By J. Gavin Bremner, Alan Fogel
This up to date assessment of the fast-moving box of boy or girl improvement covers the entire significant components of curiosity when it comes to examine, functions and policy.Provides an up to date evaluation of growth on very important developmental questions with regards to infancy. Balances North American and eu viewpoint. Written by way of best foreign researchers. Now to be had in complete textual content on-line through xreferplus, the award-winning reference library on the internet from xrefer. for additional info, stopover at www.xreferplus.com
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Extra resources for Blackwell Handbook of Infant Development (Blackwell Handbooks of Developmental Psychology)
While touch can also provide information about the identity and location of stationary things nearby, only through vision is it possible to have direct experience of stationary objects at a distance as well as knowledge of their location relative to other objects and to the observer. The primary stimulus for audition is the movement of air molecules, caused most often by objects and living things in motion. Flowing water or vibrations in the vocal tract of a barking dog agitate adjacent air molecules, which in turn set the eardrum into motion and trigger the chain of mechanical and neural events in the auditory system which result in the perception of sound.
Perception of object unity in 2-month-old infants. Developmental Psychology, 31, 739–745. Johnson, S. , & Nanez, J. E. (1995). Young infants’ perception of object unity in twodimensional displays. Infant Behavior and Development, 18, 133–143. Kanizsa, G. (1979). Organization in vision: Essays on Gestalt perception. New York: Praeger. Karmiloff-Smith, A. (1996, Fall). The connectionist infant: Would Piaget turn in his grave? SRCD Newsletter, 1–3, 10. Kellman, P. , & Spelke, E. S. (1983). Perception of partly occluded objects in infancy.
Audition and Vision Compared The idea of assessing visual and auditory capabilities in children may bring to mind standing in line in the school corridor, waiting to be asked to identify tiny letters on a wall chart or to respond to faint sounds presented through headphones. Performance on such tests determines whether certain aspects of visual and auditory function are “within the normal range” for an individual. However, the normal development of visual and auditory competence obviously involves much more than achieving 20/20 acuity and being able to detect low-intensity sounds.