{"product_id":"infant-development-9780631217466","title":"Infant Development","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis work provides students with a selection of some of the key articles by researchers in this area of developmental psychology.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"What stands out is the excellent and up-to-date selection of essays in the volume on infant development which offered a very good balance between theory and empirical research.\" Infancia y Aprendizaje, vol 24(1), 2001.\u003cbr\u003e \u003cp\u003e\"If you have the time, read it. If you do not have the time, find it somehow\". \u003ci\u003eRuth Coppard, Educational Psychology in Practice, Vol 18, 2002\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eInfant Development: The Essential Readings\u003c\/i\u003e is accessible to the reader, illustrates the current work and controversies in the field, and shows diversity of research topics, according to the general definition of the parameters of the field. It is an informative source of information for anyone interested in learning about current research in infant developmental psychology. The editors have succeeded in the important task of providing an update on the research that has occurred in the past decade. Very few books with comparable information have been published since the 1980s. Although there are many volumes that focus on a narrower aspect of recent infant developmental research and many more than explain theories and applications of research to parents, this book discusses the theories and provides comprehensive and contextual information on a wider range of research in the field.\" \u003ci\u003eSarah Duman, University of Southern California, APA Review of Books, December 2003\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface. \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eInfancy Research: History and Methods: Darwin Muir and Alan Slater.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Theoretical Issues\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eWhy Do Infants Do What They Do?.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e1. Shifting the Focus From What to Why: C. Rovee-Collier.\u003c\/p\u003e \u003cp\u003eThe Origins of Knowledge: Nature versus Nurture.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e2. Nativism, Empiricism, and the Origins of Knowledge: E.S. Spelke.\u003c\/p\u003e \u003cp\u003eConnectionist Modeling.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e3. Connectionist Modeling and Infant Development: D.Mareschal.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Sensation and Perception\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eFetal Sensitivity to Touch.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e4. Maturation of Human Fetal Responses to Vibroacoustic Stimulation: B.S. Kisilevsky, D.W. Muir, and J.A. Low.\u003c\/p\u003e \u003cp\u003eEarly Visual perception.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e5. Visual perception in the Young Infant: Early Organization and Rapid Learning: A. Slater.\u003c\/p\u003e \u003cp\u003eIntermodal Perception.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e6. Increasing Specificity in the Development of Intermodal Perception: L. Bahrick. Social Perception.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e7. Look at Me: Five-Month-Old Infants' Sensitivity to Very Small Deviations in Eye-Gaze During Social Interactions: L.A. Symons, S.M. Hains, and D.W. Muir.\u003c\/p\u003e \u003cp\u003eSpeech Perception.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e8. Becoming a Native Listener: J.F. Werker.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Cognitive Development\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eNewborn Imitation.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e9a. Imitation of Facial and Manual Gestures by Human Neonates: A.N. Meltzoff, and M.K Moore.\u003c\/p\u003e \u003cp\u003e9b. Resolving the Debate about Early Imitation: A.N. Meltzoff, and M.K. Moore.\u003c\/p\u003e \u003cp\u003eInfant Counting.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e10. Addition and Subtraction by Human Infants: K. Wynn.\u003c\/p\u003e \u003cp\u003eLearning About the Physical World.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e11. How Do Infants learn About the Physical World? R. Baillargeon.\u003c\/p\u003e \u003cp\u003eThe A-not-B Error.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e12. 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? A. Ahmed, and T. Ruffman.\u003c\/p\u003e \u003cp\u003ePredicting Later Intelligence.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e13. Why Does Infant Attention Predict Adolescent Intelligence? M. Sigman, S.E. Cohen, and L. Beckwith.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV: Social Development and Communication:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eInfant-Directed Speech.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e14. Infant Responses to Prototypical melodic Contours in Parental Speech: M. Papoušek, M.H. Bornstein, C. Nuzzo, H. Papoušek, and D. Symmes.\u003c\/p\u003e \u003cp\u003e15. Early Word Comprehension in 6-Moth-Olds: R. Tincoff, and P.W. Jusczyk.\u003c\/p\u003e \u003cp\u003eSocial Referencing.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e16. Maternal Emotional Signaling: Its Effect on the Visual Cliff Behavior of 1-Year-Olds: J.F. Sorce, R.N. Emde, J. Campos, and M.D. Klinnert.\u003c\/p\u003e \u003cp\u003eInfant Understanding of Others' Intentions and Theory of Mind.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e17. Fourteen-Through 18-Month-Old Infants.\u003c\/p\u003e \u003cp\u003eDifferentially Imitate Intentional and Accidental Actions: M. Carpenter, N. Akhtar, and M. Tomasello.\u003c\/p\u003e \u003cp\u003eSocial Attachments.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e18. Stability and Transmission of Attachment across Three Generations: D. Benoit, and K. Parker.\u003c\/p\u003e \u003cp\u003eInfants with Autism.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e19. An Experimental Investigation of Social-Cognitive Abilities in Infants with Autism: Clinical Implications: T. Charman, J. Swettenham, S. Baron-Cohen, A. Cox, G. Baird, and A. Drew.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":53515457921367,"sku":"9780631217466","price":116.06,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/bookcurl.com\/products\/infant-development-9780631217466","provider":"Book Curl","version":"1.0","type":"link"}