Now part of a two-volume set, the fully revised and updated second edition of The Wiley-Blackwell Handbook of Infant Development, Volume 1: Basic Research provides comprehensive coverage of the basic research relating to infant development. Updated, fully-revised and expanded, this two-volume set presents in-depth and cutting edge coverage of both basic and applied developmental issues during infancy Features contributions by leading international researchers and practitioners in the field that reflect the most current theories and research findings Includes editor commentary and analysis to synthesize the material and provide further insight The most comprehensive work available in this dynamic and rapidly growing field

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 SingerLaboratories, Patricia Riddell, University of Reading, Paul C.Quinn, University of Delaware, Olivier Pascalis, University ofSheffield, Kang Lee, University of Toronto, and David J. Kelly,University of Glasgow).Chapter 3: Auditory Development (Denis Burnham, University ofWestern Sydney, and Karen Mattock, Lancaster University).Chapter 4: Intermodal Perception and Selective Attention toIntersensory Redundancy: Implications for Typical SocialDevelopment and Autism (Lorraine E. Bahrick, FloridaInternational University).Chapter 5: Action in Infancy - Perspectives, Concepts, andChallenges (Ad Smitsman, Radboud University, and DanielaCorbetta, 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, GeorgetownUniversity).Chapter 9: Functional brain development during infancy (MarkH. Johnson, Birkbeck College, University of London).Part II: Social cognition, communication, andlanguage.Chapter 10: Emerging self-concept (Philippe Rochat, EmoryUniversity).Chapter 11: The Importance of Imitation for Theories ofSocial-Cognitive Development (Andrew N. Meltzoff,University of Washington, and Rebecca A. Williamson, Georgia StateUniversity).Chapter 12: Engaging Minds in the first year: The developingawareness of attention and intention (Vasudevi Reddy, PortsmouthUniversity).Chapter 13: Preverbal communication (Andrew Lock, MasseyUniversity, and Patricia Zukow-Goldring, University of California,Los Angeles).Chapter 14: Early language (George Hollich, PurdueUniversity).Part III: Social-emotional development.Chapter 15: Parent-infant interaction (Marc H. Bornstein,Eunice Kennedy Shriver National Institute of Child Health and HumanDevelopment, and Catherine S. Tamis-LeMonda, New YorkUniversity).Chapter 16: Attachment in infancy (Germán Posada andGarene Kaloustian, Purdue University).Chapter 17: Early social cognitive skills at play in toddlers'peer interactions (Hildy Ross, University of Waterloo, MarciaVickar, University of Waterloo, and Michal Perlman, University ofToronto).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, CherylBryan, & Tessa E. Margett, University of New Mexico).Chapter 20: Temperament (Theodore D. Wachs, PurdueUniversity, and John E. Bates, Indiana UniversityBloomington).Chapter 21: Culture and infancy (Charles M. Super and SaraHarkness, University of Connecticut).Author Index.Subject Index.Contents of Volume 2: Applied and Policy Issues.