PSYCHOLOGY 3215-001 - Spring 2011

Development in Infancy and Early Childhood

Tuesdays & Thursdays, 2 - 3:20pm,

THIS CLASS HAS AN ONLINE COMPLEMENT AT WEBCT.UTAH.EDU

Required readings: (1) and (2) are available for purchase at the bookstore.

(1)   Fogel, A. (2009). Infancy: Infant, family and society, Fifth Edition. Sloan Publishing. Please note that earlier editions of this book which can be found on the internet DO NOT contain important new material that will be used in this class. You may order the 5^th edition, required for this class, on the internet.

(2)   Journal of Zero to Three: National Center for Infants, Toddlers, and Families. May 2004, Volume 24, No. 5.

(3)   Research Papers, attached to individual assignments in webCT. Please bring the book and/or research papers to class with you on the days in which readings are assigned!

Grading distribution:

 1. 2 Exams @ 150 each                                                          300

 2. 24 One-page papers @ 15 each                                        360

 3. Term project proposal                                                           40

 3. Term Project                                                                        250

 4. Syllabus Quiz                                                                         50

                                                                                                ------

                                                                           Total             1000

Lower limit for grades:

A (930), A- (900), B+ (870), B (830), B- (800), C+ (770), C (730), C- (700), D (600)

Optional: Modes of Learning Credit

This course is coupled with one optional credit of Modes of Learning: Everyday Psychology (PSYCH 3902-001). If you choose to enroll, there will be four assignments with posts to a weekly online discussion. All of these assignments can be done online and outside of class.

Course objectives:

• Acquire basic knowledge about the development and growth of infants and young children through careful study of current research and theory.
• Become aware of the effects of society on children's development (related to issues such as poverty, maternal employment, and public policies).
• Become aware of issues related to infant-parent mental health.
• Understand the psychological experiences of young children and their parents by means of guided exercises and observations.
• Develop skills in written, oral, and creative expression through papers, projects, and class recitation

Course Outline

Day	Topic	Assignments
Tu 1/11	Introduction
Th 1/13	History and Research Methods	- Infancy, Chapt. 1
Tu 1/18	Theories of Development (Part I)	- Infancy, Chapt. 2 (Biological, Learning, and Cognitive Theories)
Th 1/20	Experiential exercise 1	Syllabus Quiz due
Tu 1/25	Theories of Development (Part II)	- Infancy, Chapt. 2 (Systems and Clinical Theories)
Th 1/27	Experiential exercise 2
Tu 2/1	Prenatal Development	- Infancy, Chapt. 3 - Myowa-Yamakoshi, M. & Takeshita, H. (2006). Do human fetuses anticipate self-oriented actions? Infancy,10, 289-301.
Th 2/3	Experiential exercise 3
Tu 2/8	Childbirth & Newborn Health	- Infancy, Chapt. 4 - Bugental, D. et al. (2003). The hormonal costs of subtle forms of infant maltreatment. Hormones and Behavior, 32, 237-244.
Th 2/10	Experiential exercise 4
Tu 2/15	The Newborn (0-2 months)	- Infancy, Chapt. 5 - Porges, S. W. (2004). Neuroception: A subconscious system for detecting threats and safety. Zero to Three, 24, 19-24.
Th 2/17	Experiential exercise 5
Tu 2/22	Review for exam 1	No paper due
Th 2/24	EXAM 1
Tu 3/1	2 to 5 Months	- Infancy, Chapt. 6 - Beebe, B. (2004). Co-constructing mother-infant distress in face-to-face interactions. Zero to Three, 24, 40-48.
Th 3/3	Experiential exercise 6	- Live babies #1
Tu 3/8	6 to 9 Months	- Infancy, Chapt. 7
Th 3/10	Experiential exercise 7
Tu 3/15	10 to 12 Months	- Infancy, Chapt. 8 - Shorey, H., & Snyder, C. (2006). The role of adult attachment styles in psychopathology and psychotherapy outcomes. Review of General Psychology, 10(1), 1-20.
Th 3/17	Experiential exercise 8	1-PAGE Term Paper PROPOSAL due
	SPRING BREAK
Tu 3/29	12 to 18 Months	- Infancy, Chapt. 9 - Tortora, S. (2004). Our moving bodies tell stories, which speak of our experiences. Zero to Three, 24, 4-12.
Th 3/31	Experiential exercise 9
Tu 4/5	18 to 24 Months	- Infancy, Chapt. 10 - Lieberman, A. F., Padrün, E., van Horn, P., & Harris, W. W. (2005). Angels in the nursery: The intergenerational transmission of benevolent parental influence. Infant Mental Health Journal, 26, 504-520..
Th 4/7	Experiential exercise 10
Tu 4/12	24 to 36 Months	- Infancy, Chapt. 11 - Gaensbauer, T. J. (2004) Telling their stories: Representations and re-enactments of traumatic experiences occurring in the first year of life. Zero to Three, 24, 25-31. - TERM PAPER DUE
Th 4/14	Experiential exercise 11	Live babies #2
Tu 4/19	Effects of infancy
Th 4/21	Review for Exam 2
F 4/29	EXAM 2	TBA

·         Last day to add classes is Monday, January 24.

·         You can drop classes by phone or web through Wednesday, January 19, and they will not appear on your transcripts.

·         You can withdraw from classes by phone or web, but will be held responsible for tuition, through Friday, March 4. A "W" will appear on your transcript for these courses.

Students with Disabilities

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations.

Scheduling Accommodations

Consistent with Section A of the University's Accommodation policy, I am willing to accommodate university activities as well as values-based obligations (including religious or other values-based activities) that conflict with course activities.  No later than the end of the second week of the semester, please send me an e-mail with the nature and date of your anticipated absence (earlier if your conflict occurs before that deadline).  That will give us time to work out a way for you to make up any missed work. 

Content Accommodations

There will be no content accommodations in this class.  Please review the syllabus and topics carefully and be sure that you are able to understand and will be able to articulate all of the topics we will be covering this semester.  If you anticipate problems, you should consider dropping the class.

Accommodation Policies

Please read the University's Accommodation Policies available online at http://www.admin.utah.edu/facdev/accommodations-policy.pdf   Policy 9-7, Section 16.

Academic Honesty and Plagiarism

Plagiarism is a serious form of academic misconduct. No credit will be given to plagiarized work in this class and there will be no opportunity to make up or re-do plagiarized work. As defined by the University of Utah Student Handbook: "?Plagiarism' means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual's words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression."

Classroom Formats: Discussion Sessions and Experiential Exercise Sessions

Discussion sessions (typically Tuesdays): You will be required to write a short paper (1-2 pages) prior to coming to class in response to one of the study questions assigned for that day (see Study Question section of this document and in the online assignments). Study question papers will be graded by the teaching interns. Each study question paper is worth up to 15 points. These study questions are based on the reading assignments. Please bring your paper, your books, and copies of the other reading assignments to class with you because instructor input and class discussion will evolve around these study questions assigned for that week. The Discussion session classes will involve large and small group discussions, debates, mini-lectures, and demonstrations.

Grading Criteria for Study Question Papers (Graded by the teaching interns in consultation with Prof. Fogel).

STUDY QUESTION PAPERS MUST BE TURNED IN ONLINE BEFORE THE START OF THE CLASS PERIOD IN WHICH THEY ARE ASSIGNED.

• Correct grammar and spelling
• Integrate knowledge from book (or relevant readings), and if required by the question, with own experiences, thoughts, and ideas
• No copying from book - if there is a long section from the book you like, please paraphrase it.  Short quotes are fine as long as quoted and referenced.
• No specific format to follow - just keep paper fluent and on topic.  Also, develop your thoughts and ideas so that the reader understands how you arrived at your point of view.
• Have short conclusion (2-3 sentences) to wrap up ideas.

Experiential exercise sessions (typically Thursdays): Experiential exercise explorations are instructor-led exercises involving infant-like movements and behaviors. These explorations are sometimes done solo and sometimes with partners. Many of these will involve lying or sitting on the floor. Please wear or bring comfortable clothes in which you don't mind lying on the floor; or bring a towel or a yoga mat on which to lie. If you have some physical condition that would prevent you from doing these exercises, please see the instructor.  Each exploration will last between 30 and 45 minutes. After the exercise, you will have about 10-15 minutes to write "field notes" on your experiences during the experiential exercise lesson. These written field notes will be worth up to 15 points each.  In order to maintain confidentiality, these field notes will be read only by Prof. Fogel and not by the teaching interns.

Grading Criteria for in class Field Notes (Graded by Prof. Fogel)

WRITE IN LARGE BLOCK OR SCRIPT LETTERS USING ONLY BLACK OR DARK BLUE PENS (NO PENCILS OR OTHER COLOR INK).

YOU MAY ALSO LOG INTO WEBCT AND WRITE YOUR PAPER ONLINE DURING CLASS.

PAPERS WILL BE RETURNED IF NOT EASILY READABLE.

Field notes are written descriptions of your experiences during the explorations. These notes can be used for your term project. Keep in mind the following grading criteria as you write:

(1)   Describe the sensations, movements, emotions, memories, and/or insights that occurred to you during the exercise. Report on any awareness you might have about your own prenatal, infant, or early childhood experience. Your reflections may come from your experiences during the experiential exercise explorations and they may also come from experiences that these exercises trigger in your everyday life. No one will read this besides the instructor so please be open and honest about your experiences, both positive and negative. Your description should have sufficient detail so that the reader can re-construct what happened to you in mind and body.

(2)   Include a brief discussion about the dual role of participant and observer. Even in the individual exercises it is possible to feel as though you are an onlooker, objectively observing yourself throughout the exercise. You may also experience the awareness of being a direct participant, feeling as though you are engaging in the moment. During the exercise were you mainly in the observer role (i.e., thinking about what was happening), or mostly in the participant role (directly experiencing), or was there some balance between the roles?

(3)   Describe how meaningful this lesson was to you as a participant. Write an honest account of how useful this exercise was for you. Each exercise will likely carry a different meaning and significance as a participant. Such things as your current mood, life history, and attitude can affect your experience. Be honest about how you were directly affected by each exercise (e.g. it awakened you to some major insight about yourself, not meaningful at all, totally useless and boring, or changed your life).

TO RECEIVE CREDIT FOR ONLINE ASSIGNMENTS, YOU MUST ATTEND THE ENTIRE CLASS ON THAT DAY. YOU MAY ALSO RECEIVE CREDIT IF YOU ARE NOT IN CLASS FOR A LEGITIMATE AND EXCUSABLE REASON AND IF YOU COMMUNICATE THAT REASON TO ONE OF THE INSTRUCTORS BEFORE THE MISSED CLASS.

STUDY QUESTION PAPERS ARE DUE ONLINE BEFORE CLASS MEETS

FIELD NOTE PAPERS ARE WRITTEN DURING THE CLASS SESSION

You can re-write any weekly paper for which you received less than 15 points.  Re-writes are due no later than one week following your receipt of the graded paper. If you have an excused absence, you can make up missed class by turning in the written assignment for that day. To receive credit for excused missed experiential exercise classes you may do an experiential exercise at home (use any exercise in the book) and turn in your field notes for that exercise. There are NO make-ups for missed classes that are unexcused.

The classroom environment:

The normal classroom environment has chairs arranged in rows and facing the front of the class. Each of our class sessions will require an alteration of that arrangement. On days when we discuss the readings, chairs will be arranged in a two-row circle. On days when we do an experiential exercise, the chairs will be moved up against the walls of the room, leaving the floor open in the center. It is the responsibility of all members of the class to:

(a)   re-arrange the room at the beginning of the class session, and

(b)   return the room to its normal configuration at the end of the class session.

Please be on time! Since we do all of our work as a group, late arrivals are disruptive.

Exams:

There will be two in-class online multiple choice exams, to be taken in a designated computer lab. The first will cover the material assigned up to the day before the exam, and the second will cover the material for the entire semester. Each exam will be composed of questions similar to the study questions but not exactly the same. Exam questions may ask for integration and application of the study questions. You may use your notes and books for all exams.

There are no make-ups for missed exams that are unexcused. If you have a legitimate reason to miss an exam, and some documentation to support it, you may schedule a make-up exam time with the instructor.

Extra Credit:

Opportunities for extra credit will be announced during the semester.

Term Project: Integrating your own infancy into your adult sense of self

The purpose of this paper is to take what you have learned in this class -- from the readings/ discussions and your personal experiences with experiential exercises - in order to understand your own infancy and the ways in which that period of your life is still part of you now during adulthood. You will need to find a question that is the theme or focus for this paper. What is important about the question is that it should be some particular aspect of infancy that seems salient, meaningful, or informative for you now as an adult. The question you choose should "resonate" with you emotionally. You may use one of the following examples, or make up your own question.

-          Was your attachment with your parents secure or insecure and how does that affect your current interpersonal relationships with parents and significant others in your life?

-          What were your eating habits or difficulties as an infant and how does that affect your current relationship to food, diet, weight, or body image?

-          How did the mental health/illness of your family during infancy affect your current mental health/illness?

-          What were the salient emotional themes in your family during infancy (e.g., happiness, separation, or loss) and how do these relate to the salient themes in your life now?

-          If you suffered maltreatment as an infant, how did that experience affect your life?

-          Are there lasting traces of your infant temperament (e.g., shy vs. outgoing, emotionally sensitive (reactive) vs. emotionally stable), or infant motor skill deficits, or prematurity (or whatever) in your personality today?

There are several ways to find questions for this paper, such as:

-          During the experiential exercise explorations, a clear theme emerges for you, either because it keeps recurring or because you have an intense experience once or twice. If this happens, you may want to explore this theme further. Formulate a question about this topic and link it to readings and interviews (see below).

-          A clear theme does not emerge immediately. In this case, read and re-read the field notes that you wrote about your experiential exercise explorations to discover recurring feelings, thoughts, and sensations.

-          A question from the readings intrigues you. You can notice whether this question resonates for you during any of the experiential exercises.

-          Something you learn from one of your interviewees about you and your family during the time you were a baby, may spark your curiosity.

A one page paper, describing your research question and the reason you chose it, will be due three weeks before the term paper due date.

The term project must combine readings, experiential exercises, and interviews. The term project should be no more than 12 pages, double-spaced, written in APA style. It will be graded by Prof. Fogel. The paper MUST have the following format:

(1)   Statement of goals and questions. What question are you trying to answer? What is the main focus of your investigation? Why are you interested in this question? How did you discover the question?

(2)   Review of the literature.

Cite relevant writings that most directly bear on your research questions. You can use the textbook and the additional assigned readings from the syllabus. In addition, you must read and report on the findings of at least two research studies that were not assigned in class. Explain how the findings of these research articles relate directly to you research topic or question. Full-text articles are available from Ebsco PsychARTICLES, under article databases on the Marriott Library home page as well as from other searchable databases. Make certain that the articles you use are from research journals and not from magazines or other non-research sources. Attach a copy of each article with your term project.

(3)   Sources of data. Explain which of the following sources of data you used and attach copies of all your field notes and interview notes at the end of this paper.

(a)   Field notes.

(i)                  Report on the experience of doing the movements such as how your body feels, thoughts and emotions that come up, and your reflections on what the movements might tell you about your question and the relationship of your infancy to your adulthood.

(ii)                Report on any awareness you might have about your own prenatal, infant, or early childhood experience. Your reflections may come from your experiences during the experiential exercise explorations and they may also come from experiences that these exercises trigger in your everyday life.

(b)   Interviews

(i)                  Conduct interviews with people who knew you as a baby, such as parents, guardians, or other relatives. What do they remember about you? What do they remember that might explain some of your experiences? Try to focus your questions on your experiences doing the experiential exercises. Examples: What kind of baby were you? How did you relate to others?  How and when did you express your emotions? Were you a cuddly baby? Were you touched and hugged a lot or was communication more distant? How did you eat, sleep? Did you cry a lot? How was your physical development? How and when did you begin to crawl, walk, talk?

(ii)                Conduct interviews with current close friends or partners. What do they know or notice about you that might be explained by your experiences as a baby?

To facilitate these interviews, it might help to view your photographs or video recordings of yourself as an infant together with the person you are interviewing.

(4)   Results of your investigation

(a)   How have you come to know yourself as a result of attempting to contact your infancy experience?

(b)   Describe your process of change. How has your awareness grown over the semester? Was this a result of doing awareness exercises?

(c)   In relation to your question, describe some of your own personality characteristics, habits, preferences, ways of knowing, strengths and weakness that you think may have had their origins during the prenatal, infancy, and early childhood periods in your life. Write about how these explorations or other experiences have either changed or reinforced those personal characteristics.

(d)   Describe any participatory memories that you may have had of your prenatal, infancy, or early childhood experience. Say why you believe that what you felt actually happened to you. If you are not sure if your experience actually happened to you, say why you feel this way.

(e)   Explain if and how the exercises, readings, and interviews affected your understanding of your own infancy and of infants in general.

VERY VERY IMPORTANT: There is no way to make-up missed points on the term project. You must start early and ask questions to make sure you are doing it correctly.  Late term projects will not be accepted unless you have an excused reason that you have cleared with the instructor.

Study Questions

How to use these study questions

            Answer one question (1-2 pages, double spaced) based on your Group Number (1-7) to be assigned during the first weeks of class. Group numbers are listed in BOLD following each question.

Chapter 1: History and Research Methods

1. Among the different reasons listed in the book of why it might be important to better understand infancy, which ones speak most to you? 3
2. What are some of the historical changes in beliefs about infants that you found most interesting? 1
3. What are the differences between experimental and observational research? 2
4. Define independent (predictor) variables and dependent (outcome) variables. 4
5. What is the definition of developmental change? Define longitudinal and cross-sectional research. 5
6. What are the methods used in microanalysis and macroanalysis? 6
7. What are the two basic characteristics of qualitative research? What makes qualitative research scientific? 7

Chapter 2: Theories of Development (Part I)

1.      Define and give examples of genotype and phenotype. What does it mean to say that the action of the genotype is not deterministic (or probabilistic)? What is the epigenome? What are some implications of genetic non-determinism for infant rearing and development? 2

2.      What is a critical period in development? Give some examples in animals and humans. What does Harlow's research (web links) reveal about this? 4

3.      Which type of learning (classical or operant conditioning) is the basis of the "response contingent procedure" (Chapter 1) for testing infant's perceptual and cognitive abilities? How can the response contingent procedure tell us about whether a baby prefers one type of sound over another type of sound? 3

4.      What are the three basic principles about human infants from Piaget's theory (pp. 58-59)? 5

5.      Define the following terms from Piaget's theory: adaptation, co-construction, assimilation, accommodation, disequilibrium, constructivism, schemes. 7

6.      Give ADULT examples of each of these concepts. 1

7.      Describe each of the six sensorimotor sub-stages (Table 2.1). 6

Chapter 2: Theories of Development (Part II)

1. Define the terms system, transaction, self-organization, deviation correcting feedback, deviation amplifying feedback. 3
2. Describe the similarities and differences between ecological systems theory and interactive systems theory. What is the zone of proximal development? 6
3. What are the basic principles of dynamic systems theory? Define co-regulation, chaos, indeterminism and butterfly effect. How does dynamic systems theory help to explain the emergence of novelty in human development? 1
4. What is the difference between the clinical infant and the observed infant? Why are theories of the clinical infant not typically accepted as scientific? Do you agree with this or disagree, and why? Explain the information in Table 2.6. 5
5. Define infantile amnesia and participatory memories and give some examples.  Is it theoretically possible for adults to have participatory memories of their own infancy experiences? Explain. 2
6. Describe how Freud, Erikson, and Stern took account of the infant's body and body experiences in their theories. 7
7. Choose two of the following somatic treatment methods that seem interesting to you: Watsu, Rosen Method, Feldenkrais Method, Body-mind centering, dance movement therapy, and somatic psychotherapy. Explain how these methods work and why they interest you (see web links or find your own). 4

Chapter 3: Prenatal Development

1.      What are some of the methods used to enhance fertility and to treat infertility? What are embryonic stem cells? What is cloning? 2

2.      What is the epigenome and how does it explain how many different cell types can be formed in the body even though every cell in the body has exactly the same genome (DNA)? 7

3.      What is the period of the embryo and what develops during this period? 6

4.      When does the fetal period of development begin? For each of the three periods of fetal development, describe the major developmental changes in behavior.See the web link. 1

5.      In the supplementary reading by Myowa-Yamakoshi and Takeshita, describe the purpose of the study, the research methods, the findings, and the implications of the findings with respect to the fetus' self-awareness (see also, the section of the text on "What is it like to be a late-term fetus?" and the web link) 5

6.      Give one example of how the prenatal environment affects fetal development. How can an understanding of the fetus-environment relationship help to prevent birth defects? 3

7.      Describe the physiological and psychological changes in women during pregnancy.  4

Chapter 4: Childbirth & Newborn Health

1.      What are the three stages of labor? 6

2.      What are the pros and cons of different childbirth methods? Which did you choose (or would you choose) for yourself or your partner? Would you opt to attend childbirth classes and why or why not? See the web link. 5

3.      What is prematurity and what are the short and long-term effects? What are some of the effective interventions for premies? Were you or anyone you know premature and how did this affect their development? 3

4.      What are some causes of newborn death and how does the family respond? 2

5.      What are the attitudes and emotions of parents surrounding childbirth?  4

6.      What are the pros and cons of breast vs. bottle feeding? Which would (did) you choose for your baby? How were you fed? What was the effect on your or your baby's development? 1

7.      What is the main thesis of the supplementary reading by Bugenthal? What kind of research evidence is used to support the thesis? What is your understanding of the physiological pathways that create lifelong changes in neuro-hormonal responses as a result of fetal experience? 7

Chapter 5: The Newborn (0-2 months)

1.       Define newborn states. Choose either sleeping or crying for this question. 1

? For sleeping, how much do newborns sleep and what are some differences between babies? Can infants be trained to sleep on their own at this age? Is that desirable? What are the effects of parent-infant co-sleeping?

? For crying, choose one aspect of crying -- the cry, its effects, or soothing -- and discuss the main research findings. What is known about the causes of colic? What can be done to alleviate colic?

2. What are the main structures of the brain and their functions? See web link. 7

3. Define and contrast experience expectant vs. experience dependent neural pathways. Give an example of each one. What are the cellular processes that occur during experience dependent brain development? What types of experience are most important for brain development at this age? See web link. 5

4. From the supplementary reading by Porges, define neuroception. What are the three neurally based adaptive behavioral strategies? How does the neuroception of safety vs. threat relate to mental health disorders? Relate this article to the section in the textbook chapter on "Optimal and non-optimal brain development during infancy," specifically, what is the role of the HPA axis and cortisol in PTSD?   6

5. What are newborns capable of seeing (or hearing, or smelling; choose one domain of perception) and how do their perceptions influence their behavior? Give an example of how knowing about the newborn's perceptual abilities can enhance co-regulation with the newborn (see p. 198-199). 2

6. Define the emergent self and give an example in infants and in adults. 4

7. How do we know that newborns have feelings? What types of feelings can they have? What feelings is a newborn definitely not capable of experiencing? 3

Chapter 6: 2 to 5 Months

1. Describe the characteristics of Piaget's Stage II. What form would an infant's "knowledge" of the world take at this age? Give some examples. Is there a similar type of "knowledge" in adults? 4
2. Describe the new developments in infant emotional expression and emotion regulation during this period. 5
3. Describe some of the effects of infants on adult behavior during interactions. What are some cultural differences in adult behavior toward infants at this age? 2
4. Describe some of the ways that adults affect infants during interactions. What happens during maternal "still-face" and depression? See Web Link. 6
5. From the supplementary reading by Beebe, answer the following questions. Distinguish between self-regulation and interactive regulation. When is infant withdrawal from interaction normal? When is it extreme and potentially harmful? What is "chase and dodge"? What is the author's approach to treatment of mother-infant disturbances? 3
6. What is the ecological self and give examples? What does the study of the conjoined twins reveal about the infant's sense of an ecological self? Describe an example from your current life in which you experience your ecological self. 1
7. What are the adult developmental tasks in the transition to parenthood, and what factors predict a successful transition? 7

Chapter 7: 6 to 9 Months

1. Describe the new developments in infant emotional expression and emotion regulation during this period. 7
2. Define infant temperament. What are some different types of temperament? See web link.  How is temperament measured? Defend or contest the following thesis: Infant temperament is a strong predictor of adult personality. 3
3. What are some cultural differences in parent-infant relationships and play? 2
4. What are some of the characteristics of the differentiated ecological self? How does this new sense of self differ from the "fish-in-water" sense of an ecological self? Describe an example from your current life in which you experience your differentiated ecological self. 1, 4
5. Defend or contest the following thesis: Maternal employment outside the home has lasting harmful effects on infant development. 5
6. At what point in the life course are gender differences in responsiveness to infants most pronounced? Least pronounced? 6

Chapter 8: 10 to 12 Months

1. Describe the developments in anger, fear, sadness, and affection at this age. 4
2. Compare and contrast the concepts of affective sharing and social referencing. What is emotional appraisal? Under what conditions are infants of this age most likely to reference an adult? See web link. 3
3. What is the subjective self? How can infants have a sense of self but no word or concept for it? Give examples. What is the relationship between the subjective self and dissociation? Describe an example from your current life in which you experience your subjective self. 7
4. Describe Bowlby's theory of attachment. Describe the four patterns of attachment quality found in the ASST. Which of these patterns best fit you as a baby, and why? Which of these patterns best fit you in your relationships with romantic partners today, and why? 1
5. Define and give examples of the disorders of attachment. 5
6. Defend or contest the following thesis: Parents (especially mothers) can be held responsible for creating attachment security or insecurity in their infants. 2
7. In the supplementary reading by Shorey and Snyder, what is the procedure of the Adult Attachment Interview (AAI)? How do the main classifications of adult attachment from the AAI (secure, dismissing, fearful, and preoccupied) relate to the main classifications of infant attachment from the ASST (secure, insecure avoidant, and insecure resistant)? What is the evidence for continuity of infant attachment into adulthood? What is the relationship between adult attachment styles and different types of psychopathology? 6

Chapter 9: 12 to 18 months

1. Describe developments in positive and negative emotions during this period. 5
2. What is coordinated joint attention? Intersubjectivity? Metacommunication? 6
3. What are conventional gestures? Does it help to teach babies how to sign before they know particular words (see web links)? How are first words like conventional gestures? What types of words do children use in this age period and why? 2
4. What is the elaborated subjective self? Describe an example from your current life in which you experience your elaborated subjective self. 1
5. What is the effect of non-parental care on children under the age of 1 year? Older than one year? Why is the quality of child care important? 7
6. Why is there no national child care policy? Does the nation need one? 3
7. In the supplementary reading by Tortora, describe the Ways of Seeing somatic treatment program. What are the questions that guide a treatment session, and how does the practitioner answer those questions? How is this treatment program similar to and different from the one proposed by Beebe? 4

Chapter 10: 18 to 24 Months

1. Can exposure to smart toys, TV, and the internet enhance infants' intellectual development? 1
2. Define guided participation, authoritative parenting, and parental proactive behavior. How do these forms of parenting foster the development of compliance? What types of outcomes can be seen in parenting focused on coercion and control? 4
3. What are the self-conscious emotions? What is the mirror self-recognition test (see web link)? What is the existential self and how is that related to self-conscious emotions, body image, and language? Describe an example from your current life in which you experience your existential self.6
4. What is infantile autism? How is it related to the sense of self? What are some of the signs of autism that can be diagnosed at this age? 2
5. What are the basic concepts of the field of infant-parent mental health (IPMH)? Using this section and the Applications section of this chapter, describe some of the therapeutic practices used by IPMH specialists. 3
6. In the supplementary reading by Lieberman et al, define "angels" and "ghosts" and give an example of each. Why is it important for children to have the capacity to recognize both the "good" and "bad" sides of their parents? 5
7. In the supplementary reading by Lieberman et al, describe the two key ingredients in the treatment of trauma (p. 512). Choose one of the therapeutic vignettes and explain how that vignette illustrates the use of these two key ingredients.   7

Chapter 11: 24 to 36 Months

1. What is the relationship between language and thinking at this age? 5
2. Describe the development of pretending during this age period? What are some of the purposes for the child of pretend play? 2
3. What is autobiographical memory and how does it differ from participatory memory? Under what conditions are children and adults more likely to have participatory memories of their infancy experience? How are participatory memory and adult amnesia related to the hippocampus? 7
4. From the supplementary reading by Gaensbauer, give some examples of long-term memories from infancy. According to author's description, do you think these memories are participatory or autobiographical? How does the author think such memories develop? 1
5. How does the categorical self develop during this age period with respect to gender identity and gender roles? What distinguishes 2-3 year-olds who are more advanced in their gender labeling? 6
6. What is theory of mind understanding and what are the potentials and limitations of the 3-year-old's theory of mind? 4
7. What are the causes and effects of infant maltreatment? What are the limitations of research on infant maltreatment? 3

Chapter 12: Effects of Infancy

1. Define each of the forms of continuity from Table 12, and give an example of each. All groups
2. What are the two main developmental principles? All groups
3. This chapter describes research on continuity in development in a number of different areas. Choose one of these areas and show how the research illustrates the two main developmental principles: (1) development is a complex process involving many factors; and (2) no two individuals respond in the same way to the same situation. All groups