{"product_id":"the-wiley-blackwell-handbook-of-infant-development-2-volume-set-isbn-9781405178747","title":"The Wiley-Blackwell Handbook of Infant Development, 2 Volume Set","description":"\u003cp\u003eNow in two volumes, the fully revised and updated second edition of \u003ci\u003eThe Wiley-Blackwell Handbook of Infant Development\u003c\/i\u003e provides comprehensive coverage of the basic research and applied and policy issues relating to infant development\u003c\/p\u003e \u003cul\u003e \u003cli\u003eUpdated, fully-revised and expanded, this two-volume set presents in-depth and cutting edge coverage of both basic and applied developmental issues during infancy\u003c\/li\u003e \u003cli\u003eFeatures contributions by leading international researchers and practitioners in the field that reflect the most current theories and research findings\u003c\/li\u003e \u003cli\u003eIncludes editor commentary and analysis to synthesize the material and provide further insight\u003c\/li\u003e \u003cli\u003eThe most comprehensive work available in this dynamic and rapidly growing field\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003cb\u003eThe 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\u003c\/b\u003e.\u003c\/p\u003e  Preface (\u003ci\u003eGavin Bremner and Theodore D. Wachs\u003c\/i\u003e).  \u003cp\u003e\u003cb\u003eVOLUME I: BASIC RESEARCH.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1: Historical Reflections on Intimacy (\u003ci\u003eAlan Fogel, University of Utah\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Basic perceptual and cognitive development.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 2: Visual perception (\u003ci\u003eAlan 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\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 3: Auditory Development (\u003ci\u003eDenis Burnham, University of Western Sydney, and Karen Mattock, Lancaster University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 4: Intermodal Perception and Selective Attention to Intersensory Redundancy: Implications for Typical Social Development and Autism (\u003ci\u003eLorraine E. Bahrick, Florida International University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 5: Action in Infancy – Perspectives, Concepts, and Challenges (\u003ci\u003eAd Smitsman, Radboud University, and Daniela Corbetta, University of Tennessee\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 6: Cognitive Development: Knowledge of the physical world (\u003ci\u003eGavin Bremner, Lancaster University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 7: Perceptual categorisation and concepts (\u003ci\u003eDavid H. Rakison, Carnegie Mellon University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 8: Infant learning and memory (\u003ci\u003eCarolyn Rovee-Collier, Rutgers University, and Rachel Barr, Georgetown University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 9: Functional brain development during infancy (\u003ci\u003eMark H. Johnson, Birkbeck College, University of London\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Social cognition, communication, and language.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 10: Emerging self-concept (\u003ci\u003ePhilippe Rochat, Emory University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 11: The Importance of Imitation for Theories of Social-Cognitive Development (\u003ci\u003eAndrew N. Meltzoff, University of Washington, and Rebecca A. Williamson, Georgia State University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 12: Engaging Minds in the first year: The developing awareness of attention and intention (\u003ci\u003eVasudevi Reddy, Portsmouth University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 13: Preverbal communication \u003ci\u003e(Andrew Lock, Massey University, and Patricia Zukow-Goldring, University of California, Los Angeles\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 14: Early language (\u003ci\u003eGeorge Hollich, Purdue University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Social-emotional development.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 15: Parent-infant interaction (\u003ci\u003eMarc H. Bornstein, Eunice Kennedy Shriver National Institute of Child Health and Human Development, and Catherine S. Tamis-LeMonda, New York University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 16: Attachment in infancy (\u003ci\u003eGermán Posada and Garene Kaloustian, Purdue University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 17: Early social cognitive skills at play in toddlers' peer interactions (\u003ci\u003eHildy Ross, University of Waterloo, Marcia Vickar, University of Waterloo, and Michal Perlman, University of Toronto\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 18: Touch and physical contact during infancy: Discovering the richness of the forgotten sense (\u003ci\u003eDale M. Stack, Concordia University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 19: Emotion and its development in infancy (\u003ci\u003eDavid C. Witherington, University of New Mexico, Joseph J. Campos, University of California, Berkeley, Jennifer A. Harriger, Cheryl Bryan, \u0026amp; Tessa E. Margett, University of New Mexico\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 20: Temperament \u003ci\u003e(Theodore D. Wachs, Purdue University, and John E. Bates, Indiana University Bloomington\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 21: Culture and infancy (\u003ci\u003eCharles M. Super and Sara Harkness, University of Connecticut\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003eVOLUME II: APPLIED AND POLICY ISSUES.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Bioecological risks.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1: Fetal development (\u003ci\u003eRaye-Ann deRegnier and Shivani Desai, Northwestern University Feinberg School of  Medicine\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 2: Infant nutrition (\u003ci\u003eMaureen M. Black and Kristen M. Hurley, University of Maryland School of Medicine\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 3: Health (\u003ci\u003eRobert J. Karp, SUNY-Downstate Medical Center\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 4: Development of communication in children with sensory functional disabilities (\u003ci\u003eGunilla Preisler, University of Stockholm\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Psychosocial risks.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 5: Growing up in poverty in developed countries (\u003ci\u003eJondou J. Chen, Nina Philipsen Hetzner, and Jeanne Brooks-Gunn, Columbia University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 6: Infant Development in the Developing World (\u003ci\u003ePatrice Engle, California Polytechnic State University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 7: Child abuse and neglect (\u003ci\u003eKelli Connell-Carrick, University of Houston\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 8: Effects of postnatal depression on mother-infant interactions, and child development (\u003ci\u003eLynne Murray, Sarah Halligan and Peter Cooper, University of Reading\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Developmental disorders.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 9: Infant assessment (\u003ci\u003eSusan P. Berger, Children's Memorial Hospital \u0026amp; 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\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 10: The Early Development of Autism Spectrum Disorders (\u003ci\u003eGregory S. Young and Sally Ozonoff, University of California, Davis\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 11: Infant Psychosocial Disorders (\u003ci\u003eMelissa R. Johnson, WakeMed Health and Hospitals \u0026amp; University of North Carolina – Chapel Hill, Karen Appleyard, Duke University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 12: Genetic Disorders Associated with Intellectual Disability: An Early Development Perspective (\u003ci\u003eDeborah J. Fidler, Colorado State University, Lisa Daunhauer, Colorado State University, David E. Most, Colorado State University, and Harvey Switzky, Northern Illinois University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV: Intervention and policy issues.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 13: Early intervention (\u003ci\u003eDouglas R. Powell, Purdue University\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 14: Childcare Research at the Dawn of a New Millennium: An update (\u003ci\u003eSarah L. Friedman, CNA, Edward Melhuish, Birkbeck, University of London, and Candace Hill, CNA\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eChapter 15: Infancy research, policy, and practice (\u003ci\u003eMarguerite Barratt and Erica Fener, The George Washington University\u003c\/i\u003e).\u003c\/p\u003e  \"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)\u003cbr\u003e \u003cbr\u003e   \u003cp\u003eReview of the first edition:\u003c\/p\u003e \u003cp\u003e\"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, \u003ci\u003eJournal of Child and Adolescent Mental Health 2005, 17(1)\u003c\/i\u003e)\u003c\/p\u003e  \u003cb\u003eGavin Bremner\u003c\/b\u003e 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.  \u003cp\u003e\u003cb\u003eTheodore D. Wachs\u003c\/b\u003e is Professor of Psychological Sciences at Purdue University. He is a member of the editorial boards of the \u003ci\u003eInternational Journal of Behavioral Development\u003c\/i\u003e and the \u003ci\u003eJournal of Applied Developmental Psychology\u003c\/i\u003e. 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.\u003c\/p\u003e  Now presented in two volumes, the second edition of \u003ci\u003eThe Wiley-Blackwell Handbook of Infant Development\u003c\/i\u003e 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.  \u003cp\u003e\u003cb\u003eVolume 1\u003c\/b\u003e, \u003ci\u003e\u003cb\u003eBasic Research\u003c\/b\u003e\u003c\/i\u003e, covers the basic perceptual processes; social cognition, communication, and language; and social and emotional development. \u003cb\u003eVolume 2\u003c\/b\u003e, \u003ci\u003e\u003cb\u003eApplied and Policy Issues\u003c\/b\u003e\u003c\/i\u003e, focuses on biological and psychosocial risk in infancy; developmental disorders, including autism and intellectual disability; and intervention and policy issues relating to childcare, poverty, assessment and public policy.\u003c\/p\u003e \u003cp\u003eThe editors’ commentary and analysis in section prefaces synthesize the material and provide further insight. Together, the two volumes of \u003ci\u003eThe Wiley-Blackwell Handbook of Infant Development\u003c\/i\u003e offer the most comprehensive coverage available of this dynamic and rapidly growing field.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eVolume 1:\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe second edition of \u003ci\u003eThe Wiley-Blackwell Handbook of Infant Development\u003c\/i\u003e reflects the breadth of new topics and vast empirical knowledge relating to infancy research that has emerged in recent years.\u003c\/p\u003e \u003cp\u003eFully revised and updated, Volume 1, \u003ci\u003eBasic Research\u003c\/i\u003e, is divided into three main sections. The first section covers the basic perceptual processes including visual, auditory motor and brain development, as well as categorization, cognition, and learning and memory processes in infancy. The second section focuses on social cognition, communication, and language, as it addresses such topics as infant self-concept, imitation and non-verbal and verbal communication. The final section deals with issues surrounding infant social-emotional development, and includes coverage of the latest research results relating to parent-infant interactions, physical contact, emotional development, attachment and temperament, and more.\u003c\/p\u003e \u003cp\u003eEdited by two leaders in the field with contributions from international researchers and practitioners, \u003ci\u003eThe Wiley-Blackwell Handbook of Infant Development\u003c\/i\u003e offers the most comprehensive coverage available of this dynamic and rapidly growing field.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eVolume 2:\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe second edition of \u003ci\u003eThe Wiley-Blackwell Handbook of Infant Development\u003c\/i\u003e reflects the breadth of new topics and vast empirical knowledge relating to infancy research that has emerged in recent years.\u003c\/p\u003e \u003cp\u003eFully revised and updated, Volume 2, \u003ci\u003eApplied and Policy Issues\u003c\/i\u003e, covers the main issues related to childhood development in four sections. The first section focuses on biological risk in infancy and addresses such crucial topics as pre-natal development, nutrition and sensory-motor disorders. The second section emphasizes psychosocial risk and covers domains such as poverty, child abuse and maternal depression. The third section addresses a variety of developmental disorders characteristic of the infancy period including autism and intellectual disability. The final section deals with intervention and policy issues relating to childcare, assessment and public policy.\u003c\/p\u003e \u003cp\u003eEdited by two leaders in the field with contributions from international researchers and practitioners, \u003ci\u003eThe Wiley-Blackwell Handbook of Infant Development\u003c\/i\u003e offers the most comprehensive coverage available of this dynamic and rapidly growing field.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990369878245,"sku":"NP9781405178747","price":448.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405178747.jpg?v=1761787547","url":"https:\/\/k12savings.com\/es\/products\/the-wiley-blackwell-handbook-of-infant-development-2-volume-set-isbn-9781405178747","provider":"K12savings","version":"1.0","type":"link"}