Twelve researchers from leading American universities present data of their studies and critically review it in contrast with other discoveries, emphasizing non-traditional and controversial approaches to the subject matter. The discussions concentrate on infant food deprivation, sucking, movement, perceptual organization, categorization in infancy, development of speech and locomotion, and mechanisms of sensory, attentional, and emotional development.. Research with older children charts developmental discoveries in symbolic play. Annotation c. by Book News, Inc., Portland, Or.
List of Contributors xi(1) Preface xii(2) Dedication xiv(5) Age, Food Deprivation, Nonnutritive Sucking, and Movement in the Human Newborn xix William Kessen Anne-Marie Leutzendorff Karen Stoutsenberger I. METHOD xx(2) A. Design xx(1) B. Subjects xx(1) C. Procedure xxi(1) D. Response Measures and Analysis xxi(1) II. RESULTS AND DISCUSSION xxii(4) III. REFERENCES xxvi Perceptual Organization and Categorization in Young Infants 1(36) Paul C. Quinn Peter D. Eimas I. INTRODUCTION: PARSING AND ORGANIZATION 2(1) II. PERCEPTUAL ORGANIZATION 2(8) A. Methodology 3(1) B. Configurational Invariance 3(1) C. Pattern-Line Effect 4(2) D. Global Precedence 6(2) E. Gestalt Grouping 8(2) III. PERCEPTUAL CATEGORIZATION 10(15) A. Methodology 11(2) B. Form Categorization 13(2) C. Categorization of Animal Species 15(3) D. A Role for A Priori Preferences 18(1) E. Development of Exclusivity 18(2) F. Cues for Differentiation 20(2) G. Grouping Into Superordinate-Like Structures 22(1) H. Spatial Categories 23(2) IV. THE GROWTH OF CONCEPTS 25(6) V. REFERENCES 31(6) Variations in Childrens Exploratory, Nonsymbolic, and Symbolic Play: An Explanatory Multidimensional Framework 37(42) Catherine S. Tamis-LeMonda Marc H. Bornstein I. INTRODUCTION--AN ORGANZATIONAL FRAMEWORK 38(3) II. DEVELOPMENTAL PROGRESSION IN CHILDRENS PLAY WITH OBJECTS 41(1) III. STUDYING PLAY 42(2) IV. FACTORS IN CHILDRENS EXPLORATORY, NONSYMBOLIC, AND SYMBOLIC PLAY WITH OBJECTS 44(23) A. Child Competencies in Relation to Play--Box B and Path 1 44(7)
1. Relations Between Play and Language 45(3)
2. Information Processing and Play 48(1)
3. Attentional Correlates of Play 49(2) B. The Childs Microenvironment in Relation to Play--Box C and Path 2 51(3) C. Parental Cognitions and Child Play--Box D and Path 4 54(6)
1. Domain Importance 55(1)
2. Domain Knowledge 55(4)
3. Relations Between Domain Importance and Domain Knowledge 59(1) D. Macroenvironments and Child Play--Box E, Paths 5 and 6 60(3) E. Child Effects--Paths 7 and 8 63(4) V. SUMMARY AND CONCLUSIONS 67(3) VI. REFERENCES 70(9) Categorization in Infancy 79(42) Harlene Hayne I. CATEGORIES AND CONCEPTS 80(1) II. METHODS FOR STUDYING CATEGORIZATION IN PREVERBAL INFANTS 80(9) A. Visual Attention Paradigms 81(1) B. Object Manipulation Paradigms 82(2)
1. Sequential-Touching Procedure 82(1)
2. Object-Examining Procedure 83(1) C. Mobile Conjugate Reinforcement Paradigm 84(5)
1. Simple Forgetting Procedure 85(1)
2. Reactivation Procedure 86(2)
3. Dependent Variables 88(1) III. CATEGORY TRAINING 89(2) IV. PRINCIPLES OF INFANT CATEGORIZATION 91(15) A. Physical Similarity 91(4) B. Functional Similarity 95(6) C. Contextual Similarity 101(5) V. TIME WINDOWS FOR CATEGORIZATION 106(4) VI. CONCEPTUAL REPRESENTATION 110(2) VII. CONCLUSIONS 112(2) VIII. REFERENCES 114(7) The Epigenetic Landscape Revisited: A Dynamic Interpretation 121(40) Michael Muchisky Lisa Gershkoff-Stowe Emily Cole Esther Thelen I. INTRODUCTION 122(1) II. DEVELOPMENT AS A DYNAMIC SYSTEM 123(4) A. Major Tenets of Developmental Dynamic Systems Theory 124(3) III. THE LANDSCAPE AS A DYNAMIC SYSTEM 127(9) A. Waddingtons Landscape 127(2) B. The Dynamic Landscape 129(7)
1. State Dynamics 131(3)
2. Graph Dynamics 134(1)
3. Parameter Dynamics 135(1) IV. A DYNAMIC LANDSCAPE FOR THE DEVELOPMENT OF LOCOMOTION 136(7) A. Characteristics of the Landscape in the Newborn Period 137(3) B. Weight Bearing 140(1) C. Transition to Dynamic Balance 140(1) D. The Locomotion Underscape 141(2) V. SPEECH LANDSCAPE 143(7) A. Initial Conditions: Phonation Stage 144(3) B. Gooing Stage 147(1) C. Expansion Stage 147(1) D. Canonical Babbling Stage 148(1) E. Variegated Babbling Stage 149(1) F. Word Formation Stage 150(1) VI. USING A LANDSCAPE TO GUIDE EMPIRICAL STUDIES 150(5) VII. CONCLUSION 155(1) VIII. REFERENCES 156(5) From Cortex to Cognition: Cognitive neuroscience studies of infant attention and perception 161(58) Marc Johnson I. INTRODUCTION 162(1) II. CONCEPTUAL AND METHODOLOGICAL ISSUES 163(1) III. VISUAL ORIENTING AND ATTENTION 164(21) A. Introduction 164(2) B. Cortical Development and Visual Orienting in Early Infancy 166(7) C. The Transition to Endogenous Control 173(5)
1. Johnson, Posner, and Rothbart (1991) 173(2)
2. Johnson (1994d) 175(2)
3. Gilmore and Johnson (1995) 177(1) D. The Transition to Covert Orienting 178(6)
1. Johnson and Tucker (in press) 179(3)
2. Johnson, Posner, and Rothbart (1994) 182(2) E. Future Directions: The Cortical Basis of Covert Orienting 184(1) IV. THE DEVELOPMENT OF FACE RECOGNITION 185(22) A. Introduction 185(1) B. An Animal Model: Imprinting in the Domestic Chick 186(9)
1. Introduction 186(3)
2. The OReilly and Johnson (1994) Model 189(4)
3. Predispositions and Plasticity Learning in Filial Imprinting 193(2) C. Face Processing in the Human Infant 195(11)
1. Introduction 195(1)
2. Johnson, Dziurawiec, Ellis, and Morton (1991) 196(3)
3. Newborns Responses to Faces: Sensory or Structural? 199(1)
4. Are Newborns Responses to Faces Subcortical? 200(2)
5. Cortical Development and Face Recognition 202(4)
6. The Development of Face Recognition: A Two-Process Model 206(1) D. Future Directions 206(1) V. CONCLUSIONS 207(1) VI. REFERENCES 208(11) Probing Basic Mechanisms of Sensory, Attentional, and Emotional Development: Modulation of the Infant Blink Response 219(38) Marie Balaban I. INTRODUCTION: REFLEX MODULATION AND DEVELOPMENT 220(1) II. THE BLINK RESPONSE AND ITS MEASUREMENT 221(2) A. The Blink Component of Startle 221(1) B. Methods of Blink Measurement 222(1) III. NEURAL ORGANIZATION OF STARTLE BLINK REFLEXES 223(4) A. Efferent Pathways 223(1) B. Afferent Pathways 224(3)
1. Cutaneous Blinks 225(1)
2. Acoustic Blinks 225(1)
3. Visual Blinks 226(1)
4. Blinks to Sudden Movement Toward Eyes 226(1) C. Neurotransmitter Systems Involved in Startle 227(1) D. Intrinsic and Extrinsic Blink Pathways 227(1) IV. DEVELOPMENT OF STARTLE BLINK REFLEXES 227(4) A. Development of Cutaneous Blinks 227(2) B. Development of Acoustic Blinks 229(1) C. Development of Visual Blinks 230(1) D. Development of Comparisons Across Modalities 230(1) E. Development of Blink to Sudden Movement 231(1) F. Summary: Development of the Blink Component of Startle 231(1) V. DEVELOPMENT OF STARTLE MODULATION: SENSORY INFLUENCES 231(7) A. Blink Augmentation by Simultaneous Stimulation 231(2) B. Blink Augmentation by Sustained Prestimulation 233(1) C. Blink Modulation by Prior Transient Stimulation: Facilitation and Inhibition 234(3) D. Summary: Development of Sensory Modulation 237(1) VI. ATTENTIONAL INFLUENCES ON BLINK REFLEXES 238(4) A. Warning and Modality-Selective Effects 238(1) B. Development of Modality-Selective Influences 239(3) VII. EMOTIONAL INFLUENCES ON BLINK REFLEXES 242(6) A. Fear-potentiated Startle in Rats 243(1) B. Affective Modulation in Adults 243(1) C. Affective Modulation in Infants 244(4) VIII. CONCLUSION: RELATIONS BETWEEN EMOTIONAL AND ATTENTIONAL MODULATORY PROCESSES 248(1) IX. REFERENCES 248(9) Author Index 257(12) Subject Index 269
CAROLYNE ROVEE-COLLIER is Professor II of Psychology at Rutgers University. SHe is recognized as having founded the field of infant long-term memory and is currently funded by the National Institute of Mental Health for research on infant learning and memory. She has authored more than 180 publications.
LEWIS P. LIPSITT is professor emeritus of psychology, medical science, and human development at Brown University, where he continues as research professor of psychology.
HARLENE HAYNE is professor at the department of psychology, University of Otago, New Zealand. Her focus in on the development of learning and memory in infants and young children.
