The Neurobehavioral and Social-Emotional Development of Infants and Children (Norton Series on Interpersonal Neurobiology)
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Internationally recognized as one of the premier researchers on child development, Ed Tronick has held notable teaching positions and conducted vital research for nearly 30 years.
Over the course of his esteemed career, he has received funding for hundreds of key studies in the US and abroad on normal and abnormal infant and child development―including his Mutual Regulation Model and Still-Face Paradigm, which revolutionized our understanding of infants’ emotional capacities and coping―all of which led to critical contributions in the field. Much of his work serves as the benchmark for how mental health clinicians think about biopsychosocial states of consciousness, the process of meaning making, and how and why we engage with others in the world.
Now, for the first time, Tronick has gathered together his most influential writings in a single, essential volume. Organized into five parts―(I) Neurobehavior, (II) Culture, (III) Infant Social-Emotional Interaction, (IV) Perturbations: Natural and Experimental, and (V) Dyadic Expansion of Consciousness and Meaning Making―this book represents his major ideas and studies regarding infant-adult interactions, developmental processes, and mutual regulation, carefully addressing such questions as:
- What is a state of consciousness?
- What are the developing infant’s capacities for neurobehavioral self-organization?
- How are early infant-adult interactions organized?
- How can we understand the nature of normal versus abnormal development?
- How do self and mutual regulation relate to developmental processes?
- Is meaning making purely a function of the brain, or is it in our bodies as well?
As a bonus, the book includes a DVD-ROM, with video clips of Tronick’s Still-Face Paradigm, an invaluable teaching aid.
differences in attention span, state behavior, and buildup of excitement when infants are interacting with objects as contrasted to people (Brazelton et al., 1974). The third and fourth affective configurations convey dissimilar messages primarily differentiated on an active-passive dimension. The Passive Withdrawal configuration conveys a passive state characterized by facial expressions of sadness, fussy vocalizations, autonomic stress indicators, and low levels of activity. Importantly,
APIB requires extensive training. According to Als (1994, 1997), the conceptual basis of the APIB necessitates training in neurodevelopment and human evolution in addition to training in the assessment itself. NICU NETWORK NEUROBEHAVIORAL SCALE General Description The NNNS was developed as an assessment for the at-risk infant, especially substance exposed, and was meant to have broad applicability. It is a comprehensive assessment of both neurological integrity and behavioral functioning,
conscious. They require different conceptualizations. They may also require different clinical procedures, which has important technical implications. The proposed model is centered on processes rather than structure and is derived from observing infant-caretaker interaction and from dynamic systems theory. In this model, there is a reciprocal process in which change takes place in the implicit relationship at moments of meeting through alterations in “ways of being with.” It does not correct
was performed with each of the dependent measures. Infants were included only if they had data at both 7 and 15 months of age, resulting in a sample of 34 subjects at both 7 and 15 months (19 exposed) with a total of 317 reaches (mean number of reaches = 4.25, range = 1–9). No significant differences were found for the number of reaches by exposure group at either age (all t tests, ps > .10). Exposure Status Table 5.3 presents the results for the kinematic variables of the infant reaches by
is, the child has no choice but to make his or her acquisition strategies conform to the caregiver’s strategies, including the cultural components making them up. Thus, the child’s strategies take on a cultural form as does his or her central nervous system from the moment it begins to act. To quote Prechtl again, “Within limits, a new intact but biologically different brain may be formed, with a rather different functional repertoire” (Connelly & Prechtl, 1981, p. 212). To illustrate this