PSY 430 - N Psychology of Infancy, Spring 2021
TuTh 8:00AM - 9:15AM

Department of Psychology, University of Miami

Daniel Messinger, Ph.D., [email protected]

Office Hours: Thursday 12:45 - 1:45, and by appointment

Required Readings: The class is a seminar with students reading and discussing key journal articles and reviews, which are linked to this syllabus. Readings are chosen to provide exposure to the theory, methods, and findings of current developmental research. One reading will be assigned for each class. Reading assignments marked "Extra" are suggested but not required.

Format. The instructor will introduce key concepts, issues, and lines of research. Students are expected to take an active role in discussing and developing topics under consideration. Everyone is expected to complete all assigned readings and actively contribute to discussion.

Participation. Participation refers to your level of engagement in class (30 points). Participation includes submission of at least 12 substantive questions/comments/responses to the Blackboard Discussion Board. Participation also 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. Attendance is mandatory.

Project. There are two main project choices, annotated bibliography and section summary (70 points). We will devote class time and specific class meetings to the project. All written assignments must be single spaced with an additional space between paragraphs (1” margins, 12 point font). Only assignments turned in on time will be graded. Most assignments will be submitted on Blackboard, typically using SafeAssign as an originality check.

The main project for the class will be the development of an annotated bibliography that corresponds to the revision of Infant Development: A Topical Approach (2nd Ed), that I am revising. You will choose one of seven chapters (Cognition, Communication, Emotion, Parenting, Family, and Individual Differences). The choice of chapters and the entire assignment will be a collaborative exercise. My hope is that the annotated bibliography will support my revision of the textbook. I intend to acknowledge all individuals who submit an annotated bibliography in the textbook. The collaborative steps for the annotated bibliography are:

1. Hyperlink current citations in your chapter. This is an exercise in critical reading that will familiarize you with the current content of the chapter. I will provide you with a Google doc of the chapter and its current citations (if you want to edit in Word, that is also possible). You will supplement the written text of those citations with hyperlinks to the source articles on the web.

2. Develop a list of approximately 50 agreed upon citations of empirical articles that update the current citations and cover roughly the same material as the previous citations and expand upon them. When you submit, I will indicate which articles should be replaced by new articles that I will work with you to identify.

3. Write a 2-3 sentence relatively simple summary of each article that identifies the age of the infants and describes the study methods (what was done) in one sentence, and the primary findings of the article in one to two sentences. This is an exercise in digesting and disseminating results.

Section summary project. Summarize one of three sections (Cognitive Deveopment, Language, or Emotional and Social Development) in The Cambridge Handbook of Infant Development. Each section consists of four chapters. Summaries will be four single-space pages and will follow the headings and subheadings of the target chapter. The first two chapter summaries will be worth 15 points each (due Feb 25 & Mar 18) and the last two will be worth 20 points each (due Apr 1 and Apr 29).

Facilitating Discussion:

Presentations. Students will be responsible for presenting an article and facilitating class discussion approximately once during the semester (30 points). Your presentation should cover the article’s unique contribution, integrative themes across the readings (particularly for that day), the pros and cons of different research methods for addressing the topic, and ideas regarding potential future directions/applications of the findings. Your discussion should address discussion questions that students post on Blackboard prior to class. You should be familiar with the entire PowerPoint presentation for that day and be prepared to field questions and lead discussion integrating the article you are presenting with other content.

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), which includes a leadership role in that day’s discussion. Hallmarks of quality involve identifying strengths of the article, weaknesses, and specific, article-pertinent ideas for addressing those weaknesses. Weaker presentations often focus on common methodologic weaknesses without identifying solutions. Stronger presentations often focus on key strengths and results.

Slides. Your presentations should use Power-Point slides. I prefer figure-based presentations where the title of each slide is communicative (e.g., not “Results”) and slide titles do not repeat. I prefer large text (> 24 font). In some instances, online slides exist with which to present your article. As needed, please edit the slides and/or create new slides. If you create new slides, please put your last name in the footer section of the slide (it’s your work). The new slides—only send the slides you will be presenting—will be due by email 12 hours before class. You should have a balance of presentations with respect to using existing slides and creating new ones.

Feedback. I am available to discuss articles before your presentation. We can discuss 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 you don't understand, come discuss it with me beforehand. .

Honor Code. Exams and final papers are governed by the honor code. They will be submitted through BlackBoard SafeAssign. They are governed by the Honor code. Please review the graduate honor code here.

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

Introduction to Class and Developmental Psychology (ppt1)

Additional reading:

Spencer, J. P., Perone, S., & Buss, A. T. (2011). Twenty years and going strong: A dynamic systems revolution in motor and cognitive development. Child Development Perspectives, 5, 260-266. 

More recent?

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

Additional reading:

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

Frank, M. C. (2019). Towards a more robust and replicable science of infant development. Infant Behavior and Development, 57, 101349. doi: 10.1016/j.infbeh.2019.101349

The genetic basis of behavior and development (ppt8)

Chabris, C. F., Lee, J. J., Cesarini, D., Benjamin, D. J., & Laibson, D. I. (2015). The Fourth Law of Behavior Genetics. Current Directions in Psychological Science, 24(4), 304-312. doi:10.1177/0963721415580430

Additional reading:

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

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

Bedrosian, T. A., Quayle, C., Novaresi, N., & Gage, F. H. (2018). Early life experience drives structural variation of neural genomes in mice. Science, 359(6382), 1395-1399. doi:10.1126/science.aah3378 http://science.sciencemag.org/content/359/6382/1395.full.

The biological basis of behavior and development (ppt7)

Additional reading:

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

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

Culture in Development (ppt3)

Cristia, A., Farabolini, G., Scaff, C., Havron, N., & Stieglitz, J. (2020). Infant-directed input and literacy effects on phonological processing: Non-word repetition scores among the Tsimane’. PloS one, 15(9), e0237702. https://doi.org/10.1371/journal.pone.0237702

Additional reading:

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 

Culture in Development (ppt4).

Additional reading:

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

Feb 16.

Perceptual Development (ppt9)

Clerkin, E.M., Hart, E., Rehg, J.M., Yu, C., & Smith, L.B. (2017). Real-world visual statistics and infants' first-learned object names. Philosophical Transactions on The Royal Society B: Biological Science, 372(1711).

Jakobsen, K., Umstead, L., & Simpson, E. (2015). Efficient human face detection in infancy. Developmental Psychobiology, 58(1), 129-136. 

Additional reading:

Deen, B., Richardson, H., Dilks, D. D., Takahashi, A., Keil, B., Wald, L. L., Kanwisher, N., & Saxe, R. (2017). Organization of high-level visual cortex in human infants. Nature Communications, 8, 13995. doi: 10.1038/ncomms13995//www.nature.com/articles/ncomms13995#supplementary-information

Perceptual/Attention Development (ppt10).

Additional reading:

Yu, C. & Smith, L.B. (2017) Hand-eye coordination predicts joint attention. Child Development.

Feb 23. Cognitive Development (ppt11)

Joint attention Ostensive communication slides from cognitive should go here.

Additional reading:

Cognitive Development (ppt12)

Additional reading:

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

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

Language Development (ppt13)

Warlaumont, A. S., Richards., J. A., Gilkerson, J., & Oller, D. K. (2014). A social feedback loop for speech development and its reduction in autism. Psychological Science, 25(7), 1314–1324. doi: 10.1177/0956797614531023 [supplemental materials, Akhtar et al., commentary on Warlaumont, Warlaumont et al. response to Akhtar]

Additional reading:

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

Language Development (ppt14)

Additional reading:

Temperament and Emotion (ppt15)

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

Additional reading:

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.

Mar 11. Temperament and Emotion (ppt16)

Watts, T. W., Duncan, G. J., & Quan, H. (2018, January). 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

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

Additional reading:

Face-to-face interaction (ppt17) 

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

Additional reading:

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.

Expand ppt17 & 18 to 3 ppts ?

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.

Still-face (ppt17) 

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

Additional reading:

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.

Predicting attachment (ppt18) 

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

Additional reading:

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., 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. https://doi.org/10.1037/dev0000053

Socialization Experiences I. Parent-child relationships (ppt19)

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 

Additional reading:

Mar 30. (ppt23)

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

Additional reading:

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).

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 .

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

Apr 1 Final project and preschool predicts (ppt25)

Additional reading:

Final project and Physical growth and motor development.

Hoch, J., *Ossmy, O., W.G. Cole, S. Hasan, & Adolph, K. (in press). “Dancing” together: Infant-mother locomotor synchrony. Child Development.  https://doi.org/10.1111/cdev.13513

Additional reading:

Ossmy, O., Adolph, K.E. (2020). Real-time assembly of coordination patterns in human infants. Current Biology, 30, 1-10.

Hoch, J. E., Rachwani, J., & Adolph, K. E. (in press). Where infants go: Real-time dynamics of locomotor exploration in crawling and walking infants . Child Development.

Final project and Prematurity.

Extra:

Harshaw, C., & Lickliter, R. (2011). Biased embryos: Prenatal experience and the malleability of species-typical auditory preferences. Developmental Psychobiology, 53, 291-302.

Final project and Substance Exposure.

Eze N, Smith LM, LaGasse LL, Derauf C, Newman E, Arria A, Huestis MA, DellaGrotta SA, Dansereau LM, Neal C, Lester BM. (2016) School-Aged outcomes following prenatal methamphetamine exposure: 7.5-year follow-up from the Infant Development, Environment, and Lifestyle Study. The Journal of Pediatrics. EPub ahead of print: doi:10.1016/j.peds.2015.11.070.

Beyond Childhood: Transition to parenthood (ppt26)

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

Additional reading.

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 http://www.pnas.org/content/114/9/2361.full.pdf

Martin, K. B., Haltigan, J. D., Ekas, N., Prince, E. B., & Messinger, D. S.   Attachment security differs by later autism spectrum disorder: A prospective study. Developmental Science, n/a(n/a), e12953. doi:10.1111/desc.12953

Extra:

Constantino, J. N., Kennon-McGill, S., Weichselbaum, C., Marrus, N., Haider, A., Glowinski, A. L., Gillespie, S., Klaiman, C., Klin, A., & Jones, W. (2017). Infant viewing of social scenes is under genetic control and is atypical in autism. Nature, 547(7663), 340-344. doi: 10.1038/nature22999 http://www.nature.com/nature/journal/v547/n7663/abs/nature22999.html#supplementary-information

Nyström, P., Gliga, T., Jobs, E. N., Gredebäck, G., Charman, T., Johnson, M. H., ... & Falck-Ytter, T. (2018). Enhanced pupillary light reflex in infancy is associated with autism diagnosis in toddlerhood. Nature communications, 9(1), 1-5. https://www.nature.com/articles/s41467-018-03985-4#:~:text=The%20results%20of%20this%20study,at%203%20years%20of%20age.

Final project and Prosocial development, morality, and abuse.

(hamilin. abuse should go with peers? Or parenting? But not here)

Additional reading:

Coronavirus (COVID-19): Everyone—including faculty, staff, and students—is required to wear face coverings on campus. Students are required to do this at all times in the classroom and when physical distancing cannot be guaranteed. Faculty have the right to restrict a student from participating in class if the student does not follow University COVID-19 policies.

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.