Table of Contents

An Introduction to Classic Studies in Developmental Psychology - Alan M. Slater & Paul C. Quinn
Attachment and Early Social Deprivation: Revisiting Harlow′s Monkey Studies - Roger Kobak
Conditioned Emotional Reactions: Revisiting Watson and Rayner′s Little Albert - Thomas H. Ollendick et al
Infants on the Edge: Beyond the Visual Cliff - Karen E. Adolph and Kari S. Kretch
Revisiting Piaget: A Perspective from Studies of Children′s Problem-Solving Abilities - David Klahr
Imitation in Infancy: Revisiting Meltzoff and Moore′s (1977) Study - Alan M. Slater
Object Permanence in Infancy: Revisiting Baillargeon′s Drawbridge Study - Denis Mareschal and Jordy Kaufman
Children′s Eyewitness Memory and Suggestibility: Revisiting Ceci and Bruck′s (1993) Review - Kelly McWilliams et al
How Much Can We Boost IQ?: An Updated Look at Jensen′s (1969) Question and Answer - Wendy Johnson
Reading and Spelling: Revisiting Bradley and Bryant′s Study - Usha Goswami
Theory of Mind and Autism: Revisiting Baron-Cohen et al′s Sally-Anne Study - Coralie Chevallier
Moral Development: Revisiting Kohlberg′s Stages - Gail D. Heyman and Kang Lee
Aggression: Revisiting Bandura′s Bobo Doll Studies - Jennifer E. Lansford
Language Development: Revisiting Eimas et al′s /ba/ and /pa/ Study - Richard N. Aslin
Resilience in Children: Vintage Rutter and Beyond - Ann S. Masten

About the Author

Alan Slater is Associate Professor in Developmental Psychology at the University of Exeter. He is the co-editor of The Blackwell Reader in Developmental Psychology (Blackwell, 1999), Theories of Infant Development (Blackwell Publishing, 2004) and An Introduction to Developmental Psychology (Wiley, 2017) as well as the the 5-volume reference work Infancy (SAGE, 2013). Paul C. Quinn is Trustees Distinguished Professor of Psychological and Brain Sciences at the University of Delaware, USA. He received his ScB and PhD degrees in Psychology from Brown University in 1981 and 1986. Dr. Quinn’s research reflects an enduring interest in concept formation. His work over the last 20 years has been investigating how social category information is extracted from faces (e.g., gender, race) and has the goal of understanding how the early emergence of cognitive organization during infancy may impact subsequent conceptual and social development. This work has been supported by the National Institute of Child Health and Human Development and the National Science Foundation, and has generated over 225 journal and book chapter publications, along with a co-edited book, The Making of Human Concepts (2010, Oxford Series in Developmental Cognitive Neuroscience). Dr. Quinn is a Fellow of the American Psychological Association, Association for Psychological Science, and Psychonomic Society, and in 2013, he received the Francis Alison Award (the University of Delaware’s highest faculty honor). He has been editor of Developmental Science since 2009.

Reviews

The chapters in this outstanding volume describe the rich insights provided by classic studies in developmental science and, in describing the subsequent research the studies fostered, document the remarkable progress in the field over the past few decades. It should prove valuable to students and professionals alike
Robert V. Kail
Distinguished Professor of Psychological Sciences, Purdue University This volume puts classic studies in developmental psychology in their historical context and demonstrates their continued influence on current research. The fact that Slater and Quinn have recruited a group of world leading researchers to the project should make this a classic in its own right
J. Gavin Bremner
Professor of Developmental Psychology, Lancaster University This volume enlivens the study of developmental psychology with accounts of how and why classic studies moved the field forward with respect to central questions about psychological development. Cases were astutely chosen and beautifully realized by the chapter authors
W. Andrew Collins
Distinguished University Teaching Professor, Institute of Child Development, University of Minnesota ′All 14 contributions are excellent, but the strongest include one on conditioning fear reactions and Usha Goswami′s "Reading and Spelling: Revisiting Bradley and Bryant′s Study," which describes the breakthrough studies concerning children′s language acquisition. Of particular poignancy, given recent violence in the US, are essays that look at studies of children′s memory and eyewitness testimony, imitation of aggression, and resilience after traumatic events. Taken as whole, these essays remind one of the importance of developmental psychology research and how it informs on a daily basis. Summing Up: Highly recommended. Upper-division undergraduates through faculty and professionals′
S. K Hall
University of Houston