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| History and Methods | |
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| A Brief History of Infancy Research | |
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| Our earliest memories | |
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| Baby diaries | |
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| Coming of age: towards the present day | |
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| The first studies: social development | |
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| The next studies: attentional and cognitive development | |
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| The last studies: emotional development | |
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| Key issues in infancy research | |
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| Overview | |
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| Basic Methods in Infant Research | |
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| How do researchers figure out what non-verbal infants know and feel? | |
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| Sensory capacities | |
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| Cognition and learning | |
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| Social-emotional behavior | |
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| Conclusions | |
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| The Foundations of Development | |
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| Prenatal Development | |
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| Introduction | |
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| Key issues | |
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| Physical development | |
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| Behavior of the fetus | |
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| Fetal senses | |
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| Fetal learning | |
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| Functions of behavior | |
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| Birth and labor | |
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| Newborn senses | |
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| Conclusions | |
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| Motor Development in Infancy | |
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| Overview by Alan Slater | |
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| Introduction | |
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| Theories of motor development | |
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| Systems theories | |
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| The role of experience and learning | |
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| Recapitulation | |
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| The Development of the Senses | |
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| Theories, questions, and methods | |
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| Touch | |
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| Taste | |
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| Smell | |
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| Hearing--sound, voices and speech | |
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| Visual perception | |
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| Posture and balance | |
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| Co-ordination between the senses | |
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| From sensation to perception to cognition | |
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| Cognitive Development | |
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| The Growth of Intelligence in Infancy | |
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| Introduction | |
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| The Piagetian approach | |
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| The information processing approach | |
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| The psychometric approach | |
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| An integration of approaches | |
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| Acknowledgements | |
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| Categorization | |
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| Historical views briefly considered | |
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| Categorization in infants | |
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| What kinds of categories do infants represent? | |
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| Current issues | |
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| Concluding remarks | |
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| Acknowledgements | |
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| Space and Objects | |
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| Introduction | |
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| Nature and nurture again: the problem of the missing dimensions | |
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| Object perception | |
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| Language Development: From Speech Perception to First Words | |
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| Introduction | |
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| Perceiving distinctions among speech sounds | |
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| Coping with variability | |
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| The role of experience in the development of phonetic categories | |
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| How linguistic experience affects other aspects of speech processing | |
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| Extracting and learning the sounds of words | |
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| Statistics and rules | |
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| Overview | |
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| Acknowledgements | |
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| Social and Emotional Development | |
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| How Infants Perceive Faces | |
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| Introduction | |
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| Are faces special to infants? | |
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| Infant face recognition | |
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| Infant preferences for different types of faces | |
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| Perceiving emotional expressions | |
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| Role of faces for social development | |
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| Conclusion | |
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| Acknowledgements | |
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| Early Emotional DevelopmencMichael Lewis | |
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| Introduction | |
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| A model of emotional development | |
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| Early or primary emotions | |
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| Self-consciousness | |
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| Self-conscious emotions | |
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| Self-conscious evaluative emotions | |
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| Social DevelopmencMichael Lewis | |
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| Introduction | |
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| Social nexus | |
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| People in the infant's | |