Now presented in two volumes, the second edition of The Wiley-Blackwell Handbook of Infant Development reflects the breadth of new topics and vast empirical knowledge relating to infancy research that has emerged in recent years. Updated and fully-revised, the handbook provides coverage of all the major areas of interest in infant development relating to both psychological research and applications and policy. Individual chapters across both volumes are written by leading international researchers and practitioners in the field - and provide the most up-to-date theoretical underpinnings and…mehr
Now presented in two volumes, the second edition of The Wiley-Blackwell Handbook of Infant Development reflects the breadth of new topics and vast empirical knowledge relating to infancy research that has emerged in recent years. Updated and fully-revised, the handbook provides coverage of all the major areas of interest in infant development relating to both psychological research and applications and policy. Individual chapters across both volumes are written by leading international researchers and practitioners in the field - and provide the most up-to-date theoretical underpinnings and empirical results of the field.Now in two volumes, the fully revised and updated second edition of The Wiley- Blackwell Handbook of Infant Development provides comprehensive coverage of the basic research and appliedand policy issues relating to infant development
Updated, fully-revised and expanded, this two-volume setpresents in-depth and cutting edge coverage of both basic andapplied developmental issues during infancy
Features contributions by leading international researchersand practitioners in the field that reflect the most currenttheories and research findings
Includes editor commentary and analysis to synthesize thematerial and provide further insight
The most comprehensive work available in this dynamic andrapidly growing field The hardcover version of this book is printed in two volumes.The paperback version offers the content of Volume I and Volume IIcombined into a single book.
Gavin Bremner is Professor of Developmental Psychology at Lancaster University. He has investigated perception and cognition in infancy for more than 30 years, and has published numerous papers and books relating to this topic. His current research interests include infants' perception of object trajectories and infants' intersensory perception. Theodore D. Wachs is Professor of Psychological Sciences at Purdue University. He is a member of the editorial boards of the International Journal of Behavioral Development and the Journal of Applied Developmental Psychology. His current research focuses on chaotic family environments and infant development; micro-nutrient deficiencies in infancy and cognitive and social-emotional development; and temperament in infancy and childhood.
Inhaltsangabe
Preface (Gavin Bremner and Theodore D. Wachs). VOLUME I: BASIC RESEARCH. Chapter 1: Historical Reflections on Intimacy (Alan Fogel University of Utah). Part I: Basic perceptual and cognitive development. Chapter 2: Visual perception (Alan Slater Washington Singer Laboratories Patricia Riddell University of Reading Paul C. Quinn University of Delaware Olivier Pascalis University of Sheffield Kang Lee University of Toronto and David J. Kelly University of Glasgow). Chapter 3: Auditory Development (Denis Burnham University of Western Sydney and Karen Mattock Lancaster University). Chapter 4: Intermodal Perception and Selective Attention to Intersensory Redundancy: Implications for Typical Social Development and Autism ( Lorraine E. Bahrick Florida International University). Chapter 5: Action in Infancy - Perspectives Concepts and Challenges (Ad Smitsman Radboud University and Daniela Corbetta University of Tennessee ). Chapter 6: Cognitive Development: Knowledge of the physical world (Gavin Bremner Lancaster University). Chapter 7: Perceptual categorisation and concepts (David H. Rakison Carnegie Mellon University). Chapter 8: Infant learning and memory (Carolyn Rovee-Collier Rutgers University and Rachel Barr Georgetown University). Chapter 9: Functional brain development during infancy (Mark H. Johnson Birkbeck College University of London). Part II: Social cognition communication and language. Chapter 10: Emerging self-concept (Philippe Rochat Emory University). Chapter 11: The Importance of Imitation for Theories of Social-Cognitive Development (Andrew N. Meltzoff University of Washington and Rebecca A. Williamson Georgia State University). Chapter 12: Engaging Minds in the first year: The developing awareness of attention and intention (Vasudevi Reddy Portsmouth University). Chapter 13: Preverbal communication (Andrew Lock Massey University and Patricia Zukow-Goldring University of California Los Angeles). Chapter 14: Early language (George Hollich Purdue University). Part III: Social-emotional development. Chapter 15: Parent-infant interaction (Marc H. Bornstein Eunice Kennedy Shriver National Institute of Child Health and Human Development and Catherine S. Tamis-LeMonda New York University). Chapter 16: Attachment in infancy (Germán Posada and Garene Kaloustian Purdue University). Chapter 17: Early social cognitive skills at play in toddlers' peer interactions (Hildy Ross University of Waterloo Marcia Vickar University of Waterloo and Michal Perlman University of Toronto). Chapter 18: Touch and physical contact during infancy: Discovering the richness of the forgotten sense (Dale M. Stack Concordia University). Chapter 19: Emotion and its development in infancy (David C. Witherington University of New Mexico Joseph J. Campos University of California Berkeley Jennifer A. Harriger Cheryl Bryan & Tessa E. Margett University of New Mexico). Chapter 20: Temperament (Theodore D. Wachs Purdue University and John E. Bates Indiana University Bloomington). Chapter 21: Culture and infancy (Charles M. Super and Sara Harkness University of Connecticut). VOLUME II: APPLIED AND POLICY ISSUES. Part I: Bioecological risks. Chapter 1: Fetal development (Raye-Ann deRegnier and Shivani Desai Northwestern University Feinberg School of Medicine). Chapter 2: Infant nutrition (Maureen M. Black and Kristen M. Hurley University of Maryland School of Medicine). Chapter 3: Health (Robert J. Karp SUNY-Downstate Medical Center). Chapter 4: Development of communication in children with sensory functional disabilities (Gunilla Preisler University of Stockholm). Part II: Psychosocial risks. Chapter 5: Growing up in poverty in developed countries (Jondou J. Chen Nina Philipsen Hetzner and Jeanne Brooks-Gunn Columbia University). Chapter 6: Infant Development in the Developing World (Patrice Engle California Polytechnic State University). Chapter 7: Child abuse and neglect (Kelli Connell-Carrick University of Houston). Chapter 8: Effects of postnatal depression on mother-infant interactions and child development (Lynne Murray Sarah Halligan and Peter Cooper University of Reading). Part III: Developmental disorders. Chapter 9: Infant assessment (Susan P. Berger Children's Memorial Hospital & Northwestern University Feinberg School of Medicine Joyce Hopkins Illinois Institute of Technology Hyo Bae Illinois Institute of Technology Bryce Hella Illinois Institute of Technology and Jennifer Strickland Illinois Institute of Technology). Chapter 10: The Early Development of Autism Spectrum Disorders (Gregory S. Young and Sally Ozonoff University of California Davis). Chapter 11: Infant Psychosocial Disorders (Melissa R. Johnson WakeMed Health and Hospitals & University of North Carolina - Chapel Hill Karen Appleyard Duke University). Chapter 12: Genetic Disorders Associated with Intellectual Disability: An Early Development Perspective (Deborah J. Fidler Colorado State University Lisa Daunhauer Colorado State University David E. Most Colorado State University and Harvey Switzky Northern Illinois University ). Part IV: Intervention and policy issues. Chapter 13: Early intervention (Douglas R. Powell Purdue University). Chapter 14: Childcare Research at the Dawn of a New Millennium: An update ( Sarah L. Friedman CNA Edward Melhuish Birkbeck University of London and Candace Hill CNA). Chapter 15: Infancy research policy and practice (Marguerite Barratt and Erica Fener The George Washington University).
Preface (Gavin Bremner and Theodore D. Wachs). VOLUME I: BASIC RESEARCH. Chapter 1: Historical Reflections on Intimacy (Alan Fogel University of Utah). Part I: Basic perceptual and cognitive development. Chapter 2: Visual perception (Alan Slater Washington Singer Laboratories Patricia Riddell University of Reading Paul C. Quinn University of Delaware Olivier Pascalis University of Sheffield Kang Lee University of Toronto and David J. Kelly University of Glasgow). Chapter 3: Auditory Development (Denis Burnham University of Western Sydney and Karen Mattock Lancaster University). Chapter 4: Intermodal Perception and Selective Attention to Intersensory Redundancy: Implications for Typical Social Development and Autism ( Lorraine E. Bahrick Florida International University). Chapter 5: Action in Infancy - Perspectives Concepts and Challenges (Ad Smitsman Radboud University and Daniela Corbetta University of Tennessee ). Chapter 6: Cognitive Development: Knowledge of the physical world (Gavin Bremner Lancaster University). Chapter 7: Perceptual categorisation and concepts (David H. Rakison Carnegie Mellon University). Chapter 8: Infant learning and memory (Carolyn Rovee-Collier Rutgers University and Rachel Barr Georgetown University). Chapter 9: Functional brain development during infancy (Mark H. Johnson Birkbeck College University of London). Part II: Social cognition communication and language. Chapter 10: Emerging self-concept (Philippe Rochat Emory University). Chapter 11: The Importance of Imitation for Theories of Social-Cognitive Development (Andrew N. Meltzoff University of Washington and Rebecca A. Williamson Georgia State University). Chapter 12: Engaging Minds in the first year: The developing awareness of attention and intention (Vasudevi Reddy Portsmouth University). Chapter 13: Preverbal communication (Andrew Lock Massey University and Patricia Zukow-Goldring University of California Los Angeles). Chapter 14: Early language (George Hollich Purdue University). Part III: Social-emotional development. Chapter 15: Parent-infant interaction (Marc H. Bornstein Eunice Kennedy Shriver National Institute of Child Health and Human Development and Catherine S. Tamis-LeMonda New York University). Chapter 16: Attachment in infancy (Germán Posada and Garene Kaloustian Purdue University). Chapter 17: Early social cognitive skills at play in toddlers' peer interactions (Hildy Ross University of Waterloo Marcia Vickar University of Waterloo and Michal Perlman University of Toronto). Chapter 18: Touch and physical contact during infancy: Discovering the richness of the forgotten sense (Dale M. Stack Concordia University). Chapter 19: Emotion and its development in infancy (David C. Witherington University of New Mexico Joseph J. Campos University of California Berkeley Jennifer A. Harriger Cheryl Bryan & Tessa E. Margett University of New Mexico). Chapter 20: Temperament (Theodore D. Wachs Purdue University and John E. Bates Indiana University Bloomington). Chapter 21: Culture and infancy (Charles M. Super and Sara Harkness University of Connecticut). VOLUME II: APPLIED AND POLICY ISSUES. Part I: Bioecological risks. Chapter 1: Fetal development (Raye-Ann deRegnier and Shivani Desai Northwestern University Feinberg School of Medicine). Chapter 2: Infant nutrition (Maureen M. Black and Kristen M. Hurley University of Maryland School of Medicine). Chapter 3: Health (Robert J. Karp SUNY-Downstate Medical Center). Chapter 4: Development of communication in children with sensory functional disabilities (Gunilla Preisler University of Stockholm). Part II: Psychosocial risks. Chapter 5: Growing up in poverty in developed countries (Jondou J. Chen Nina Philipsen Hetzner and Jeanne Brooks-Gunn Columbia University). Chapter 6: Infant Development in the Developing World (Patrice Engle California Polytechnic State University). Chapter 7: Child abuse and neglect (Kelli Connell-Carrick University of Houston). Chapter 8: Effects of postnatal depression on mother-infant interactions and child development (Lynne Murray Sarah Halligan and Peter Cooper University of Reading). Part III: Developmental disorders. Chapter 9: Infant assessment (Susan P. Berger Children's Memorial Hospital & Northwestern University Feinberg School of Medicine Joyce Hopkins Illinois Institute of Technology Hyo Bae Illinois Institute of Technology Bryce Hella Illinois Institute of Technology and Jennifer Strickland Illinois Institute of Technology). Chapter 10: The Early Development of Autism Spectrum Disorders (Gregory S. Young and Sally Ozonoff University of California Davis). Chapter 11: Infant Psychosocial Disorders (Melissa R. Johnson WakeMed Health and Hospitals & University of North Carolina - Chapel Hill Karen Appleyard Duke University). Chapter 12: Genetic Disorders Associated with Intellectual Disability: An Early Development Perspective (Deborah J. Fidler Colorado State University Lisa Daunhauer Colorado State University David E. Most Colorado State University and Harvey Switzky Northern Illinois University ). Part IV: Intervention and policy issues. Chapter 13: Early intervention (Douglas R. Powell Purdue University). Chapter 14: Childcare Research at the Dawn of a New Millennium: An update ( Sarah L. Friedman CNA Edward Melhuish Birkbeck University of London and Candace Hill CNA). Chapter 15: Infancy research policy and practice (Marguerite Barratt and Erica Fener The George Washington University).
Rezensionen
Review of the first edition:
"This volume is undoubtedly a comprehensive text on the relatively new field of infant research, detailing in a thorough way the vast empirical knowledge that has emerged in the last half century. Chapters are written in a way accessible to both undergraduate and postgraduate students. In addition, it is certainly a 'high level' treatment of the field and thus provides useful material for academics who may not themselves be involved in infant research but may teach in the field of infancy or early childhood development." (Mark Tomlinson, Journal of Child and Adolescent Mental Health 2005, 17(1))
"This set's greatest value comes from its broad summaries of major research and its extensive bibliographies. These strengths, in combination with the advanced style, make this work of most use to graduate students and researchers." (Choice , 1 April 2011)
Review of the first edition:
"This volume is undoubtedly a comprehensive text on the relatively new field of infant research, detailing in a thorough way the vast empirical knowledge that has emerged in the last half century. Chapters are written in a way accessible to both undergraduate and postgraduate students. In addition, it is certainly a 'high level' treatment of the field and thus provides useful material for academics who may not themselves be involved in infant research but may teach in the field of infancy or early childhood development." (Mark Tomlinson, Journal of Child and Adolescent Mental Health 2005, 17(1))
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