J. Gavin Bremner & Theodore D. Wachs 
The Wiley-Blackwell Handbook of Infant Development, Volume 1 [EPUB ebook] 
Basic Research

Now part of a two-volume set, the fully revised and updated secondedition of The Wiley-Blackwell Handbook of Infant Development, Volume 1: Basic Research providescomprehensive coverage of the basic research relating to infantdevelopment.
* Updated, fully-revised and expanded, this two-volume setpresents in-depth and cutting edge coverage of both basic andapplied developmental issues during infancy
* Features contributions by leading international researchersand practitioners in the field that reflect the most currenttheories and research findings
* Includes editor commentary and analysis to synthesize thematerial and provide further insight
* The most comprehensive work available in this dynamic andrapidly growing field

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Preface (Gavin Bremner and Theodore D. Wachs).

Chapter 1: Historical Reflections on Intimacy (Alan Fogel, University of Utah).

Part I: Basic perceptual and cognitive development.

Chapter 2: Visual perception (Alan 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).

Chapter 3: Auditory Development (Denis Burnham, University of Western Sydney, and Karen Mattock, Lancaster University).

Chapter 4: Intermodal Perception and Selective Attention to Intersensory Redundancy: Implications for Typical Social Development and Autism (Lorraine E. Bahrick, Florida International University).

Chapter 5: Action in Infancy – Perspectives, Concepts, and Challenges (Ad Smitsman, Radboud University, and Daniela Corbetta, University of Tennessee).

Chapter 6: Cognitive Development: Knowledge of the physicalworld (Gavin Bremner, Lancaster University).

Chapter 7: Perceptual categorisation and concepts (David H.Rakison, Carnegie Mellon University).

Chapter 8: Infant learning and memory (Carolyn Rovee-Collier, Rutgers University, and Rachel Barr, Georgetown University).

Chapter 9: Functional brain development during infancy (Mark H. Johnson, Birkbeck College, University of London).

Part II: Social cognition, communication, andlanguage.

Chapter 10: Emerging self-concept (Philippe Rochat, Emory University).

Chapter 11: The Importance of Imitation for Theories of Social-Cognitive Development (Andrew N. Meltzoff, University of Washington, and Rebecca A. Williamson, Georgia State University).

Chapter 12: Engaging Minds in the first year: The developingawareness of attention and intention (Vasudevi Reddy, Portsmouth University).

Chapter 13: Preverbal communication (Andrew Lock, Massey University, and Patricia Zukow-Goldring, University of California, Los Angeles).

Chapter 14: Early language (George Hollich, Purdue University).

Part III: Social-emotional development.

Chapter 15: Parent-infant interaction (Marc H. Bornstein, Eunice Kennedy Shriver National Institute of Child Health and Human Development, and Catherine S. Tamis-Le Monda, New York University).

Chapter 16: Attachment in infancy (Germán Posada and Garene Kaloustian, Purdue University).

Chapter 17: Early social cognitive skills at play in toddlers’peer interactions (Hildy Ross, University of Waterloo, Marcia Vickar, University of Waterloo, and Michal Perlman, University of Toronto).

Chapter 18: Touch and physical contact during infancy:Discovering the richness of the forgotten sense (Dale M. Stack, Concordia University).

Chapter 19: Emotion and its development in infancy (David C.Witherington, University of New Mexico, Joseph J. Campos, University of California, Berkeley, Jennifer A. Harriger, Cheryl Bryan, & Tessa E. Margett, University of New Mexico).

Chapter 20: Temperament (Theodore D. Wachs, Purdue University, and John E. Bates, Indiana University Bloomington).

Chapter 21: Culture and infancy (Charles M. Super and Sara Harkness, University of Connecticut).

Author Index.

Subject Index.

Contents of Volume 2: Applied and Policy Issues.

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J. Gavin Bremner is Professor of Developmental Psychology at Lancaster University. He has investigated perception and cognitionin infancy for more than 30 years, and has published numerouspapers and books relating to this topic. His current researchinterests include infants’ perception of object trajectoriesand infants’ intersensory perception.

Theodore D. Wachs is Professor of Psychological Sciences at Purdue University. He is a member of the editorialboards of the International Journal of Behavioral Development and the Journal of Applied Developmental Psychology. His current research focuses onchaotic family environments and infant development; micro-nutrientdeficiencies in infancy and cognitive and social-emotionaldevelopment; and temperament in infancy and childhood.