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“Discoveries about how brain, behavior, and culture interact in infant development have been fast and furious. This handbook assembles contributions from the field’s brightest stars, who provide state-of-the-art summaries and point to a wealth of literature. The reader is at once brought up to date on stunning advances and treated to a glimpse of the future. I recommend this book highly as an exceptional reference for faculty and graduate students—perfect for provoking discussion and debate about how neuroscience, caregiving, and genetics influence infant development. The volume analyzes underlying mechanisms as well as developmental timelines, thereby pointing the way forward in infancy research.”

—Andrew N. Meltzoff, PhD, Co-Director, Institute for Learning and Brain Sciences, University of Washington


“Great strides have recently been made in understanding the underlying neural, genetic, and epigenetic mechanisms of human infant behavior. This well-organized volume provides a solid overview of current knowledge about the complexity of infant perception, cognition, and socioemotional development. Written by experts in the field, each chapter reviews the intertwined roles of biology and behavior in understanding how human development progresses over the first years of life. This would be an excellent text for an introductory graduate seminar on child development.”

—Nathan A. Fox, PhD, Distinguished University Professor, Department of Human Development and Quantitative Methodology, University of Maryland


“An important and timely work that takes on the true complexity of the study of biobehavioral development. Chapters are written by both established, renowned researchers and rising stars, and are all stellar. Anyone who seeks to understand the complex interplay of neurobiological, physiological, cognitive, socioemotional, cultural, and contextual processes in early child development will want to read this handbook. Its contribution lies as much in the careful articulation of new directions for research on early biopsychosocial development as in the incisive summary and integration of current knowledge. The book will be extraordinarily valuable for use in graduate courses in psychology, human development and family studies, public health, sociology, and social work. I very much look forward to using it in my graduate course on Developmental Science.”

—Martha J. Cox, PhD, Department of Psychology, University of North Carolina at Chapel Hill


“This volume exquisitely details the paradigmatic shift toward multilevel transactional analysis across domains of infant development. Offering conceptual depth and clarity, it will serve as a single primary source for guiding the next generation of research on novel biopsychosocial approaches to infant development. The book belongs on the shelf of every infant research lab and should be required reading for graduate students in developmental science. It will be of great interest to interventionists, not just developmentalists. The section on adversity and risk offers particularly thoughtful perspectives that should drive the development of innovative intervention programs for high-risk infants.”

—Keith A. Crnic, PhD, Foundation Professor, Department of Psychology, Arizona State University


“According to the biopsychosocial perspective, pioneered by Gilbert Gottlieb, human development is shaped by biology, behavior, and the social environment. This handbook brings together a diverse group of scholars to illustrate the power of the biopsychosocial approach. The volume presents cutting-edge research that integrates across multiple levels, from genetics to the social environment. It is important reading for researchers, academics, and advanced students.”

—Mark H. Johnson, PhD, Centre for Brain and Cognitive Development, Birkbeck, University of London, United Kingdom

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Table of Contents

I. Setting the Stage

1. Introduction to the Volume: Seeing Infant Development through a Biopsychosocial Lens, Susan D. Calkins

2. Gilbert Gottlieb and the Biopsychosocial Perspective on Developmental Issues, Timothy D. Johnston

II. Perceptual and Cognitive Processes

3. Introduction to Part II: Bringing the Field of Infant Cognition and Perception toward a Biopsychosocial Perspective, Martha Ann Bell

4. A Biopsychosocial Perspective on Looking Behavior in Infancy, Lisa M. Oakes

5. Biopsychosocial Perspectives on the Development of Attention in Infancy, John Colombo & Brenda Salley

6. The Development and Brain Mechanisms of Joint Attention, Stefanie Hoehl & Tricia Striano

7. The Development of Declarative Memory in Infancy and Implications for Social Learning, Patricia J. Bauer & Jacqueline S. Leventon

8. Infant Word Learning in Biopsychosocial Perspective, Catherine S. Tamis-LeMonda & Marc H. Bornstein

III. Social and Emotional Processes

9. Introduction to Part III: Reweaving the Strands—Biology, Behavior, Context, Ross A. Thompson

10. A Psychobiological Perspective on Emotional Development within the Family Context, Esther M. Leerkes & Stephanie H. Parade

11. A Biopsychosocial Framework for Infant Temperament and Socioemotional Development, Kristin A. Buss, Santiago Morales, Sunghye Cho, & Lauren Philbrook

12. Genetic Correlates of Early Maternal Caregiving, W. Roger Mills-Koonce, Cathi B. Propper, & Bharathi J. Zvara

13. A Biopsychosocial Perspective on Synchrony and the Development of Human Parental Care, Ilanit Gordon & Ruth Feldman

IV. Adversity and Risk: Implications for Infant Development

14. Introduction to Part IV: Current Directions in the Study of Risk and Adversity in Infancy, Charles H. Zeanah & Kathryn L. Humphreys

15. Adversity in Early Social Relationships, Mary Dozier, Caroline K. P. Roben, & Julie R. Hoye

16. The Social Ecology of Infant Sleep: Structural and Qualitative Features of Bedtime and Nighttime Parenting and Infant Sleep in the First Year, Douglas M. Teti, Lauren Philbrook, Mina Shimizu, Jon Reader, Hye-Young Rhee, Brandon T. McDaniel, Brian Crosby, Bo-Ram Kim, & Ni Jian

17. Infant Vulnerability to Developmental Psychopathology, Sherryl H. Goodman

V. The Future of Infancy Research

18. An Interdisciplinary Biopsychosocial Perspective on Psychological Development, George F. Michel, Emily Marcinowski, Iryna Babik, Julie Campbell, & Eliza Nelson

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About the Editor

Susan D. Calkins, PhD, is the Bank of America Excellence Professor in the Department of Human Development and Family Studies and the Department of Psychology at the University of North Carolina at Greensboro, where she directs the Child and Family Research Network. Dr. Calkins conducts longitudinal studies of the biological, psychological, and social processes that influence emotional development from infancy through young adulthood.

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Contributors

Iryna Babik, PhD, Physical Therapy Department, University of Delaware, Newark, Delaware

Patricia J. Bauer, PhD, Department of Psychology, Emory University, Atlanta, Georgia

Martha Ann Bell, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Marc H. Bornstein, PhD, Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, Maryland

Kristin A. Buss, PhD, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Susan D. Calkins, PhD, Department of Human Development and Family Studies and Department of Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina

Julie M. Campbell, PhD, Department of Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina

Sunghye Cho, MS, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

John Colombo, PhD, Schiefelbusch Institute for Life Span Studies and Department of Psychology, University of Kansas, Lawrence, Kansas

Brian Crosby, PhD, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Mary Dozier, PhD, Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware

Ruth Feldman, PhD, Department of Psychology, Bar-Ilan University, Ramat Gan, Israel

Sherryl H. Goodman, PhD, Department of Psychology, Emory University, Atlanta, Georgia

Ilanit Gordon, PhD, Department of Psychology, Bar-Ilan University, Ramat Gan, Israel

Stefanie Hoehl, PhD, Institute of Psychology, Heidelberg University, Heidelberg, Germany

Julie R. Hoye, BA, Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware

Kathryn L. Humphreys, PhD, Department of Psychiatry and Behavioral Sciences, Tulane University School of Medicine, New Orleans, Louisiana

Ni Jian, BS, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania

Timothy D. Johnston, PhD, Department of Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina

Bo-Ram Kim, PhD, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania

Esther M. Leerkes, PhD, Department of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, North Carolina

Jacqueline S. Leventon, PhD, Department of Psychology, California State University, San Bernardino, San Bernardino, California

Emily C. Marcinowski, PhD, Department of Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina

Brandon McDaniel, BS, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania

George F. Michel, PhD, Department of Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina

W. Roger Mills-Koonce, PhD, Department of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, North Carolina

Santiago Morales, MS, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Eliza L. Nelson, PhD, Department of Psychology, Florida International University, Miami, Florida

Lisa M. Oakes, PhD, Department of Psychology, University of California, Davis, Davis, California

Stephanie H. Parade, PhD, Bradley Research Center, E. P. Bradley Hospital, East Providence, Rhode Island

Lauren Philbrook, MS, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania

Cathi B. Propper, PhD, Center for Developmental Science, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Jon Reader, BS, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania

Hye-Young Rhee, MS, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania

Caroline K. P. Roben, PhD, Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware

Brenda Salley, PhD, Schiefelbusch Institute for Life Span Studies, University of Kansas, Lawrence, Kansas

Mina Shimizu, MS, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania

Tricia Striano, PhD, Department of Psychology, Hunter College, The City University of New York, New York, New York

Catherine S. Tamis-LeMonda, PhD, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Douglas M. Teti, PhD, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania

Ross A. Thompson, PhD, Department of Psychology, University of California, Davis, Davis, California

Charles H. Zeanah, MD, Department of Psychiatry and Behavioral Sciences, Tulane University School of Medicine, New Orleans, Louisiana

Bharathi J. Zvara, PhD, School of Public Health, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

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Audience

Researchers in infancy and developmental and child clinical psychology; also of interest to neuroscientists, clinicians, and early educators interested in infant development.

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Course Use

May serve as a text in graduate-level courses in infant and child development or as a supplement in courses in cognitive, perceptual, psychosocial, or social development.