DOCSLIB.ORG

Wiley-Blackwell Handbook of Infant Development Wiley- Blackwell Handbooks of Developmental Psychology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Wiley-Blackwell Handbook of Infant Development Wiley- Blackwell Handbooks of Developmental Psychology The Wiley-Blackwell Handbook of Infant Development Wiley- Blackwell Handbooks of Developmental Psychology This outstanding series of handbooks provides a cutting - edge overview of classic research, current research, and future trends in developmental psychology. • Each handbook draws together 25 – 30 newly commissioned chapters to provide a comprehensive overview of a subdiscipline of developmental psychology. • The international team of contributors to each handbook has been specially chosen for its expertise and knowledge of each fi eld. • Each handbook is introduced and contextualized by leading fi gures in the fi eld, lending coherence and authority to each volume. The Wiley - Blackwell Handbooks of Developmental Psychology will provide an invaluable overview for advanced students of developmental psychology and for researchers as an authoritative defi nition of their chosen fi eld. Published Blackwell Handbook of Childhood Social Development Edited by Peter K. Smith and Craig H. Hart Blackwell Handbook of Adolescence Edited by Gerald R. Adams and Michael D. Berzonsky The Science of Reading: A Handbook Edited by Margaret J. Snowling and Charles Hulme Blackwell Handbook of Early Childhood Development Edited by Kathleen McCartney and Deborah A. Phillips Blackwell Handbook of Language Development Edited by Erika Hoff and Marilyn Shatz Wiley - Blackwell Handbook of Childhood Cognitive Development, 2nd edition Edited by Usha Goswami Wiley - Blackwell Handbook of Infant Development, 2 nd edition Edited by J. Gavin Bremner and Theodore D. Wachs Forthcoming Blackwell Handbook of Developmental Psychology in Action Edited by Rudolph Schaffer and Kevin Durkin Wiley - Blackwell Handbook of Adulthood and Aging Edited by Susan Krauss Whitbourne and Martin Sliwinski Wiley - Blackwell Handbook of Childhood Social Development, 2nd edition Edited by Peter K. Smith and Craig H. Hart The Wiley-Blackwell Handbook of Infant Development Second Edition Volume 1 Basic Research Edited by J. Gavin Bremner and Theodore D. Wachs A John Wiley & Sons, Ltd., Publication This second edition fi rst published 2010 © 2010 Blackwell Publishing Ltd Edition history: Blackwell Handbook of Handbook of Infant Development, edited by J. Gavin Bremner and Alan Fogel, Blackwell Publishers Ltd (1e, 2001) Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s publishing program has been merged with Wiley’s global Scientifi c, Technical, and Medical business to form Wiley-Blackwell. Registered Offi ce John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom Editorial Offi ces 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offi ces, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley. com/wiley-blackwell. The right of J. Gavin Bremner and Theodore D. Wachs to be identifi ed as the authors of the editorial material in this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Library of Congress Cataloging-in-Publication Data The Wiley-Blackwell handbook of infant development / edited by J. Gavin Bremner and Theodore D. Wachs. – 2nd ed. p. ; cm. – (Blackwell handbooks of developmental psychology) Other title: Handbook of infant development Rev. ed. of: Blackwell handbook of infant development / edited by Gavin Bremner and Alan Fogel. 2001. Includes bibliographical references and index. ISBN 978-1-4051-7874-7 (set : hardcover : alk. paper) – ISBN 978-1-4443-3273-5 (v. 1 : hardcover : alk. paper) – ISBN 978-1-4443-3274-2 (v. 2 : hardcover : alk. paper) 1. Infants– Development–Handbooks, manuals, etc. 2. Infants–Health and hygiene–Handbooks, manuals, etc. I. Bremner, J. Gavin, 1949- II. Wachs, Theodore D., 1941- III. Blackwell handbook of infant development. IV. Title: Handbook of infant development. V. Series: Blackwell handbooks of developmental psychology. [DNLM: 1. Child Development. 2. Infant Care. 3. Infant. WS 105 W676 2010] RJ131.B475 2010 305.231–dc22 2010016203 A catalogue record for this book is available from the British Library. Set in 10.5 on 12.5 pt Adobe Garamond by Toppan Best-set Premedia Limited Printed in Singapore 1 2010 Contents List of Contributors viii Introduction to Volume 1: Basic Research 1 J. Gavin Bremner and Theodore D. Wachs 1 Historical Refl ections on Infancy 3 Alan Fogel Part I Perceptual and Cognitive Development 33 Introduction 35 2 Visual Perception 40 Alan Slater, Patricia Riddell, Paul C. Quinn, Olivier Pascalis, Kang Lee, and David J. Kelly 3 Auditory Development 81 Denis Burnham and Karen Mattock 4 Intermodal Perception and Selective Attention to Intersensory Redundancy: Implications for Typical Social Development and Autism 120 Lorraine E. Bahrick 5 Action in Infancy – Perspectives, Concepts, and Challenges 167 Ad W. Smitsman and Daniela Corbetta vi Contents 6 Cognitive Development: Knowledge of the Physical World 204 J. Gavin Bremner 7 Perceptual Categorization and Concepts 243 David H. Rakison 8 Infant Learning and Memory 271 Carolyn Rovee-Collier and Rachel Barr 9 Functional Brain Development during Infancy 295 Mark H. Johnson Part II Social Cognition, Communication, and Language 315 Introduction 317 10 Emerging Self-Concept 320 Philippe Rochat 11 The Importance of Imitation for Theories of Social-Cognitive Development 345 Andrew N. Meltzoff and Rebecca A. Williamson 12 Engaging Minds in the First Year: The Developing Awareness of Attention and Intention 365 Vasudevi Reddy 13 Preverbal Communication 394 Andrew Lock and Patricia Zukow-Goldring 14 Early Language 426 George Hollich Part III Social-Emotional Development 451 Introduction 453 15 Parent–Infant Interaction 458 Marc H. Bornstein and Catherine S. Tamis-LeMonda 16 Attachment in Infancy 483 Germán Posada and Garene Kaloustian 17 Early Social Cognitive Skills at Play in Toddlers’ Peer Interactions 510 Hildy Ross, Marcia Vickar, and Michal Perlman Contents vii 18 Touch and Physical Contact during Infancy: Discovering the Richness of the Forgotten Sense 532 Dale M. Stack 19 Emotion and its Development in Infancy 568 David C. Witherington, Joseph J. Campos, Jennifer A. Harriger, Cheryl Bryan, and Tessa E. Margett 20 Temperament 592 Theodore D. Wachs and John E. Bates 21 Culture and Infancy 623 Charles M. Super and Sara Harkness Author Index 650 Subject Index 684 Contents of Volume 2: Applied and Policy Issues 705 List of Contributors Volume 1 Lorraine E. Bahrick, Florida International University. Rachel Barr, Georgetown University. John E. Bates, Indiana University Bloomington. Marc H. Bornstein, Eunice Kennedy Shriver National Institute of Child Health and Human Development. J. Gavin Bremner, Lancaster University. Cheryl Bryan, University of New Mexico. Denis Burnham, University of Western Sydney. Joseph J. Campos, University of California, Berkeley. Daniela Corbetta, University of Tennessee. Alan Fogel, University of Utah. Sara Harkness, University of Connecticut. Jennifer A. Harriger, University of New Mexico. George Hollich, Purdue University. Mark H. Johnson, Birkbeck College, University of London. Garene Kaloustian, Lebanese American University. David J. Kelly, Royal Holloway, University of London. Contributors ix Kang Lee, University of Toronto. Andrew Lock, Massey University. Tessa E. Margett, University of New Mexico. Karen Mattock, Lancaster University. Andrew N. Meltzoff, University of Washington. Olivier Pascalis, University Pierre Mend è s -France. Michal Perlman, University of Toronto. Germ á n Posada, Purdue University. Paul C. Quinn, University of Delaware. David H. Rakison, Carnegie Mellon University. Vasudevi Reddy, Portsmouth University. Patricia Riddell, University of Reading. Philippe Rochat, Emory University. Hildy Ross, University of Waterloo. Carolyn Rovee - Collier, Rutgers University. Alan Slater, Washington Singer Laboratories. Ad W. Smitsman, Radboud University. Dale M. Stack, Concordia University. Charles M. Super, University of Connecticut. Catherine S. Tamis - LeMonda, New York University. Marcia Vickar, University of Waterloo. Theodore D. Wachs, Purdue University. Rebecca A. Williamson, Georgia State University. David C. Witherington, University of New Mexico. Patricia Zukow - Goldring, University
Load more

Recommended publications
  • Answer Set Companion Answers to Questions
    Case Based Pediatrics For Medical Students and Residents Questions and Answers Editors: Loren G. Yamamoto, MD, MPH, MBA Alson S. Inaba, MD Jeffrey K. Okamoto, MD Mary Elaine Patrinos, MD Vince K. Yamashiroya, MD Department of Pediatrics University of Hawaii John A. Burns School of Medicine Kapiolani Medical Center For Women And Children Honolulu, Hawaii Copyright 2004, Loren G. Yamamoto Department of Pediatrics, University of Hawaii John A. Burns School of Medicine Answer Set Companion Answers to Questions Section I. Office Primary Care Chapter I.1. Pediatric Primary Care 1. False. Proximity to the patient is also an important factor. A general surgeon practicing in a small town might be the best person to handle a suspected case of appendicitis, for example. 2. False. Although some third party payors have standards written into their contracts with physicians, and the American Academy of Pediatrics has created a standard, not all pediatricians adhere to these standards. 3. True. Many factors are involved, including the training of the primary care pediatrician and past experience with similar cases. 4.d 5.e Chapter I.2. Growth Monitoring 1. BMI (kg/m 2) = weight in kilograms divided by the square of the height in meters. 2. First 18 months of life. 3. a) If the child's weight is below the 5th percentile, or b) if weight drops more than two major percentile lines. 4. 85th percentile. 5. 30 grams, or 1 oz per day. 6. At 5 years of age. Those who rebound before 5 years have a higher risk of obesity in childhood and adulthood.
    [Show full text]
  • A Patient & Parent Guide to Strabismus Surgery
    A Patient & Parent Guide to Strabismus Surgery By George R. Beauchamp, M.D. Paul R. Mitchell, M.D. Table of Contents: Part I: Background Information 1. Basic Anatomy and Functions of the Extra-ocular Muscles 2. What is Strabismus? 3. What Causes Strabismus? 4. What are the Signs and Symptoms of Strabismus? 5. Why is Strabismus Surgery Performed? Part II: Making a Decision 6. What are the Options in Strabismus Treatment? 7. The Preoperative Consultation 8. Choosing Your Surgeon 9. Risks, Benefits, Limitations and Alternatives to Surgery 10. How is Strabismus Surgery Performed? 11. Timing of Surgery Part III: What to Expect Around the Time of Surgery 12. Before Surgery 13. During Surgery 14. After Surgery 15. What are the Potential Complications? 16. Myths About Strabismus Surgery Part IV: Additional Matters to Consider 17. About Children and Strabismus Surgery 18. About Adults and Strabismus Surgery 19. Why if May be Important to a Person to Have Strabismus Surgery (and How Much) Part V: A Parent’s Perspective on Strabismus Surgery 20. My Son’s Diagnosis and Treatment 21. Growing Up with Strabismus 22. Increasing Signs that Surgery Was Needed 23. Making the Decision to Proceed with Surgery 24. Explaining Eye Surgery to My Son 25. After Surgery Appendix Part I: Background Information Chapter 1: Basic Anatomy and Actions of the Extra-ocular Muscles The muscles that move the eye are called the extra-ocular muscles. There are six of them on each eye. They work together in pairs—complementary (or yoke) muscles pulling the eyes in the same direction(s), and opposites (or antagonists) pulling the eyes in opposite directions.
    [Show full text]
  • EPOS 2021 Vision 2020 - EPOS 2021
    EPOS 2021 Vision 2020 - EPOS 2021 Final programme & Abstract book EPOS 2021 Virtual Conference 18 - 19 June 2021 www.epos2021.dk EPOS 2021 Vision 2020 - EPOS 2021 2 Contents Final programme . 3 Invited speaker abstracts . 5 Free paper presentations . 33 Rapid fire presentations . 60 Poster presentations . 70 Local organizing Committee: Conference chair: Lotte Welinder Dept. of Ophthalmology, Aalborg University Hospital Members: Dorte Ancher Larsen Dept. of Ophthalmology, Aarhus University Hospital Else Gade Dept. of Ophthalmology, University Hospital Odense Lisbeth Sandfeld Dept. of Ophthalmology, Zealand University Hospital, Roskilde Kamilla Rothe Nissen Dept. of Ophthalmology, Rigshospitalet, University Hospital of Copenhagen Line Kessel Dept. of Ophthalmology, Rigshospitalet (Glostrup), University Hospital of Copenhagen Helena Buch Heesgaard Copenhagen Eye and Strabismus Clinic, CFR Hospitals EPOS Board Members: Darius Hildebrand President Eva Larsson Secretary Christina Gehrt-Kahlert Treasurer Catherine Cassiman Anne Cees Houtman Matthieu Robert Sandra Valeina EPOS 2021 Programme 3 Friday 18 June 8.50-9.00 Opening, welcome remarks 9.00-10.15 Around ROP and prematurity - Part 1 Moderators: Eva Larsson (SE) and Lotte Welinder (DK) 9.00-9.10 L1 Visual impairment. National Danish Registry of visual Kamilla Rothe Nissen (DK) impairment and blindness? 9.10-9.20 L2 Epidemiology of ROP Gerd Holmström (SE) 9.20-9.40 L3 The premature child. Ethical issues in neonatal care Gorm Greisen (DK) 9.40-9.50 L4 Ocular development and visual functioning
    [Show full text]
  • Attachment, Locus of Control, and Romantic Intimacy in Adult
    ATTACHMENT, LOCUS OF CONTROL, AND ROMANTIC INTIMACY IN ADULT CHILDREN OF ALCOHOLICS: A CORRELATIONAL INVESTIGATION by Raffaela Peter A Dissertation Submitted to the Faculty of The College of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, Florida December 2012 Copyright Raffaela Peter 2012 ii ACKNOWLEDGMENTS I would like to thank my family members and friends for their continuous support and understanding during this process of self-exploration which oftentimes called for sacrifices on their part. Not to be forgotten is the presence of a very special family member, Mr. Kitty, who silently and patiently witnessed all colors and shapes of my affective rainbow. Val Santiago Stanley has shown nothing but pure, altruistic friendship for which I will be forever grateful. The appreciation is extended to Val’s Goddesses Club and its members who passionately give to others in the community. Many thanks go out to Jackie and Julianne who, with true owl spirit and equipped with appropriate memorabilia, lent an open ear and heart at all times. Thank you to my committee who provided me with guidance and knowledge throughout my journey at Florida Atlantic University. Most of them I have known for nearly a decade, a timeframe that has allowed me to grow as an individual and professional. To Dr. Paul Ryan Peluso, my mentor and fellow Avenger, thank you for believing in me and allowing me to “act as if”; your metaphors helped me more than you will ever know. You are a great therapist and educator, and I admire your dedication to the profession.
    [Show full text]
  • Pediatric Ophthalmology/Strabismus 2017-2019
    Academy MOC Essentials® Practicing Ophthalmologists Curriculum 2017–2019 Pediatric Ophthalmology/Strabismus *** Pediatric Ophthalmology/Strabismus 2 © AAO 2017-2019 Practicing Ophthalmologists Curriculum Disclaimer and Limitation of Liability As a service to its members and American Board of Ophthalmology (ABO) diplomates, the American Academy of Ophthalmology has developed the Practicing Ophthalmologists Curriculum (POC) as a tool for members to prepare for the Maintenance of Certification (MOC) -related examinations. The Academy provides this material for educational purposes only. The POC should not be deemed inclusive of all proper methods of care or exclusive of other methods of care reasonably directed at obtaining the best results. The physician must make the ultimate judgment about the propriety of the care of a particular patient in light of all the circumstances presented by that patient. The Academy specifically disclaims any and all liability for injury or other damages of any kind, from negligence or otherwise, for any and all claims that may arise out of the use of any information contained herein. References to certain drugs, instruments, and other products in the POC are made for illustrative purposes only and are not intended to constitute an endorsement of such. Such material may include information on applications that are not considered community standard, that reflect indications not included in approved FDA labeling, or that are approved for use only in restricted research settings. The FDA has stated that it is the responsibility of the physician to determine the FDA status of each drug or device he or she wishes to use, and to use them with appropriate patient consent in compliance with applicable law.
    [Show full text]
  • G:\All Users\Sally\COVD Journal\COVD 37 #3\Maples
    Essay Treating the Trinity of Infantile Vision Development: Infantile Esotropia, Amblyopia, Anisometropia W.C. Maples,OD, FCOVD 1 Michele Bither, OD, FCOVD2 Southern College of Optometry,1 Northeastern State University College of Optometry2 ABSTRACT INTRODUCTION The optometric literature has begun to emphasize One of the most troublesome and long recognized pediatric vision and vision development with the advent groups of conditions facing the ophthalmic practitioner and prominence of the InfantSEE™ program and recently is that of esotropia, amblyopia, and high refractive published research articles on amblyopia, strabismus, error/anisometropia.1-7 The recent institution of the emmetropization and the development of refractive errors. InfantSEE™ program is highlighting the need for early There are three conditions with which clinicians should be vision examinations in order to diagnose and treat familiar. These three conditions include: esotropia, high amblyopia. Conditions that make up this trinity of refractive error/anisometropia and amblyopia. They are infantile vision development anomalies include: serious health and vision threats for the infant. It is fitting amblyopia, anisometropia (predominantly high that this trinity of early visual developmental conditions hyperopia in the amblyopic eye), and early onset, be addressed by optometric physicians specializing in constant strabismus, especially esotropia. The vision development. The treatment of these conditions is techniques we are proposing to treat infantile esotropia improving, but still leaves many children handicapped are also clinically linked to amblyopia and throughout life. The healing arts should always consider anisometropia. alternatives and improvements to what is presently The majority of this paper is devoted to the treatment considered the customary treatment for these conditions.
    [Show full text]
  • Nielsen Collection Holdings Western Illinois University Libraries
    Nielsen Collection Holdings Western Illinois University Libraries Call Number Author Title Item Enum Copy # Publisher Date of Publication BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.1 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.2 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.3 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.4 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.5 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. PG3356 .A55 1987 Alexander Pushkin / edited and with an 1 Chelsea House 1987. introduction by Harold Bloom. Publishers, LA227.4 .A44 1998 American academic culture in transformation : 1 Princeton University 1998, c1997. fifty years, four disciplines / edited with an Press, introduction by Thomas Bender and Carl E. Schorske ; foreword by Stephen R. Graubard. PC2689 .A45 1984 American Express international traveler's 1 Simon and Schuster, c1984. pocket French dictionary and phrase book. REF. PE1628 .A623 American Heritage dictionary of the English 1 Houghton Mifflin, c2000. 2000 language. REF. PE1628 .A623 American Heritage dictionary of the English 2 Houghton Mifflin, c2000. 2000 language. DS155 .A599 1995 Anatolia : cauldron of cultures / by the editors 1 Time-Life Books, c1995. of Time-Life Books. BS440 .A54 1992 Anchor Bible dictionary / David Noel v.1 1 Doubleday, c1992.
    [Show full text]
  • Theorists and Theories of Child Development Learner Support Handbook
    Theorists and Theories of Child Development Learner Support Handbook Supporting the development of your career Introduction This information guide is designed to support the knowledge and understanding of child development, in particular the theories and theorists behind these. It details it looks at the seven most popular theorists and the research carried out by them to highlight the many fascinating ways in which children develop and learn Child development theories focus on explaining how children change and grow over the course of childhood. Such theories centre on various aspects of development including social, emotional and cognitive growth. The study of human development is a rich and varied subject. We all have personal experience with development, but it is sometimes difficult to understand: How and why people grow, learn, and act as they do. Why do children behave in certain ways? Is their behaviour related to their age, family relationships, or individual temperament? Developmental psychologists strive to answer such questions as well as to understand, explain, and predict behaviours that occur throughout the lifespan. In order to understand human development, a number of different theories of child development have arisen to explain various aspects of human growth. The guide covers the following theorists and details each of their theories: 1. Freud’s Psychosexual Developmental Theory 2. Erikson's Psychosocial Developmental Theory 3. Piaget's Cognitive Developmental Theory 4. Bowlby's Attachment Theory 5. Bandura's Social Learning Theory 6. Vygotsky's Sociocultural Theory Supporting the development of your career Child Development Theories: A Background Theories of development provide a framework for thinking about human growth and learning.
    [Show full text]
  • Ocular Manifestations in Children with Delayed
    A DISSERTATION ON “OCULAR MANIFESTATIONS IN CHILDREN WITH DELAYED MILESTONES-A CLINICAL STUDY” Submitted to THE TAMIL NADU DR. M. G. R. MEDICAL UNIVERSITY In partial fulfilment of the requirements For the award of degree of M.S. ( Branch III ) --- OPHTHALMOLOGY GOVERNMENT STANLEY MEDICAL COLLEGE & HOSPITAL THE TAMIL NADU DR. M.G.R. MEDICAL UNIVERSITY CHENNAI, TAMIL NADU MAY 2018 CERTIFICATE This is to certify that the study entitled “OCULAR MANIFESTATIONS IN CHILDREN WITH DELAYED MILESTONES- A CLINICAL STUDY” is the result of original work carried out by DR.SOUNDARYA.B, under my supervision and guidance at GOVT. STANLEY MEDICAL COLLEGE, CHENNAI. The thesis is submitted by the candidate in partial fulfilment of the requirements for the award of M.S Degree in Ophthalmology, course from 2015 to 2018 at Govt.Stanley Medical College, Chennai. PROF. DR. PONNAMBALANAMASIVAYAM, PROF.DR.B.RADHAKRISHNAN,M.S.,D.O M.D.,D.A.,DNB. Unit chief and H.O.D. Dean Department of Ophthalmology Government Stanley Medical College Govt. Stanley Medical College Chennai - 600 001. Chennai - 600 001. DECLARATION I hereby declare that this dissertation entitled “OCULAR MANIFESTATIONS IN CHILDREN WITH DELAYED MILESTONES- A CLINICAL STUDY” is a bonafide and genuine research work carried out by me under the guidance of PROF. DR.B.RADHAKRISHNAN M.S. D.O., Unit chief and Head of the Department, Department of Ophthalmology, Government Stanley Medical college and Hospital, Chennai – 600001. Date : Signature Place:Chennai Dr. Soundarya.B ACKNOWLEDGEMENT I express my immense gratitude to The Dean, Prof. Dr. PONNAMBALANAMASIVAYAM M.D,D.A.,DNB., Govt.Stanley Medical College for giving me the opportunity to work on this study.
    [Show full text]
  • Information to Users
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ATTACHMENT STYLE, DEPRESSION AND LONELINESS IN ADOLESCENT SUICIDE ATTEMPTERS by Kolleen M.
    [Show full text]
  • What Is Mentalization? the Concept and Its Foundations in Developmental
    What is Mentalization? The Concept and its Foundations in Developmental Research and Social-Cognitive Neuroscience Peter Fonagy Elizabeth Allison Address for correspondence: Peter Fonagy PhD FBA Research Department of Clinical, Educational and Health Psychology University College London Gower Street London WC1E 6BT E-mail: [email protected] Tel: 44 20 7679 1791 Fax: 44 20 7916 8502 Chapter submitted for Nick Midgley & Ioanna Vrouva (eds) Keeping Children in Mind: Mentalization-based Interventions with Children, Young People and their Families, January 2011. What is mentalization? When we mentalize we are engaged in a form of (mostly preconscious) imaginative mental activity that enables us to perceive and interpret human behavior in terms of intentional mental states (e.g., needs, desires, feelings, beliefs, goals, purposes, and reasons) (Allen, Fonagy, & Bateman, 2008). Mentalizing must be imaginative because we have to imagine what other people might be thinking or feeling. We can never know for sure what is in someone else’s mind (Fonagy, Steele, Steele, & Target, 1997). Moreover, perhaps counterintuitively, we suggest that a similar kind of imaginative leap is required to understand our own mental experience, particularly in relation to emotionally charged issues. We shall see that the ability to mentalize is vital for self-organization and affect regulation. The ability to infer and represent other people’s mental states may be uniquely human. It seems to have evolved to enable humans to predict and interpret others’ actions quickly and efficiently in a large variety of competitive and cooperative situations. However, the extent to which each of us is able to master this vital capacity is crucially influenced by our early experiences as well as our genetic inheritance.
    [Show full text]
  • Causing and Curing Infantile Esotropia in Primates
    Washington University School of Medicine Digital Commons@Becker Open Access Publications 2007 Causing and curing infantile esotropia in primates: The oler of decorrelated binocular input (an American Ophthalmological Society thesis) Lawrence Tychsen Washington University School of Medicine in St. Louis Follow this and additional works at: https://digitalcommons.wustl.edu/open_access_pubs Recommended Citation Tychsen, Lawrence, ,"Causing and curing infantile esotropia in primates: The or le of decorrelated binocular input (an American Ophthalmological Society thesis)." Transactions of the American Ophthalmological Society.105,. 564-593. (2007). https://digitalcommons.wustl.edu/open_access_pubs/3298 This Open Access Publication is brought to you for free and open access by Digital Commons@Becker. It has been accepted for inclusion in Open Access Publications by an authorized administrator of Digital Commons@Becker. For more information, please contact [email protected]. CAUSING AND CURING INFANTILE ESOTROPIA IN PRIMATES: THE ROLE OF DECORRELATED BINOCULAR INPUT (AN AMERICAN OPHTHALMOLOGICAL SOCIETY THESIS) BY Lawrence Tychsen, MD ABSTRACT Purpose: Human infants at greatest risk for esotropia are those who suffer cerebral insults that could decorrelate signals from the 2 eyes during an early critical period of binocular, visuomotor development. The author reared normal infant monkeys, under conditions of binocular decorrelation, to determine if this alone was sufficient to cause esotropia and associated behavioral as well as neuroanatomic deficits. Methods: Binocular decorrelation was imposed using prism-goggles for durations of 3 to 24 weeks (in 6 experimental, 2 control monkeys). Behavioral recordings were obtained, followed by neuroanatomic analysis of ocular dominance columns and binocular, horizontal connections in the striate visual cortex (area V1).
    [Show full text]