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024 7 _a10.1002/9781444327564
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035 _a(OCoLC)663080260
035 _a(OCoLC)ocn663080260
039 9 _a201904261616
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049 _aMAIN
050 1 4 _aRJ131
_b.B475 2010
060 1 0 _aWS 105
_bW676 2010
082 0 4 _a305.231
_222
090 _aebook
245 0 4 _aThe Wiley-Blackwell handbook of infant development.
_nVol. 1 /
_cedited by J. Gavin Bremner and Theodore D. Wachs.
246 3 0 _aHandbook of infant development
250 _a2nd ed.
260 _aChichester, West Sussex :
_bWiley-Blackwell,
_c2010.
300 _a1 online resource (ix, 706 pages).
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aWiley-Blackwell handbooks of developmental psychology
500 _aRevised edition of: Blackwell handbook of infant development / edited by Gavin Bremner and Alan Fogel. 2001.
504 _aIncludes bibliographical references and index.
505 0 _aMachine generated contents note: Preface (Gavin Bremner and Theodore D. Wachs). -- VOLUME I: BASIC RESEARCH. -- 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 physical world (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).
505 0 _aPart II: Social cognition, communication, and language. -- 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 developing awareness 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-LeMonda, 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).
520 _a'Now in two volumes, the fully revised and updated second edition of The Wiley-Blackwell Handbook of Infant Development provides comprehensive coverage of the basic research and applied and policy issues 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.'--Provided by publisher.
588 0 _aPrint version record; title from PDF of title page (Wiley Online Library, viewed Jan. 14, 2011).
650 0 _aInfants
_xDevelopment
_vHandbooks, manuals, etc.
650 0 _aInfants
_xHealth and hygiene
_vHandbooks, manuals, etc.
650 2 _aChild development.
650 2 _aInfant Care.
650 2 _aInfant.
700 1 _aBremner, J. Gavin,
_d1949-
700 1 _aWachs, Theodore D.,
_d1941-
710 2 _aWiley Online Library.
730 0 _aBlackwell handbook of infant development.
773 0 _tWiley e-books.
776 0 8 _iPrint version:
_tWiley-Blackwell handbook of infant development.
_b2nd ed.
_dChichester, West Sussex ; Malden, MA : Wiley-Blackwell, 2010
_z9781405178747
_w(DLC) 2010016203
_w(OCoLC)495598925
830 0 _aWiley-Blackwell handbooks of developmental psychology.
856 4 0 _uhttps://eresourcesptsl.ukm.remotexs.co/user/login?url=http://onlinelibrary.wiley.com/book/10.1002/9781444327564
_zWiley Online Library
907 _a.b16540220
_b2022-11-01
_c2019-11-12
942 _c01
_n0
_kebook
914 _avtls003628949
998 _ae
_b2017-12-12
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