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Rediscovering Development in Infancy.

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Title: Rediscovering Development in Infancy.
Authors: Campos, Joseph J. (AUTHOR), Witherington, David (AUTHOR), Anderson, David I. (AUTHOR), Frankel, Carl I. (AUTHOR), Uchiyama, Ichiro (AUTHOR), Barbu‐Roth, Marianne (AUTHOR)
Source: Child Development. Nov/Dec2008, Vol. 79 Issue 6, p1625-1632. 8p.
Subjects: Infant development, Reasoning in infants, Developmental psychology, Cognitive development, Eye-hand coordination in infants, Core competencies
Abstract: This commentary endorses J. Kagan’s (2008) conclusion that many of the most dramatic findings on early perceptual, cognitive, and social competencies are ambiguous. It supports his call for converging research operations to disambiguate findings from single paradigms and single response indices. The commentary also argues that early competencies must be placed into a longitudinal framework, thereby allowing researchers to (a) identify whether regressive phenomena play a role in skill development, (b) understand what functions (if any) given skills play in their precocious manifestations and whether these functions are comparable in later instantiations of skills, and (c) avoid rich interpretations by identifying how robust a suspected competency is across contexts. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Rediscovering Development in Infancy.
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  Data: <searchLink fieldCode="AR" term="%22Campos%2C+Joseph+J%2E%22">Campos, Joseph J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Witherington%2C+David%22">Witherington, David</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Anderson%2C+David+I%2E%22">Anderson, David I.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Frankel%2C+Carl+I%2E%22">Frankel, Carl I.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Uchiyama%2C+Ichiro%22">Uchiyama, Ichiro</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barbu‐Roth%2C+Marianne%22">Barbu‐Roth, Marianne</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22Infant+development%22">Infant development</searchLink><br /><searchLink fieldCode="DE" term="%22Reasoning+in+infants%22">Reasoning in infants</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+psychology%22">Developmental psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Eye-hand+coordination+in+infants%22">Eye-hand coordination in infants</searchLink><br /><searchLink fieldCode="DE" term="%22Core+competencies%22">Core competencies</searchLink>
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  Data: This commentary endorses J. Kagan’s (2008) conclusion that many of the most dramatic findings on early perceptual, cognitive, and social competencies are ambiguous. It supports his call for converging research operations to disambiguate findings from single paradigms and single response indices. The commentary also argues that early competencies must be placed into a longitudinal framework, thereby allowing researchers to (a) identify whether regressive phenomena play a role in skill development, (b) understand what functions (if any) given skills play in their precocious manifestations and whether these functions are comparable in later instantiations of skills, and (c) avoid rich interpretations by identifying how robust a suspected competency is across contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1467-8624.2008.01212.x
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      – Code: eng
        Text: English
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        PageCount: 8
        StartPage: 1625
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      – SubjectFull: Infant development
        Type: general
      – SubjectFull: Reasoning in infants
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      – SubjectFull: Developmental psychology
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      – SubjectFull: Cognitive development
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      – SubjectFull: Eye-hand coordination in infants
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              Text: Nov/Dec2008
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