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Lessons From Infants: 1960–2000
Author(s) -
Clifton Rachel Keen
Publication year - 2001
Publication title -
infancy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.361
H-Index - 69
eISSN - 1532-7078
pISSN - 1525-0008
DOI - 10.1207/s15327078in0203_1
Subject(s) - organism , perception , psychology , reflexivity , infant development , developmental psychology , cognitive psychology , cognitive science , sociology , biology , neuroscience , social science , paleontology
Our image of the infant as an organism interacting with the environment has changed dramatically in the past 40 years. A new surge of infancy research began in the 1960s and continues unabated today. The view of the infant has been transformed from that of a primarily reflexive organism to a highly competent being, exquisitely sensitive to sensory and perceptual information. Controversy still swirls around the issue of when infants acquire specific knowledge about objects and events. New work is reviewed on how infants and toddlers use knowledge to guide their behavior in challenging situations. Despite the tremendous growth of knowledge about infant development over the past 40 years, it seems that we are on the threshold of even more exciting discoveries.