Tests the hypothesis that appropriately timed stimulation provided to preterm infants would aid self-regulating and lead to quiet sleep. It was expected that effects of self-regulation would be evident in infant development interaction and performance. Stimulation consisted of a gentle horizontal movement and a heartbeat sound presented on…

Using an objective measure of attention obtained during a baseline period, assesses in two studies the effects of attention on operant learning among 240 infants 14 weeks of age who were rewarded for kicking with a pattern of lights and tones. (RH)

In 1940 Dennis found Hopi infants slower in onset of walking, whether or not the cradleboard was used. Present differences in genetic background, health, and nutrition were compared showing that an inadequate diet may have accounted for former walking delays. The present onset of walking may reflect external food program improvements in nutrition.…

Uses the habituation paradigm to investigate 3-month-old infants' abilities to recognize and discriminate among the faces of strangers. Infants consistently discriminated between photographs of faces following extensive exposure to one, and recognized something about the face they saw during habituation. Results suggest that similarity influences…

Describes longitudinal changes in premature infants' behaviors after various forms of stimulation were given during a standardized neurological examination. Regardless of conceptional age, arousal level increased as the examination progressed. Conceptional age influenced rapidity of change from lower to higher states of arousal and determined the…

Twenty-five one-year-olds were administered two tasks (each of which consisted of a familiarization stage followed by a recognition stage) in order to determine whether infants can recognize the shapes of objects by touch alone. (CM)

When equated on level of maturity, preterm infants were indistinguishable from full-term infants in their rates of response decrement to stimulus repetition and their subsequent response to a novel stimulus. Responsiveness to auditory novelty at four months was a strong predictor of 18-month mental performance for females but not for males. (RH)

The purposes of this present study are (1) to follow the development of preterm as compared with that of full-term infants born to teenage v adult mothers belonging to a lower SES group; and (2) to assess the effects of an intervention provided for a subsample of the preterm infants born to teenage mothers. (Author/MP)

Three questions are addressed: (1) Are infants as young as six months capable of interacting with a peer? (2) What type of social acts are used during these early encounters? and (3) Do toys facilitate the interactions? (Author/MP)

When older siblings were present with infants and their mothers in the backyard of a private home, the infants went further from their mothers, traversed a larger area of the yard, left their mothers more quickly, and stayed away longer. (RH)

Investigates the effects of variable-practice versus constant-practice on the learning of novel motor schemata in 36 children ranging in age from two years one month to four years. (Author/SS)

Investigates infants' fear reactions in response to a potentially frightening toy as a function of their having control, or not having control, over the toy's movements. Subjects tested were 24 boys and 24 girls, age 12 to 13 months. (Author/SS)

How infants come to master reaching for moving objects was studied in a situation where the distance to and the velocity of the moving object varied. Eleven infants participated in the study. (MP)

Four facial stimuli derived from the Bolton standards of craniofacial development representing a human male at 6 months, 3, 8, and 18 years of age were used in a test of Lorenz's concept of babyishness and of the discrepancy hypothesis. Subjects were 87 four-month-old infants. (Author/MP)

Describes and discusses the sequence of parental reactions to the birth of a malformed infant. Presents some developmental tasks parents must face in order to accept and meet the special needs of their child. (RH)