Development in infancy:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Weitere Verfasser: | |
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge
2024
|
| Ausgabe: | Sixth edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xiv, 452 Seiten Illustrationen, Diagramme |
| ISBN: | 9781032374390 9781032374352 |
Internformat
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Datensatz im Suchindex
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ontents Preface Acknowledgements 1 Introduction Why Study Infants? 1 How Do Biology and Experience Jointly Shape Infant Development? 3 Past Perspectives on Nature and Nurture 3 Present Perspectives on Nature with Nurture 4 What Are the Processes by Which Biology and Experience Operate in Development? 7 Are Early Experiences Long-Lasting? 10 Proponents of the Importance of Early Experience 11 What Are the Main Differences Between Stability and Continuity? 13 Emotional Availability: An Example of Stability and Continuity 14 Three Models of Stability 15 Normative Development Versus Individual Variation 16 What Are Developmental Stages and How Do They Help Us Understand Infancy? 18 What Are the Social, Political, and Economic Implications of Understanding Development in Infancy? 20 What Is a Systems Approach to Understanding Infant Development? 24 Self-Produced Locomotion: An Example of a Systems Perspective 25 What Are the Four Main Questions Asked About a Behavior? 26 Summary 27 xiii xv 1
2 The Many Ecologies of Infancy 29 In What Direct and Indirect Ways Do Parents Influence Infant Development? 30 Direct Effects—Heritability 30 Direct Effects—Parenting 33 Indirect Effects 36 How Do Infant-Parent, Infant-Sibling, and Infant-Peer Relationships Differ? 39 Sibling Relationships 40 Developing Relationships with Other Children 42 In What Ways Does Regular Nonparental Care— Daycare—Affect Infant Development? 44 Do Early Social Experiences Vary Across Economic Strata? 48 Do Early Social Experiences Vary Across Cultures? 50 In What Ways Do Early Social Experiences Vary Among Families Who Move to a New Culture? 54 Summary 56 3 Methods of Research in Infancy In What Ways do Studies, Interviews, and Tests Contribute to Understanding Infancy? 60 Baby Biographies and Case Studies 60 Systematic Observations 62 Interviews, Questionnaires, and Structured Tests 65 What Information is Gained from Measures of Infants’ Autonomic and Central Nervous Systems? 67 Autonomic Nervous System 67 Central Nervous System 68 How Do We Make Inferences from Infants’ Behavior? 72 Natural Preference 73 Conditioning 73 Habituation, Novelty Responsiveness, and Violation of Expectation 75 Adaptive Responses 76 How do we Study Development in and Between Infants? 78 How Do We Study the Intersection of Biological and Experiential Influences on Development? 80 True Experiments 80 Natural Experiments 81 Twin and Adoption Designs 83 Specialized Developmental Designs 84 How Do Statistical Analyses Inform the Design and Interpretation of Infancy Studies? 85 Correlation and Causality 85 Reliability and
Validity 87 59
CONTEN Multiple Assessments and Converging Operations 88 What Contextual, Situational, Performance versus Competence, and Ethical Considerations Are Needed When Conducting Research with Infants? 90 Context 90 State 91 Performance Versus Competence 91 Ethics 92 Summary 93 4 Prenatal Development, Birth, and the Newborn 95 What Are the Genetic Underpinnings of Development? 95 How Are the Stages of Prenatal Development Defined? 100 Zygotic Period 100 Embryonic Period 100 Fetal Period 101 What Prenatal Factors Shape Development? 102 Maternal Characteristics 103 Disease 105 Drugs 106 Environmental Toxins 108 Timing and Comorbidity 108 How Does Birth Affect Infants and Parents? 110 How Does Preterm Birth Affect Development? 112 How Are Newborns’ Characteristics Assessed? 114 What Is the Purpose of Infant Reflexes? 115 How Do the Sensory Systems Develop? 116 Touch, Taste, and Smell 118 Audition and Vision 120 Summary 121 5 Physical and Motor Development in Infancy What Basic Principles Describe Physical and Motor Development in Infancy? 123 What Are the Main Components of the Central Nervous System? 128 What Are States of Arousal, and How Does Their Organization Change in Infancy? 128 How and Why Do Neurons, Dendrites, Axons, Synapses, and Neural Networks Develop? 132 The Cellular Level 133 Brain Structure 138 How Is the Brain Changed by Experience? 140 123
What Is the Progression of Motor Development in Infancy? 143 The Role of Experience in Shaping Motor Development 147 How Does Motor Development Connect to other Domains? 149 Summary 150 6 Perceptual Development in Infancy 153 How and Why Has Early Perceptual Development Served as a Battleground Between Nativists and Empiricists? 154 The Nativist-Empiricist Debate 154 Developmental Science: The Case of Depth Perception 155 How Do Infants Perceive Depth? 157 How Well Do Infants See Detail and Color? 160 Visual Acuity 160 Color Vision 161 What Factors Influence Attention? 163 When and How Do Infants Perceive Forms, Orientation, and Movement? 165 Pattern, Shape, and Form 166 Viewpoint Invariance 168 Movement 169 How Well do Infants Hear Sounds, Including Speech? 171 Basic Auditory Processes 172 Speech Perception 173 How and When Do Infants Perceive Multimodally? 176 How Do Perception and Action Interact? 178 What Are the Several Roles of Experience in Early Perceptual Development? 181 Summary 182 7 Cognitive Development in Infancy What Are the Distinguishing Characteristics of Piaget’s Theory of Cognitive Development in Infancy? 186 The Scheme 187 Adaptation 188 Action as the Basis of Knowledge 189 What Features Characterize Stages of Infant Development? 189 Stage 1: Reflexive Schemes (Birth to 1 Month) 189 Stage 2: Primary Circular Reactions (1 to 4 Months) 190 185
Stage 3: Secondary Circular Reactions (4 to 8 Months) Stage 4: Coordination of Secondary Circular Reactions (8 to 12 Months) 190 Stage 5: Tertiary Circular Reactions (12 to 18 Months) 191 Stage 6: Mental Representation (18 to 24 Months) 193 Décalage 193 Why and How Have Post-Piagetian Developmentalists Challenged Piaget’s Theory? 194 Object Permanence 195 Imitation 197 What Are the Three Major Types of Learning? 200 Classical Conditioning 201 Operant Conditioning 202 Observational Learning or Imitation 202 Limiting Conditions on Learning 203 How Does the Information-Processing Perspective Describe Cognitive Development? 204 Habituation and Novelty Responsiveness 204 Individual Variation and Stability 205 Developmental Changes in Information Processing 207 How Does Cognition Vary Across Cultures and Contexts? 207 How Do Parents Shape Infant Cognition? 209 The Joint Contribution of Parent and Infant 211 Summary 212 8 Mental Representation in Infancy What is Mental Representation? 215 How Does Memory Develop in Infancy? 217 What Factors Affect How Well Infants Remember? 219 What is Categorization? 224 How is Categorization Tested in Infancy? 225 How Does Categorization Change Across Infancy? 228 How Flexible is Infants’ Categorization? 231 When Do Categories Become Concepts? 232 How is Play Mental Representation? 233 How Does Play Change Across Infancy? 234 How Do Interactions with Adults and Other Children Shape Infants’ Play? 237 How Does Play Vary Across Social and Cultural Contexts? 241 Summary 242 190 215
9 Language Development in Infancy 245 What Are the Four Broad Domains of Language? 246 How Do Infants Acquire Language, and How Does Acquisition Vary in Individual Infants? 246 Comprehension and Production 247 Individual Variation 248 What Are Infants’ Earliest Utterances Like? 250 Prelinguistic Sounds 251 How Do Infants Learn New Words? 254 Reference and First Words 255 The Problem of Word Learning 256 Individual Differences in Vocabulary Learning 259 What Supports Do Infants Have for Learning Language? 262 Child-Directed Speech 262 Turn Taking 263 Gesture and Joint Attention 264 Labeling 265 Language Regularities 266 How Do Infants Put Words Together? 267 How Are Infants Neurologically Prepared for Language Learning? 270 How Do Infants Learn More Than One Language at the Same Time? 272 Summary 274 10 Emotions and Temperament in Infancy What Are Emotions? 278 Structural Perspectives 279 Functional Perspectives 280 How Well Do Learning, Psychoanalytic, Cognitive, and Ethological Theories Explain Emotional Development? 282 Learning Theories 282 Cognitive Theories 283 Psychoanalytic Theories 284 Ethological Theories 285 How Do Infants’ Emotional Expressions Develop? 286 Distress 286 Sadness 287 Fear 287 Joy 288 Change in Emotional Expressiveness with Age and Experience 288 How Sensitive Are Infants to Others’ Emotional Signals? 292 277
ITENTS ШШ9 What is Temperament and What Determines Temperament? 294 What Are the Principal Dimensions of Infant Temperament? 296 The Clinical Perspective 296 Behavior Genetics Perspective 297 Biological and Psychological Factors 298 How Stable is Temperament? 299 Does Temperament Differ Across Cultures? 300 Summary 303 11 Developing Relationships in Infancy What Are the Phases of Caregiver-Infant Attachment? 306 Phase 1 : Newborn Indiscriminate Social Responsiveness (1 to 2 Months of Age) 307 Phase 2: Discriminating Sociability (2 to 7 Months of Age) 308 Phase 3: Attachments (7 to 24 Months of Age) 309 Phase 4: Goal-Corrected Partnerships (Year 3 Onward) 310 How Do Infant Attachments Form? To Whom Do Attachments Form? 310 What Behavior Systems Are Relevant to Infant Attachment? 311 What is Security of Infant-Parent Attachment, and Why Are There Differences in Attachment? 314 Parent-Child Interaction 316 Temperament 317 How Stable and Valid Are Individual Differences in Infant Attachment Security? 317 Does Attachment Vary Across Cultures? 320 What Factors Affect the Quality of Caregiver Behavior? 321 Parental Biology 322 Parental Personality 323 Parental Cognitions 323 Parental Attachment Representations 324 Situational Factors 326 Infant Characteristics 326 Contexts of Class, Ethnicity, Culture, and Time 327 What Are the Principal Domains of Caregiver-Infant Interaction and How Stable Are They? 329 How Do Infant and Parent Gender Influence Infant-Parent Relationships and Infant Development? 331 Summary 335 305
xii CONTENTS 12 The Whole Child: Social Cognition 337 What Biases or Abilities Prepare Young Infants to be Social Partners? 338 Attention to Faces 338 Attention to Movement 339 Using Multiple Sources of Information 340 Finding Interactive Partners 340 What is the Importance of Turn Taking and Joint Attention? 341 How Do Infants Learn What to Interact With? 347 What Assumptions Govern Interactions? 350 Developing Concepts of Oneself 350 Developing a Theory of Mind 352 Who to Trust? 355 Summary 357 Conclusions 358 Glossary References Author Index Subject Index 361 377 435 443 |
| adam_txt |
ontents Preface Acknowledgements 1 Introduction Why Study Infants? 1 How Do Biology and Experience Jointly Shape Infant Development? 3 Past Perspectives on Nature and Nurture 3 Present Perspectives on Nature with Nurture 4 What Are the Processes by Which Biology and Experience Operate in Development? 7 Are Early Experiences Long-Lasting? 10 Proponents of the Importance of Early Experience 11 What Are the Main Differences Between Stability and Continuity? 13 Emotional Availability: An Example of Stability and Continuity 14 Three Models of Stability 15 Normative Development Versus Individual Variation 16 What Are Developmental Stages and How Do They Help Us Understand Infancy? 18 What Are the Social, Political, and Economic Implications of Understanding Development in Infancy? 20 What Is a Systems Approach to Understanding Infant Development? 24 Self-Produced Locomotion: An Example of a Systems Perspective 25 What Are the Four Main Questions Asked About a Behavior? 26 Summary 27 xiii xv 1
2 The Many Ecologies of Infancy 29 In What Direct and Indirect Ways Do Parents Influence Infant Development? 30 Direct Effects—Heritability 30 Direct Effects—Parenting 33 Indirect Effects 36 How Do Infant-Parent, Infant-Sibling, and Infant-Peer Relationships Differ? 39 Sibling Relationships 40 Developing Relationships with Other Children 42 In What Ways Does Regular Nonparental Care— Daycare—Affect Infant Development? 44 Do Early Social Experiences Vary Across Economic Strata? 48 Do Early Social Experiences Vary Across Cultures? 50 In What Ways Do Early Social Experiences Vary Among Families Who Move to a New Culture? 54 Summary 56 3 Methods of Research in Infancy In What Ways do Studies, Interviews, and Tests Contribute to Understanding Infancy? 60 Baby Biographies and Case Studies 60 Systematic Observations 62 Interviews, Questionnaires, and Structured Tests 65 What Information is Gained from Measures of Infants’ Autonomic and Central Nervous Systems? 67 Autonomic Nervous System 67 Central Nervous System 68 How Do We Make Inferences from Infants’ Behavior? 72 Natural Preference 73 Conditioning 73 Habituation, Novelty Responsiveness, and Violation of Expectation 75 Adaptive Responses 76 How do we Study Development in and Between Infants? 78 How Do We Study the Intersection of Biological and Experiential Influences on Development? 80 True Experiments 80 Natural Experiments 81 Twin and Adoption Designs 83 Specialized Developmental Designs 84 How Do Statistical Analyses Inform the Design and Interpretation of Infancy Studies? 85 Correlation and Causality 85 Reliability and
Validity 87 59
CONTEN Multiple Assessments and Converging Operations 88 What Contextual, Situational, Performance versus Competence, and Ethical Considerations Are Needed When Conducting Research with Infants? 90 Context 90 State 91 Performance Versus Competence 91 Ethics 92 Summary 93 4 Prenatal Development, Birth, and the Newborn 95 What Are the Genetic Underpinnings of Development? 95 How Are the Stages of Prenatal Development Defined? 100 Zygotic Period 100 Embryonic Period 100 Fetal Period 101 What Prenatal Factors Shape Development? 102 Maternal Characteristics 103 Disease 105 Drugs 106 Environmental Toxins 108 Timing and Comorbidity 108 How Does Birth Affect Infants and Parents? 110 How Does Preterm Birth Affect Development? 112 How Are Newborns’ Characteristics Assessed? 114 What Is the Purpose of Infant Reflexes? 115 How Do the Sensory Systems Develop? 116 Touch, Taste, and Smell 118 Audition and Vision 120 Summary 121 5 Physical and Motor Development in Infancy What Basic Principles Describe Physical and Motor Development in Infancy? 123 What Are the Main Components of the Central Nervous System? 128 What Are States of Arousal, and How Does Their Organization Change in Infancy? 128 How and Why Do Neurons, Dendrites, Axons, Synapses, and Neural Networks Develop? 132 The Cellular Level 133 Brain Structure 138 How Is the Brain Changed by Experience? 140 123
What Is the Progression of Motor Development in Infancy? 143 The Role of Experience in Shaping Motor Development 147 How Does Motor Development Connect to other Domains? 149 Summary 150 6 Perceptual Development in Infancy 153 How and Why Has Early Perceptual Development Served as a Battleground Between Nativists and Empiricists? 154 The Nativist-Empiricist Debate 154 Developmental Science: The Case of Depth Perception 155 How Do Infants Perceive Depth? 157 How Well Do Infants See Detail and Color? 160 Visual Acuity 160 Color Vision 161 What Factors Influence Attention? 163 When and How Do Infants Perceive Forms, Orientation, and Movement? 165 Pattern, Shape, and Form 166 Viewpoint Invariance 168 Movement 169 How Well do Infants Hear Sounds, Including Speech? 171 Basic Auditory Processes 172 Speech Perception 173 How and When Do Infants Perceive Multimodally? 176 How Do Perception and Action Interact? 178 What Are the Several Roles of Experience in Early Perceptual Development? 181 Summary 182 7 Cognitive Development in Infancy What Are the Distinguishing Characteristics of Piaget’s Theory of Cognitive Development in Infancy? 186 The Scheme 187 Adaptation 188 Action as the Basis of Knowledge 189 What Features Characterize Stages of Infant Development? 189 Stage 1: Reflexive Schemes (Birth to 1 Month) 189 Stage 2: Primary Circular Reactions (1 to 4 Months) 190 185
Stage 3: Secondary Circular Reactions (4 to 8 Months) Stage 4: Coordination of Secondary Circular Reactions (8 to 12 Months) 190 Stage 5: Tertiary Circular Reactions (12 to 18 Months) 191 Stage 6: Mental Representation (18 to 24 Months) 193 Décalage 193 Why and How Have Post-Piagetian Developmentalists Challenged Piaget’s Theory? 194 Object Permanence 195 Imitation 197 What Are the Three Major Types of Learning? 200 Classical Conditioning 201 Operant Conditioning 202 Observational Learning or Imitation 202 Limiting Conditions on Learning 203 How Does the Information-Processing Perspective Describe Cognitive Development? 204 Habituation and Novelty Responsiveness 204 Individual Variation and Stability 205 Developmental Changes in Information Processing 207 How Does Cognition Vary Across Cultures and Contexts? 207 How Do Parents Shape Infant Cognition? 209 The Joint Contribution of Parent and Infant 211 Summary 212 8 Mental Representation in Infancy What is Mental Representation? 215 How Does Memory Develop in Infancy? 217 What Factors Affect How Well Infants Remember? 219 What is Categorization? 224 How is Categorization Tested in Infancy? 225 How Does Categorization Change Across Infancy? 228 How Flexible is Infants’ Categorization? 231 When Do Categories Become Concepts? 232 How is Play Mental Representation? 233 How Does Play Change Across Infancy? 234 How Do Interactions with Adults and Other Children Shape Infants’ Play? 237 How Does Play Vary Across Social and Cultural Contexts? 241 Summary 242 190 215
9 Language Development in Infancy 245 What Are the Four Broad Domains of Language? 246 How Do Infants Acquire Language, and How Does Acquisition Vary in Individual Infants? 246 Comprehension and Production 247 Individual Variation 248 What Are Infants’ Earliest Utterances Like? 250 Prelinguistic Sounds 251 How Do Infants Learn New Words? 254 Reference and First Words 255 The Problem of Word Learning 256 Individual Differences in Vocabulary Learning 259 What Supports Do Infants Have for Learning Language? 262 Child-Directed Speech 262 Turn Taking 263 Gesture and Joint Attention 264 Labeling 265 Language Regularities 266 How Do Infants Put Words Together? 267 How Are Infants Neurologically Prepared for Language Learning? 270 How Do Infants Learn More Than One Language at the Same Time? 272 Summary 274 10 Emotions and Temperament in Infancy What Are Emotions? 278 Structural Perspectives 279 Functional Perspectives 280 How Well Do Learning, Psychoanalytic, Cognitive, and Ethological Theories Explain Emotional Development? 282 Learning Theories 282 Cognitive Theories 283 Psychoanalytic Theories 284 Ethological Theories 285 How Do Infants’ Emotional Expressions Develop? 286 Distress 286 Sadness 287 Fear 287 Joy 288 Change in Emotional Expressiveness with Age and Experience 288 How Sensitive Are Infants to Others’ Emotional Signals? 292 277
ITENTS ШШ9 What is Temperament and What Determines Temperament? 294 What Are the Principal Dimensions of Infant Temperament? 296 The Clinical Perspective 296 Behavior Genetics Perspective 297 Biological and Psychological Factors 298 How Stable is Temperament? 299 Does Temperament Differ Across Cultures? 300 Summary 303 11 Developing Relationships in Infancy What Are the Phases of Caregiver-Infant Attachment? 306 Phase 1 : Newborn Indiscriminate Social Responsiveness (1 to 2 Months of Age) 307 Phase 2: Discriminating Sociability (2 to 7 Months of Age) 308 Phase 3: Attachments (7 to 24 Months of Age) 309 Phase 4: Goal-Corrected Partnerships (Year 3 Onward) 310 How Do Infant Attachments Form? To Whom Do Attachments Form? 310 What Behavior Systems Are Relevant to Infant Attachment? 311 What is Security of Infant-Parent Attachment, and Why Are There Differences in Attachment? 314 Parent-Child Interaction 316 Temperament 317 How Stable and Valid Are Individual Differences in Infant Attachment Security? 317 Does Attachment Vary Across Cultures? 320 What Factors Affect the Quality of Caregiver Behavior? 321 Parental Biology 322 Parental Personality 323 Parental Cognitions 323 Parental Attachment Representations 324 Situational Factors 326 Infant Characteristics 326 Contexts of Class, Ethnicity, Culture, and Time 327 What Are the Principal Domains of Caregiver-Infant Interaction and How Stable Are They? 329 How Do Infant and Parent Gender Influence Infant-Parent Relationships and Infant Development? 331 Summary 335 305
xii CONTENTS 12 The Whole Child: Social Cognition 337 What Biases or Abilities Prepare Young Infants to be Social Partners? 338 Attention to Faces 338 Attention to Movement 339 Using Multiple Sources of Information 340 Finding Interactive Partners 340 What is the Importance of Turn Taking and Joint Attention? 341 How Do Infants Learn What to Interact With? 347 What Assumptions Govern Interactions? 350 Developing Concepts of Oneself 350 Developing a Theory of Mind 352 Who to Trust? 355 Summary 357 Conclusions 358 Glossary References Author Index Subject Index 361 377 435 443 |
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| index_date | 2024-07-03T22:55:48Z |
| indexdate | 2024-10-01T14:01:06Z |
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| publisher | Routledge |
| record_format | marc |
| spelling | Arterberry, Martha E. ca. 20./21. Jh. Verfasser (DE-588)1264142889 aut Development in infancy Martha E. Arterberry, Marc H. Bornstein ; with Michael E. Lamb Sixth edition New York ; London Routledge 2024 xiv, 452 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Kleinstkind (DE-588)4073501-1 gnd rswk-swf Kleinstkind (DE-588)4073501-1 s Entwicklungspsychologie (DE-588)4014963-8 s DE-604 Bornstein, Marc H. 1947- Verfasser (DE-588)1051786711 aut Lamb, Michael E. 1953- (DE-588)131552422 ctb Erscheint auch als Online-Ausgabe 978-1-003-34026-3 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034635835&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Arterberry, Martha E. ca. 20./21. Jh Bornstein, Marc H. 1947- Development in infancy Entwicklungspsychologie (DE-588)4014963-8 gnd Kleinstkind (DE-588)4073501-1 gnd |
| subject_GND | (DE-588)4014963-8 (DE-588)4073501-1 |
| title | Development in infancy |
| title_auth | Development in infancy |
| title_exact_search | Development in infancy |
| title_exact_search_txtP | Development in infancy |
| title_full | Development in infancy Martha E. Arterberry, Marc H. Bornstein ; with Michael E. Lamb |
| title_fullStr | Development in infancy Martha E. Arterberry, Marc H. Bornstein ; with Michael E. Lamb |
| title_full_unstemmed | Development in infancy Martha E. Arterberry, Marc H. Bornstein ; with Michael E. Lamb |
| title_short | Development in infancy |
| title_sort | development in infancy |
| topic | Entwicklungspsychologie (DE-588)4014963-8 gnd Kleinstkind (DE-588)4073501-1 gnd |
| topic_facet | Entwicklungspsychologie Kleinstkind |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034635835&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT arterberrymarthae developmentininfancy AT bornsteinmarch developmentininfancy AT lambmichaele developmentininfancy |