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"Development in Infancy reflects many new discoveries that have transformed our understanding of infants and their place in human development, with an emphasis on 21st century research. Organized topically, the book covers physical, perceptual, cognitive, language, and social development, in addition to describing theories of development, contexts of development, research methods, and implications of research in infancy for social policies and interventions. Key issues in infancy studies-those having to do with how nature and nurture transact and with interrelations among diverse domains of development-are woven throughout the text. The text also emphasizes infancy as a unique stage of the life cycle"--

SUMMARY. Sudden death in infancy is now one of the commonest cause of death in young children in the United Kingdom affecting two to three per 1,000 livebirths. A number of background factors are associated with an increased risk of sudden death and the aetiology is likely to be multifactional. Some of these background factors are reviewed together with possible causes. The relationship with child abuse is discussed. While the aetiology and therefore methods of prevention remain uncertain, it is clear that families who suffer this form of bereavemem need support and counselling. The response of one health authority to the challenge of cot death is described.

The present exploratory study reports the presence of 'coy' smiles beginning at 2‐3 months in infancy, consisting of smiling with simultaneous gaze and head aversion and curving arm movements. Five infants were video‐taped in natural interaction in their homes once a week between 7 and 20 weeks of age. These smiles were elicited in contexts of social attention, and were more likely following the renewed onset of attention. They occurred in interaction with familiar adults, with strangers and with the self in a mirror. Such expressions have previously only been reported in adults and in toddlers in the second year and have been interpreted as self‐conscious emotional reactions deriving from newly developing self‐conscious cognitions. The morphological and functional similarities between these early expressions and those reported in toddlers and adults suggest a developmental continuity in these reactions.

AbstractInfants enculturate to their soundscape over the first year of life, yet theories of how they do so rarely make contact with details about the sounds available in everyday life. Here, we report on properties of a ubiquitous early ecology in which foundational skills get built: music. We captured daylong recordings from 35 infants ages 6–12 months at home and fully double‐coded 467 h of everyday sounds for music and its features, tunes, and voices. Analyses of this first‐of‐its‐kind corpus revealed two distributional properties of infants' everyday musical ecology. First, infants encountered vocal music in over half, and instrumental in over three‐quarters, of everyday music. Live sources generated one‐third, and recorded sources three‐quarters, of everyday music. Second, infants did not encounter each individual tune and voice in their day equally often. Instead, the most available identity cumulated to many more seconds of the day than would be expected under a uniform distribution. These properties of everyday music in human infancy are different from what is discoverable in environments highly constrained by context (e.g., laboratories) and time (e.g., minutes rather than hours). Together with recent insights about the everyday motor, language, and visual ecologies of infancy, these findings reinforce an emerging priority to build theories of development that address the opportunities and challenges of real input encountered by real learners.

Abstract We review recently published papers that have contributed to our understanding of how the preverbal infant represents number, area and time. We review evidence that infants rely on two distinct systems to represent number nonverbally and highlight the similarities in the ratio‐dependent discrimination of number, time and area. Contrary to earlier assertions that continuous dimensions are more salient (and thus more discriminable) to the infant than numerosity, we argue that the opposite conclusion is better supported by the data. The preverbal infant may be better able to extract numerosity than continuous variables from arrays of discrete items.

The idea for this volume was generated in a graduate seminar in developmentalpsychology that focused on the cultural context of infancy. The seminar was the directresult of several analyses of the published literature that indicated that scientific studiesof children of color represented a disproportionately small portion of the publicationsfrom several of the most prominent journals in the field of human development. Therelative lack of published studies stands in marked contrast to both immigration trends inthe United States and the proportion of the United States population that is nonwhite

I. Theoretical Underpinnings -- 1. Preface/Introduction: Infancy through the lens of evolutionary developmental science -- 2. Human evolution and the neotenous infant -- 3. Cultures of infancy (and EEA) -- 4. Primate infants -- II. Brain and Cognitive Development -- 5. Core knowledge -- 6. Social cognition -- 7. Social/moral cognition in young infants -- 8. Infant brain development, plasticity, and recovery of function -- 9. Music and language acquisition -- III. Social/Emotional Development -- 10. Infant emotions -- 11. Jealousy and the Biobehavioral Shift: Why the Terrible Twos are Terrible -- 12. Maternal caregiving and mother-to-infant attachment: Adaptations to ancestral infants' three-year period of dependence on breast milk -- 13. Touch/skin-to-skin contact -- 14. Attachment -- 15. Father-infant attachment relationships -- IV. Life and Death -- 16. Prenatal effects (predictive adaptive responses) -- 17. Human birth -- 18. Infanticide/abandonment -- 19. Infant mortality -- 20. Mortality in relation to nutrition.