weekly 12: Language (individual differences)

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

What is the main point of the visual cliff? 

Final 13. Post final version poster to BB and present poster in class.

Poster Session. Overview of Poster and Presentation

Thursday

Final 14. Post presentation to BB by 7am. Presentation must be named with your name.  Example

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

  Draft of your final paper.

Write three questions for the final exam based on your PowerPoint presentation. Your three questions should be central to your final question and each of the three questions should refer to a specific slide or slides. 

Paper writing workshop. You must bring a draft of your final paper to class.

Final Project Paper Due Paper Example

Paper Guidelines Paper Example (Empirical Project Focus)

Final Exam. 

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

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

Kahlenberg, S. M., & Wrangham, R. W. Sex differences in chimpanzees' use of sticks as play objects resemble those of children. Current biology : CB, 20(24), R1067-R1068.

Neonate: Neonatal imitation, smiling, reflexes, and feeding?Neonate: What do studies of neonatal imitation indicate? Based on your observations, can neonatal macaques imitate? What form do neonatal smiles have? Are they due to gas? Are they a reflex? What is a reflex? 

How do infant and mother interact (influence each other) during feeding? How is this and how is it not interaction? [How do your observations of feeding relate to this topic?]  

Extra: Sex differences. What infant sex differences are described by Weinberg et al. find? How can biological factors and differential social expectations influence sex differences? Weinberg

Weekly 4:  Intervention Questions and  What is Sigman et al.'s main finding? 

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

Extra: 

Rovee-Collier, C. (1996). Shifting the focus from what to why. Infant Behavior and Development, 19(4), 385-401. [Infant in ecological niche at various developmental stages.]    

Reading: Development 205-223 

Meltzoff. The case for a developmental cognitive science: Theories of people and things. 

Piaget and object constancy: What are assimilation and accomodation? How does Piaget believe that infants develop cognitively? Provide examples from video. What does Piaget think about the development of object constancy and the A-not-B error? What do Baillargeon's experiments say about object constancy? What might account for differences increased attention to violations of expectations regarding invisible objects but their deficits in reaching for those objects? Provide examples from video. Do you think infants can count? How is mental functioning assessed in infancy? 

Extra Reading: The origins of intelligence in children (pp. 331-337). New York: Norton.   

Baillargeon, R. (2004). Infants' physical world. Current Directions in Psychological Science, 13(3), 89-94. Example video. 

Extra: Ahmed, A., & Ruffman, T. (1998). Why do infants make A not B errors in a search task, yet show memory for the location of hidden objects in a nonsearch task? Developmental Psychology, 34(3), 441-453.  

Extra session    

Extra Topics: Perception