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The Wiley-Blackwell Handbook of Infant Development, 2 Volume Set, 2nd Edition

ISBN: 978-1-4051-7874-7
1170 pages
September 2010, Wiley-Blackwell
The Wiley-Blackwell Handbook of Infant Development, 2 Volume Set, 2nd Edition (1405178744) cover image
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 applied and policy issues relating to infant development
 
  • Updated, fully-revised and expanded, this two-volume set presents in-depth and cutting edge coverage of both basic and applied developmental issues during infancy
  • Features contributions by leading international researchers and practitioners in the field that reflect the most current theories and research findings
  • Includes editor commentary and analysis to synthesize the material and provide further insight
  • The most comprehensive work available in this dynamic and rapidly growing field

The hardcover version of this book is printed in two volumes. The paperback version offers the content of Volume I and Volume II combined into a single book.
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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).

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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.

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  • Provides an up-to-date overview of progress on important developmental questions relating to infancy.

  • Balances North American and European perspective.

  • Written by leading international researchers.
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"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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