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66b19f65318a2855f55d345499da564b
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FOIA Number:
2006-0198-F-4
FOIA
MAR~~~R
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
First Lady's Office
Series/Staff Member:
Domestic Policy Council
Subseries:
Nicole Rabner
OA/ID Number:
15633
FolderiD:
Folder Title:
EARLY CHILDHOOD DEVELOPMENT CONFERENCE BACKGROUND [Loose Material] [7]
Stack:
Row:
Section:
Shelf:
Position:
s
60
2
1
3
�Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
AND TYPE
DATE
SUBJECT/TITLE
RESTRICTION
001. letter
Jill Iscol to Hillary Clinton [partial] (1 page)
4/6/1997
P6/b(6)
002a. letter
Stven Reznick to Doug Sosnik [partial] (I page)
2/611997
P6/b(6)
002b. resume
J. Steven Reznick [partial] (I page)
111997
P6/b(6)
003a. resume
Don Liljenquist [partial] (I page)
2/26/1997
P6/b(6)
003b. resume
Don Liljenquist [partial] (I page)
2/2611997
P6/b(6)
003c. resume
Don Liljenquist [partial] (I page)
2/2611997
P6/b(6)
004. letter
Marian Halley to Ann Eder [partial] (I page)
4/311997
P6/b(6)
005. letter
Dennis Dunn to Ann Eder [partial] (I page)
3/18/1997
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Nicole Rabner (Domestic Policy Council)
OA/Box Number: 15633
FOLDER TITLE:
Early Childhood Development Conference [Loose Materials] [7]
2006-0198-F
wr709
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PRM. Personal record misfile defined in accordance with 44 U.S.C.
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RR. Document will be reviewed upon request.
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04ln3/1 ggi 13: 42
PAGE
BACKYARD ?CIENTIST
01
~- ...
I
1
Jane Hoffman
14652 Beach Avenue, Irvine, CA 92606 (714) 551-2392 FAX (714) 552-5351
April 13, 1997
Ann Eder
Office of Public Liaison
I \Vhite House
I
Washington,
DC
I VIA FAX (:l02) 456-6218
I
I Dear Ms. Eder:
THIS PAGE ONLY
.
.
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·
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•
Thank you for your invitation to view the satellite transmission of the presentation of the White House Conference on Early
Childhood OeYelopment and Learning. The transmission as I understand it is of the morning session featuring leaders,
expens and researchers into the subject.
·
Your invitation is to observe. the goings-on at my own cost, but not to participate and share the expertise I developed as a
ground-breaker in teaching science to children three through six years of age when others said it was impossible. This is
exactly what is wrong with education today, reliance on studies and expens and ignoring what has proven to work by those
of us not on some "A List'' Nothing will change using the methodology the White House is pursuing. It never has. It
never will.
I
Please send me a tape of the satellite transmission. I can view the conference at my convenience without the cost of travel
to Washington ~i?ce I would be an obser~er,_ not a panicipant. Also, I would like the names of the purponed experts
selected to partie: I pate versus those of us mv1ted to merely observe.
·
\
~
Sincerely,
I
r~(Jifl-'
Jane Hoffman
·
The Backyard Scientist
I
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I
�Arnold Hoffman
14652 Beach Avenue, Irvine, CA 92606
February 10, 1997
Ms. Doris Matsui
Deputy Assistant to the President
Deputy Director of Public Liason
122 OEOB
Washington, DC 20502
Dear Ms. Matsui:
I watched and listened with great interest to President Clinton's State of the Union Me
·s initiatives in the area of
education match closely many of the ideas about education that have driven m
· e - Jane- i her
n efforts to
mgle-handedly made a major
improve education in the United States. Jane began her activitie in 1980 and since
impact on the way science is taught to children as young as 3 and 4 years of age.
thfeducatio~ conferen:Ze President mentioned in his speech. In fact,
This is a person you cannot afford not to have at
you might consider her as a presenter or workshop leader.
·
In 1980, Jane launched a program to teach 4, 5 and 6 year old children science using hands-on methods and materials. Jane
called her program The Backyard Scientist. Children in this program learned complex concepts in chemistry and physics
by doing hands-on science experiments. Yes, these were very young children indeed.
Classes began in one city in Orange County where we reside and quickly expanded into cities throughout the county.
Parents signed up their children for session after session. They were thrilled over the amount of learning that took place,
the fun their children had and that what they learned in class could be easily repeated at home when their fathers came
home.
Because of parent demand, Jane expanded her programs to include learning activities appropriate for children up to the age
of 12 years. This was a huge hit, since the schools, if they taught science at all used the traditional read about it, write
about it and take a test about it method of teaching science. Jane's hands-on approach caused students to be fully
immersed in learning about science because she made it fun.
Jane was a real pioneer in teaching hands-on science and in teaching it to the very young that President Clinton wants to
reach in his initiatives. Thank goodness he has made this such an important part of his second term in office.
Because Jane was such a pioneer in this area, the press became interested, Articles.about her work appeared in "The
Orange County Register," "Los Angeles Times," "Chicago Tribune," "Christian Science Monitor," and many others. She
appeared on numerous television and radio shows too.
Early on, whenever she had the opportunity to communicate in the press or on radio and television, she always said the
nation needs to improve science education to prepare our youngsters to compete in the increasingly technological world
and to prepare for the next century. She has never wavered from that. However, Jane is an ordinary citizen, and does not
have the authority the office of the President has. We know she has been correct and continues to be correct.
In 1982 "Hour Magazine" a nationally televised NBC network show taped her in action. This 8 minute segment showed
Jane working with 4, 5, and 6 years old children. The response was phenomenal. She received around 10,000 letters from
that appearance. Even the then president of the National Science Foundation contacted Jane because his wife saw the
segment. They saw that Jane knew what to teach these youngsters and how to teach them. Not too much later, Jane
visited the National Science Foundation and the Department of Education on a trip to Washington Our son, Jason
�accompanied her., This was part of his hands-on learning about government.. At the Department of Education he was asked
the question, "what is wrong with science education." He told them it was not taught consistently nor was it hands-on like
his mom teaches it." Jason is now 25 attending the University of San Diego Law School. He by the way taught science to
first graders while at UCLA, taught science to ex-gang members in south-central Los Angeles and here in Orange County
through various city programs.
Because of the interest in Jane's television appearance, she finally wrote her first book, The Original Backyard Scientist.
Now, there are six award-winning titles in the series along with three science kits. All are full of hands-on experiments and
they use inexpensive materials teachers and parents can purchase at the grocery or drug store. This is truly, science made
easy and always fun. Teachers and parents along with their students and children find these books easy to use, fun to teach
from and all say they make science exciting for even the youngest or most jaded student. Because the experiments call for
commonly available, low cost supplies, she proves science does not have to be expensive to be effective.
Because of her activities, Jane has become a nationally known figure speaking at major educational conferences and
conducting teacher training classes for school districts. She writes for several magazines and has appeared on both radio
and television shows.
·
If you really want to improve education and science education in particular, you need Jane at this conference. You will
find her a wonderful contributor, eager to share her knowledge and ideas. Plus, with son doing well in law school and not
residing with us, she can continue working on the President's initiative.
Here are just a few of her significant achievements and activities to improve science education in the United States.
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Began activities in 1980
Wrote six award-winning books
Single handedly impacted the way science is taught
Is a recognized expert in the area of hands-on science instruction
Knows how to motivate and interest children
Knows how they learn
Has spoken at major educational conference such as
~ Michigan Science Teachers Association
~ California Kindergarten Teachers Association
~ Idaho Teachers Association
~ National Association for the Education of Young Children (3 times)
~ Chicago Metro Association for the Education of Young Children
~ North Carolina Association for the Education of Young Children
.I
~ California Association of Private Schools
~ Professional Association of California Childhood Education
~ IMAC -Advocated for Community Action
Sought-after speaker for state homeschool conferences (homeschooling is a growing trend in the U.S. due in
part to the lack of quality in our schools)
Appeared at major museums throughout the U.S .
Aided in the design of the new science gallery at the Indianapolis Children's Museum
Has taught teachers at large and small school districts science basics and how to teach them using hands-on
materials and methods
Appeared on radio and television to stimulate parent interest and teacher interest in improving science
education and education in general
Many still think science is for boys and not for girls (this is really antiquated thinking). Jane was thrilled when she was
invited to be a panel member on a television show called "Women in Science." The other members of the panel were
eminent female scientists. Terrific role models, all. The show was sponsored by "Discover," the magazine.
She also participate in a special conference on education in DC. Joining the conference were representatives from
governors, educators and other dignitaries. The conference was sponsored by a leading U.S. corporation. Unfortunately,
making the many excellent ideas that were presented a reality never took place.
�Joining other educators, professors and scientists, Jane helped design the new science gallery that opened last year at the
Children's Museum in Indiana. All who attended said she was a wonderful contributor. The museum staff was so
impressed with her that they held a summer science program and named it after her.
My wife knows first hand what is wrong with the way we teach science and knows what it takes to make things right. She
has taught science to children using her methods and to teachers so they can share with other teachers and the hundreds of
students they will have in their classes during their teaching careers.
I hope, for the good of our children and the nation that you will have Jane at your conference. She will be a significant
contributor there just as she has elsewhere. Everyone will appreciate her unbridled enthusiasm and spunk.
~NL__
Hoffm~f.-..-.
Arnold
The Proud Husband of the Backyard Scientist
•
�The Living Art
of Discovery
Book series author practices what she preaches
by Paul Doherty, Ph.D
physicist/teacher at the San Francisco Exploratorium
Jane Hoffman, above, is not only "the
backyard scientist," but she is also a
teacher and writer. She has written a
series of four books entitled Backyard
Scientist, which invite you to join her in
becoming a scientist.
Originally designed for children of
elementary school age, the books were
soon enthusiastically accepted by parents
or educators as they join' children in an
exploration of the world of science.
I find it stimulating 'to work at the
Exploratorium in San Francisco, CA, a
science museum that invites visitors to
explore science by using exhibits.
Jane Hoffman has achieved a similar satisfaction with her series of books.
Anyone can enjoy building the experiments described in her publication, and
have even more fun using her experiments to explore science.
40 CURRICULUM PRODUCT NEWS
When I was a child, I liked to perform experiments with materials from
the house. At the Exploratorium I am
still performing experiments, which may
mean that I'm still a child at heart. My
parents bought me books of suggested
experiments, but many times these experiments did not work. Adults around
me didn't know enough about science to
figure out what was needed to be done to
make them work. Frustrated, I became a
scientist so I could figure out such prob- •
!ems for myself.
I remember reading a recipe which
uses vinegar to tum an egg rubbery, but
the recipe forgot to mention that it would
take two weeks of soaking!
What I needed as a child was a series
ofsimple-to-understand hands-on science
books. In Hoffman's versionofthisclassic
experiment, she mentions the time needed
to perform the experiment, lists the materials you need, explains the procedure,
suggests questions to ask while you perform the experiment, and suggests an explanation for what happens.
Ms. Hoffman is a regular visitor
and lecturer at the museum, bringing
with her not only the latest experiments
in her books, but also a refreshing excitement for science that is contagious.
For example, as she talks about one
of her books, Backyard Scientist Series
Two, shedescribesanexperiment which
uses a 9-volt battery to bleach the color
out of blue ink dissolved in ~alt water.
This is an interesting experiment which
involves a lot of science; electricity,
color, chemistry and more. Children are
surprised to learn that an electric current
has a visible effect.
During her lectures to children and
parents, Hoffman often requests audience participation as she takes them
step-by-step through such a procedure.
"Science becomes real and exciting,"
explains one jubilant third grader.
At the Exploratorium, we build
exhibits and theri put them out on the
floor of the museum to see how people
react and play with them. We learn by
watching our visitors; Jane learns by
watching children; teachers learn by
watching students; and children learn
from observing teachers.
Adults besieged with questions
from students will appreciate the readable discussions of some of the ideas of
science touched on in each experiment
in the Hoffman science series. Professional scientists may be critical of some
fine details, but they would be missing
the point of the series, which is to encourage exploration and thought.
Learn science by doing science
Discussions in the book series provoke
thought and suggest ways of thinking
about observations, in the same manner
that a professional scientist might think
about observations. And, at the
Exploratorium, we also believe that the
way you learn science is by doing science.
There is a proliferation of fine
hands-on science products available for
educators. With proper research, teachers can locate and explore many products to inform and stimulate students to
learn science.
Jane Hoffman's books are just one
example of the refreshing sources of experiments that can challenge young minds
and enhance any elementary curriculum.
CIRCLE# 650 FOR MORE INFORMATION
�···An ~llcaliOnal chain· r•aetioO:
.high power· energy at its $iii1PI~St
Jane HcJ/fman, writer and eljthusiastic science· lecturer, offers educators hands-on
methods that help them Cl~nduct exp·erinients and· generate more interest and
excitement for sci~nce in their Classrooms~
·
:
· by Suzanne Pavese-Wax
f we analyze the cliche "~hil
dren·learn what they live," we
understand thatJearning, just
. . like life, is a process,; the key .in
both cases being· the ability to create
excitement ahd distinctiveness. ' .
· . The entire nature of science is its
I
own innate "living reality" which surround's ea<;:h and every one of our
lives. Capturing a child's interest in,
this phenomenon at the earliest stages
of the le.arning curve is essential to.th~ .
acceptance of science as a fascinating
!ind integnil part of d~iJy Jife. I ..
'
Jane Hoffman has undoubtedfy
cornered the educational market on
bringing both the reality and excitement of science to the forefroht.
· More importantly, perhaps, is the
interest at heart which has catapul~ed
her techniques to widespread acclaim
and acceptance. ·
"From my perspective, one of the
reasons u.s. students rag so far
behind students :of other developed
~natio.ns in ;all: areas of science, as
reflected in standardized test results,
is that they. do not.have good, positive
experiences in scienc,e in the early
grades," says Hoffman. She continues
"Our school systems still don't generaliy teach science using hands-on
methods. Studies indicate that these
very methods are the best ways by '
wliich .science can be taught." . '
, ··H··.offman has gained notoriety from,
.
this very hands-on approacp to·
teaching the discipline. Appropriately
known as the "Backyard Scientist,"
Hoffman's work is dilly acknowl- ·..
edged by the National.Science. Foundation as a unique teaching re'source.
"T was !l businesswoman who, in
·1980, turned to science because of my
young son's. owQ: educational experience. [realized that the hands-on:
approach to teaching stien~y in lower
grades virtually did not exist. The
only education.al ~ehicle was dry text
books," she says. ·· ..
.
Hoffman rapidly set out to make
change and continues to make her
. mark o'ri science education. "[ get
teachers turned on_ to science by
showing t.hem how easy it is. When
this is accomplished, their students,
in tu,rn, like the subject from the
onset." She explains "My techniques
are effective because they are so
simple and they work.
utilize
·household rriaterials in my experi- ·
ments, so implementing my methods
is inexpensive."
. [n addition to h<iving written a
r
Jane Hoffman, author, uses her science books and enthusiasm
to train educators and interest students in science.
·
·56 CPN/MAR 94
�- ·' ..
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se'ries of lively sci~nce books,' making
If noth.ing les~~ \t£.?ffman' s~;~,~~hc
media appearances, and consulting~ niques have illu'n1inated the fa&that
_,. ·
Ir.vine, California-based _Hoffman le~rning i:(a-pr,s)~~-ss. _. :~-~· Accordfqg?.t~Herry Joh_nson, "It is
shares'her basic -techniques. 6n the
national level by q:mductiilg a variety imp6rtant·.'fqr'our teac~eFs: to utilize
of iri.-service worksnops for school the expei't·i·se of Jane Hof.fman to'.·:
. districts. hi the workshops educators assist in raising the distriCt's stan'spend most of their time doing fun dardized sc'ience scores. Further·hands-on experiments themselves more, we ·.want our teac,hers_ to"
become ilaturaliy inclined .to teach
.with Hoffman at the helm.
Jan Artley, Coordinator of Science science sirtce; in reality, they do not
for the Midland School District -receive this type of specialized trainin Midland·, Texas, sought ou_t Ho(f- in_g as, rule of thump."_man to provide an in-service for
1 Johnson, Supervisor of lnstructeachers of grades four through sixth ' tion for the Milan Speci~ll School
Oistrict in Milan, Tennessee, contin·
.
this past August.
"The Midland District has deliber- ues "Our teachers whoattended Jane
ately down played text'learning of sci- Hoffman's -two, six-hour in-~ervice
ence," Art!ey says. "We have encour- workshops last August·continue to
·aged hands-on techniques .. This; in implement the' techniques they·.
conjunction· with glowing- recom!nen- learned in thei·r everyday lessons.
. dations from other school districts, It is clear -that students grasp con_ made Ja~e Hoff~an the peFfect selec.- cepts much mor.e easily by using
hands-on techniques.';
' ·
-\ tion to nieet our needs."
There's a great deal to be said for .
eeting needs anc!· fill-ing gaps th.e force of ·energy, Hoffman's .
. . ~eem to· be two of the things that , own special breed of energy, that is.
Hoffm·an does:extremely• well.'
·
·she gets excited about science,.the
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"Jane :Hoffman's ability to adapt teachers get excitedabout science, and
wo'rkshops to spe~i,fic needs coupled ultimately the students get exCited too.
with her wide range of exp'erience
This 'excitement is perhaps Hoff·ancj high interest fevels for our teach- man, s personal trademark - a hook, if
ers is why we selected her," says you will. Can you Y,ourselfrecall how
·
·
much classroom science instruction
Fern Sheidon.
Sheldo'n, ,Curriculum Sp~cialist for yo~ truthfully absorbed, but m6rethe R9wland trnifi~d S.chobl· \)istrict over, enjoyed, in your own education 7
- _-in :~qwlanq Heights·, ,California, uti-· al experience? Chances· are that unless
· 'lized the services of Hoffman for the your teachers had their own personal
'distrl'ct;s Su~mer'I'nsdtute in J,LI!y. -trademarks or "hooks," you probably
· Attended by -42 elementary teachers · . _looked at the entire supject as not_o~ly - H oifma,n's .work is
and five administrator's, the I!lstitute somewhat'dry, but intimidating too.
_IJy the}yational Scien.ce Foun_dation__·,
- -·was--a comprehensive ·-two-week- pro- - ' · --···
-as (i uizique teaching'·resource:' p,
gram focusing on the theme of enyrgy~ .·-Hoffman has'_su,ccessfully broken
I
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down the· barrier between science es teachers with energy and excite·"The SLimmer Institute was
.ext'remely· intensive. The first week and learni1ig. She actually makes the ment. She's like a shot ofadrenaline!"
So, just what· lie's ahead' for this fire- .
consisted of 25 hours of pure training disCipline easy to conceptualize and
,
_ ·
for teachers, which included detailed . fun to learn.
ball of kinetic energy'? ·Hofflilan h~s
Fern, Sheldon says·"Everyone who been· i·nvi_ted to be a -presenter at the
informatio~ 1:elati~e to the stat~ of'Cal~
attended Jane Hoffman's workshop Michigan State Scienc~ Association
ifornia' s educa_tional dir~ction.
"The second week included peer le'ft with a good feelipg. The teachers Meeting this February' in Detroit. She
counseling w,ith students- in the actually got excited about science and says she'd ideally like to write more
morning a·nd additional training in walked away. confident, knowing that· books and expand her in-services.
the !lfternoon,". Sheldon says. She they could 'effectively pass on what
Hoffman says, "Teaching kids not
continues "Jane Hoffman really pro- they'd learned to their studen_ts. Jane to be intimidated by science is crucial.
vided an exhilarating culmination to Hoffman is a dynamic pei·sonality _ The first step is getting teachers excitthe_ Institute by her presenting fi.ve who makes scienc·e real for teachers. ed about and turned on to the subject.
hours of hands-on demonstrations in The excitement she o-rings carries It's a process that, if successfully
implemented, can result in a wonder~
the area of physical sci'ence. She per- . ov~r to the classroom." ·
It's not' a simple feat to education~ ful thing, that is, our country's stuformed approxim.ately between 50
and .60 experiments for us! She is . ally captivate and stimulate c~ildren. -dents not only liking science, but
very knowledgeable in content and According to Jan Artley, "It's tough excelling at it too!\'
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teaching today. Jane Ho~fman reinfus- . CIRCLE #602 FOR MORE INFORMATION
flex!ble in providing new ideas."
J.
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4ulya~k~~~tedge~
CPN/MAR 94 57
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�Education Today: Your background
was not initially in science education. So
how did you get started?
Jane Hoffman: My son was interested
in science at an early age, so I went to the
library to get books on experiments we
could doc There wasn't very much
available, and the needed materials were
impossible to find. So we started coming
up with our own ideas.
At that time I was also teaching a
course for the city on cooking with
children. I suggested teaching a course in
doing science experiments with kids,
which I titled The Backyard Scientist. It
soon became so popular that it was
offered by 14 cities in Orange County. l
began to train others to teach the courses.
As a result, 1 was hired as a school
consultant in the county and began to
train elementary-school teachers in
hands-on science teclmiques.
ET: What is a child's typical introduction
to science in school'?
The Backyard
Scientist
Jane Hoffman, an enthusiastic
writer and science lecturer, .has
written six award-winning books
and trains adults to use hands-on
methods to teach science. ET Editorin-Chief Lynn McBrien spoke with
her about turning kids and adults
on to science.
•-·1
•
A
obviously believe in teaching science to
preschoolers.
certainly when I began back in 1980, there
was little early science education.
Students would start science in 4th or 5th
grade by using textbooks and reading
rather than doing science.
Even now when I work with teachers,
they tell me they never received hands-on
training in their college methods classes.
When they discover how easy it is, they
return to their classes eager to get the
students involved with experiments.
Hoffman: I believe that science should
come first , even before reading and math.
Exploring, mixing, putting things
together all help a child learn how to
think clearly and sequentially. These are
skills they need to read and work with
numbers. They also increase their
vocabulary as they learn science
concepts. I find that preschool teachers
are always looking for new and creative
activities, in part because they can't have
their students sitting and reading for long
time periods.
ET: You presented at last year's National
ET: So what do you say to the busy working parent who is already short on time?
Hoffman: I talk to lots of skeptical
parents. The biggest hurdle is just getting
them to try that first experiment with
their child. Once they do, they discover
they are having fun too, and they will
want to do more. Besides, all parents
spend some time with their kids; they
might as well choose a constructive and
fun activity to do together. The
experiments I recommend in my books
are easy and require materials that you
already have in the house or can purchase
at the local department store. And once a
child gets started, he or she can usually
do more without constant adult
participation.
A
To order one of Hoffman's
¥Backyard Scientist books ($9.74
ET: What do you recommend that parents
Association for the Education of Young
Children's annual conference, so you
but that's.hard.to find . Schools are trying,
but hands-on science takes time, and
teachers need support from
administrators in order to create an
effective school-wide science program.
Some schools are doing just that. For
instance, I recently returned from doing
teacher workshops in Baltimore. That
district is committed to making science
education a priority. For it to work, the
schools must allow time and money for
professional development.
Parents need to supplement school
science learning by providing hands-on
opportunities at home too.
look for in good school science programs?
Hoffman: It's changing now, but
S2
each) or a science kit ($12.50 each). or to
receive information on her teacher inservice workshops for your school,
ca/1714/551-2392.
Hoffman: Hands-on science, of course,
May/June 1996 Education Today
�museums such as the San Fr:tllCisc"
L.\pluraturium. :h..: Chicago Museum u!
·.SciCill't: and Industry. and the Bmh;n
Children~s Museum. She writes a column for u home schooling newskttcr.
und she just released the It's Like lvfugic
Super O~vswl Kit. the tirst of many sci-.
ence kits she plans to develop. Hollman
also conducts in-service courses for
teachers around the country.
She rei:ently gave a workshop for
./ public, private and parochial teuchcrs
in Spring Valley, New York. She was
brought there partly through the
efforts of Dr. Joel Elkind. a n.:tin.:d
Spring Valley administrator who h:1d
read about Hoffman~s workshops .in a
·professional magat.ine. He felt she
might give the distri..:t's science prugram a needed boost
"We had brought ;n <omc science
experts to give dcmonstratiullS to the
children," Elkind explains. "But you 1.':111
reach more children by having the teal'hers themselves acquire a deeper understanding of science activities so.they can
petfonn them for their classes."
The way science ought to be done
T,he Backyard Scientist makes science concepts come alive with hands-on experiments
·Jane Hoffman isn't just talking
·
about the poor state of science
eaucation in the United'.States;
she's .doing something about it.
This blond dynamo. who is also
known as the Backyard Scientist, has
gained national recognition for developing simple science experiments that
use readily available items like balloons, icc _cubes, popcorn and vinegar.
An author, colltmn.ist and lecturer,
Hoffm~;n trav~ls around the couniry
using her boundless enthusiasm to
inspire teachers and develop children's.
awareness of the world around them.
Interestingly, Hoffman. who hails
from Irvine, California, has no background in science. Her introduction to
the subject came back in 1980 when .
she discovered that her young son
·Jason liked to do simple science activities at home. Hoffman wanted .to stimulate his interest, so she went to the
library for help. Failing to locate any
books that offered easy-to-perform
experiments, she started developing
her own. The next step was to offer a
science course for children through a
program sponsored by the board of
recreation in a neighb.oring city.
1
Hoffman spent three successive
When Hoffman first got the idea
for her class, some people said. "You afternoons in Spring Valley. giving
can't do this. You don't know any- three-hour workshops to interested
teachers. According to Elkind, she
thing about science." ...
"I said it doesn't matter. I'm going was a smash hit. "Jane is a dynamic
to do· science with kids the way it presenter who gets everyone highly
ought to be done," Hoffman recalls. involved in what's going on. She's a
Doing science the way iF ought to be ball of fire. The three hours !lew by."
done meant making the subject fun by
offering hands-on experiences. It
eachers wh<.l attended the workshop echo Elkind's praise. Niki
meant basing experiments on house- .
hold items that were sMe and non- Plaut. a lirst grade te;1cher at the Flel~l- ;
toxic. It meant t:tpping children's wood Scho0l, reports, "I had fun, and
innate enthusiasm and curiosity. And because I did, I knew my kids would
it abo meant encouraging them to ask have fun with the experiments."
Rina Friedman, a sixth grade
questions and think criti,cally about
teacher at Bt!th Roche! School says.
the world around them.
·
Hoffman's science class was so suc- "It \vas fantastic."
.The way Jane Hoffman conducts
cessful that within a short time she was .
offering it in 14 different cities and had workshops provides an excellent
to hire people to help her. After an instructional model. For one thing. her
appearance on the "Hour .Magazine" enthusiasm for her subject is conta- !
television show, Hoffman received gious. In addition, she gets everyone
thousands of letters \}Sking for more involved in the experiment.~ and
information about her· experiments. As invites questions. .
.
"She never made you feel like you
a result. she decided to write a book.
The rest is history. To date Hoffman didn't know what you were talking
has written five books that present sim- about," says Friedman. "There is no
ple stimulating science experiments (see . better way to teach science than the way
sidebar). She has lectured at famous she taught .it to us. It was a hands-on
T
___i
'----------------~---·------------· - - ' - -
52 CPN/FEB 93
Con•t. on other side
�~~~~~~~-~----
-------
ex~rience with lots of encouragcri1enc"
Friedman immediately tried a
Backyar,d Scienti~-t cxrcrimcnl 11i1h
her class. Her students were learning
about different kinds of ba..:tcna and
how they grow. They did an experiment in which sugar. warm water. and
yeast are combined in a bottle. The
bottle is then capped with a balloon.
As the yeast grows. it gives off carbon
dioxide gas and blows up the balloon.
Friedman's students loved it.
"What Jane docs fits in pcrfc..:tly
with the whole sc.:icnc.:c c.:urriculum."
says Friednian. who has taught c1·ery
elementary school grade and knows
the scienc.:c c.:urriculum well. "There
are at least five or ~ix experiments
that you can do throughout the year
for each age level."
iki Pluut did
experiment
N herand greeninfood eolorin):!with
students
which cornstarc.:h.
water
;rrc
an
mixed together. "It makt:s an interesting yuk in a container." explains
Plaut. "What is interesting about it is
it changes property. In the container. Jane Hoffman offers teachers hands-on
you can pound the mixture. and it has
a hard feeling. But when you lift it up.
it becomes liquid."
Plaut .used the experiment to talk Jane HotTman has written five books.
with her class about how substances The first one. entitied Original Backchange their state. The experiment lit vard Scientist. was designed for chil·
in nicely with the first grade sc.:iL·nc.:e dren from ~ to 12. It was followed by
curriculum. "We try to make first Backmrd Scii'ntist. Series One (ages 4
graders aware of many things in rwture to 12): /Jachard Scientist. Serie.1· T11'o
and also introduce the idea of c.:hange. (ages 9 to I~): Backyard Scientist,
The change of seasons. changes in ani- Series Three (ages 4 to 12); and Backmals, changes in weather. Since our yard Scientist, Series Four (all ages).
focus is on change. the cornstarch All five books present experiments
that require easy-to-find materials.
experiment was a good one."
The experiment also coinci.ded Step-hy-stcr instructions. questions to
with Hulloween. Plaut explains th;1t stimulate critical thinking and cxplushe integrates science with literature. nutions of scientific principles are a
"The class was reading some Hal- part of each experiment or project.
loween books about a green slimy Here is an example of a Backyard Scientist experiment:
monster. So that fit in too."
Jane Hoffman can't singlehandedly
push the nation to achieve its goal of Can You Make a Boat Go With Soap
being first in the world in science by Power?
the year 2000. but she's doing all she Gather the following supplies: One
can to help. Using her methods. empty milk carton, a big container that
schools can improve early science can be filled with water (or use the
education without spending a great bathtub). scissors. one eye dropper,
deal of money, and they can kindle an dishwashing soap and some water.
enduring interest in science. This is
Start Experimenting: (I) Cut out a
essential if we arc to produce the sc.:ientifically literate population we need lillie boat from the milk carton. (2)
to maintain a position of world techni- Fill the container or bathtub with
cal leadership.
water. Ol Take the boat and put it in
the water. Observe what is happening
by Julie St.Onge
experience with lots of encouragement.
An experiment from the backyard
to the boat. (4) Take the boat out of
the water. Using the eye dropper, put
a tiny bit of soap on the back of the
boat. (5) Put the boat hack in the
water very gently. Observe very carefully What is happening to the boat.
Can you answer the following questions from your observation? (I)
When you first put the boat on the
water, did it move? (2) After you put
soap on the back of the boat, did it
begin to move?
Backyard Scientist solution to the
experiment:
Some boats go by wind power and
some by motor power. The reason
your boat went by soap power is
because water has a kind of skin on
it. The skin pulls equally from all
sides. If you put a boat without soap
in the water, the boat sta'ys still. This
is because the water skin is pulling
evenly on all sides. Soap makes the
skin weaker.
The soap is atth~ back of the boat, so
the pull at the back of the boat is
weaker. The pull at the front of the
boat is still strong. That is the reason
the boat is pulled forward.
CPN/FEB 93 53
�NSF Form /J6, Nu;.,m/Jet 1 <Jio 7- NSf.' Transmillal Nute
October 9, 1984
NATIONAL SCIENCE FOUNDATION
Washington, D. C. 20550
Jane:
)
!
/
(
-·---
It was so goood talking with you today. The
successes with the work you are doing is most
encouraging. I believe that you have many of
the answers to our problems with science
education in the early grades and.would like
to help you in any way if you think NSF
can provide appropriate funding.
As promised, the Guides are enclosed. Please
call or write any time if you have question~
or would like some help.
I hope your session with the TV producer went
well. I look forward to reading the news
clips about your efforts this past summer.
lt
wishes,
Mary~erman
/('/
\---·-·
�R-om
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MUll NHK 703 476 6255
ApL 08. 2027
09: 38 AM
P01
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North American Pakistani Chrlstian Concerns
:Jvfovbw u.Jith a commilml'Jf.t int.o tfze21.~t: cen.w-,y
·('U 1 'Q j
/
Sornc"'l P. Ma"
rxoculrvo Llirlx:t~\
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2126 TI-1ornas View Road
l<oston. Vlrgink.l:?OlO I
lei: /03-758-8/31
~LyJ
The lionorable First Lady
Mrs. Hillary Rodham Clinton
The White House
Washington D.C
Fax # (202) 456 6244
faDv---7
i
-
April 7,1 997
p
Ref: Conference on Early Childhood DeveJopment
Honorable Mrs. Clinton ;
This is with regards to t11e announcement you made during your televised speech,
two days ago. about the Conference on Early Childhood Development, which you
are hosting at the White House. towards the end of this month. You had remarked
that besides several outstanding scholars and speciaHsts, those involved in the care
and early development of children would also be invited to attend . Since I am an
educationist and now involved in full time early childhood deve]opment and care
program~ it will be my singular privilege and honor, if l am kindJy given the
opportunity to attend as a conference participant.
For the most part of my professional life, .I have been .)n the field of Education. l
hold a Masters degree in psychology and taught the subject for 18 years at the
coJJcgc level. My family and J , migrated to the USA in 1984 from Pakistan. We are
now US citizens. Being new immihrrants, and Jacking the financial means. I cou1d
not afford to pay for specialization in my field of study, to continue my teaching
profession in the USA. l worked in the private sector for some years, but then the
teacher in me led me into the area of family child care and early childhood
development . I am a qualified and registered Day Care Provider, with the Fairfax
County, in Northern Virginia, and I have been providing quality day care with
special emphasis on early childhood development. programs, for 6 years ..I have a
great sense of satisfaction and achievement, as I watch the infants in my care grow
and develop mentally and physically into toddlers and schooJ.going children.
Teler.tKme/Fox (703) 1176-6?.65; e-mail: rtrnsam@ncom.com
S<:Jn Fror,dsco; Chicago; IndianapOlis; f.lhiladolphia; Maryland; Dolctvvaro; Now .Jorsoy; Boston; Toronk)
�•,
Fir om
MU 1 1 NHK 703 4 76 6255
Apr.08.2027
.09:38AM
P02
As a parent and a grandparent myself, and now a day care provider, I realize now
more than ever, how important those early fonnative years are; how good and loving
~are with the right attitude and appropriate educationa1 too1s and programs, can
· work .wonders towards making our c~ildren into self-assured capable and
productive adults of our future generations; capable of guiding the destiny of this
country. 1 believe att.ending this Conference will provide me with a wealth of new
infonnation and he]p me tremendously. personally and professionally.
7
.
.
Madam, in addition to my being an educationist and day care provider, my husband
.and I are also very deeply involved as human rights activists . Being Christians we
are especiatty involved in voicing our deep cm1cem and commitment against the
continuing persecution of the religious minorities in cou11tries like Pakistan. We
have addressed our concerns on the issue, to the White House and President
Clinton's Administration> on several occas1ons. Among others. the most persecuted
a11d · abused are the children in Pakistan, as aJso in several other south Asian
countries ..
J believe strongly that this upcomitlg Conference which you are hosting, is of the
utmost significance to the entire American people, as this conference will focus on
the very building blocks of the future. that is. our children~ who will grow up to
guide the destiny of this great nation in the next century. The Conference will
especially be of a great value to aH who paltlcipate. PersonalJy, I beHeve it would
help me tremendously in my future work and commitment. My husband, Samuel P.
Man ( who is also a fonner college teacher and the Executive Director NAPCC )
and 1 will be much obliged for the favor of your kind response and
invitation to
attend the Conference.
an
Thank you.
Yours faithfully,
rl~~.e.Slt
Rima Mall
�Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
001. letter
DATE
SUBJECTrfiTLE
4/6/1997
Jill Isco I to Hillary Clinton [partial] (1 page)
RESTRICTION
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Nicole Rabner (Domestic Policy Council)
OA/Box Number:
15633
FOLDER TITLE:
Early Childhood Development Conference [Loose Materials] [7]
2006-0 198-F
wr709
RESTRICTION CODES
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Freedom of Information Act -IS U.S.C. 552(b)l
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an agency l(b )(2) of the FOIAf
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information l(b)(4) of the FOIAf
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personal privacy l(b)(6) of the FOIAf
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purposes l(b)(7) of the FOIAf
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�J
April 6, 1997
First Lady Hillary R. Clinton
c/o Ms. Melanne Verveer, Room 100
Old Executive Office Building
The White House
1600 Pennsylvania Avenue
Washington, D.C. 20500
Dear Hillary:
Greetings! Just a brief note to request that I be able to attend the
Conference on Early Learning and the Brain at The White House
on April l7 1h • Based on my lifelong interest and involvement in
education,. I would truly appreciate if you could possibly find room
for one more.
Thank you very much for your consideration.
Warmly,
JWI:smp
whcecdev
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�Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
002a. Jetter
DATE
SUBJECTffiTLE
Stven Reznick to Doug Sosnik [partial] (1 page)
2/6/1997
RESTRICTION
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Nicole Rabner (Domestic Policy Council)
OA/B6x Number:
15633
FOLDER TITLE:
Early Childhood Development Conference [Loose Materials] [7]
2006-0198-F
wr709
RESTRICTION CODES
Presidential Records Act- (44 U.S.C. 2204(a)J
Freedom of Information Act- (S U.S.C. SS2(b)J
PI
P2
PJ
P4
b(l) National security classified information ((b)(l) of the FOIA)
b(2) Release would disclose internal personnel rules and practices of
an agency ((b)(2) of the FOIAJ
b(J) Release would violate a Federal statute J(b)(J) of the FOIA)
b(4) Release would disclose trade secrets or confidential or financial
information J(b)(4) of the FOIA]
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy J(b)(6) of the FOIA]
b(7) Release would disclose information compiled for law enforcement
purposes J(b)(7) of the FOIA]
b(8) Release would disclose information concerning the regulation of
financial institutions ((b)(8) of the FOIA]
b(9) Release would disclose geological or geophysical information
concerning wells ((b)(9) of the FOIA]
National Security Classified Information ((a)(l) of the PRAJ
Relating to the appointment to Federal office ((a)(2) of the PRAJ
Release would violate a Federal statute ((a)(J) of the PRA)
Release would disclose trade secrets or confidential commercial or
financial information J(a)(4) of the PRA]
PS Release would disclose confidential advice between the President
and his advisors, or between such advisors (a)(S) of the PRAJ
P6 Release would constitute a clearly unwarranted invasion of
personal privacy J(a)(6) of the PRA]
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will.be reviewed upon request.
�Yale University
Department of Psychology
P.O. Box 208205
·
New Haven, Connecticuto6520-8205
Campus address:
Hillhouse Avenue
2
'
1
February 6, 1997 /
.,~
/
/
The White House
1600 Pennsylvania Avenue, NW
Washington, DC 20500
Dear Doug:
I was delighted to hear President Clinton, in his State of the Union Message to Congress, mention
that he and Hillary will convene a White House Conference this spring.on Early Learning and the
Brain. As you may_ recall, human infancy is my area of expertise: I study how infants become able
to think and speak and how parents influence these abilities. I am writing to inquire how I might
be able to make a professional contribution toward the success of this conference.
I enclose a copy of my curriculum vitae ..... ,,~~'=*'
from you. I can be reached by telephone
reznick@ yale.edu.
Sincerely,
~~
J. Steven Reznick, Ph.D;
Associate Professor of Psychology
- - ; - - - - - -·---
___
..
~~~~look
forward to hearing
My e-mail address is
�Withdrawal/Redaction Marker
·
DOCUMENT NO.
AND TYPE
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Clinton Library
·
RESTRICTION
DATE
SUBJECT/TITLE
P6/b(6)
1/1997
J. Steven Reznick [partial] (1 page)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Nicole Rabner (Domestic Policy Council)
ONBox Number: 15633
FOLDER TITLE:
Early Childhood Development Conference [Loose Materials] [7]
2006-0 198-F
wr709
RESTRICTION CODES
U.S~C.
Presidential Records Act- ]44 U.S.C. 2204(a)]
Freedom of Information Act -]5
National Security Classified Information ](a)(l) of the PRA]
Relating to the appointment to Federal office ](a)(2) of the PRA]
Release would violate a Federal statute ](a)(3) of the PRA]
Release would disclose trade secrets or confidential commercial or
financial information ](a)(4) of the PRA]
PS Release would disclose confidential advice between the President
and his advisors, or between such advisors ]a)(S) of the PRA]
P6 Release would constitute a clearly unwarranted invasion of
personal privacy ](a)(6) of the PRA]
b(I) National security classified information ](bXI) of the FOIA]
b(2) Release would disclose internal personnel rules and practices of
an agency ](b)(2) of the FOIA]
b(3) Release would violate a Federal statute ](b)(3) of the FOIA]
b(4) Release would disclose trade secrets or confidential or financial
information ](bX4) of the FOIA]
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy ](b)(6) of the FOIA]
b(7) Release would disclose information compiled for law enforcement
purposes ](b)(7) of the FOIA]
b(8) Release would disclose information concerning the regulation of
financial institutions ](b)(8) of the FOIA]
b(9) Release would disclose geological or geophysical information
concerning wells ](b)(9) of the FOIA]
PI
P2
P3
P4
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
552(b)]
�January 1997
CURRICULUM VITAE -J. STEVEN REZNICK
Address
Department of Psychology
Yale University
Box 208205
New Haven, CT 06520-8205
Education
1982
1975
1973
Phone
office:
home:
FAX: (203) 432-7172,498-0811
E-mail: reznick@yale.edu
Ph.D., Developmental and Experimental Psychology
University of Colorado, Boulder, CO
M.A., Psychology
Wake Forest University, Winston-Salem, NC
B.A., Psychology
University of North Carolina, Chapel Hill, NC
Employment
Associate Professor, Yale University Psychology Department
19921987- 1992 · Assistant Professor, Yale University Psychology Department
19921987- 1992
Associate Professor, Yale School of Medicine, Child Study Center
Lecturer, Yale School of Medicine, Child Study Center
1991 1988-
Faculty, Yale Interdepartmental Neuroscience Program
Faculty, Bush Center in Child Development
1979- 1987
1982-1987
Research Director, Harvard Infant Study, Harvard University
Research Associate, Harvard Infant Study, Harvard University
Editorial Board Appointments
1997 Developmental Psychology
1996 Cognitive Development
1996 General Psychology Review
1996 Developmental Science
1990 Infant Behavior and Development
1988 Infant Mental Health Journal
1984 - 1986
Developmental Psychology
Professional Affiliations
1988 American Psychological Society
1986Society for Philosophy and Psychology
1980Eastern Psychological Association.
1978 International Society for Infant Studies
1977 Society for Research in Child Development
1975Psychonomic Society
1973 American PsychologiCal Association
�.• t
January 1997
National Committees
19961~96
1996
1995
1991 1982- 1992 ·
Program Committee, International Conference on· Infant St~dies
Program Chair, International Conference on Infant Studies
Ad Hoc Member of NIH Maternal and Child Health Research Subcommittee
Ad Hoc Member of NIH Human Development and Aging-1 Stu~y Section
Program Committee, Society for Research _in Child Development,
and Infancy Review Panel Chair for biennial meeting
MacArthur Res,earch Network on Developmental Transitions
Grants and Fellowships
1996 - 1999
1995.:. 1999
1990- 1994
. 1989- 1994
.1986- 1993
1985-1988
19.81 - 1986
1980- 1981
1978- 1980
..
\ ·
Principal Investigator, Parent Perception of Infant Intentionality ·
Grant Foundation
Principal Investigator, The Development of Expectations in the Human Infant
National Institute of Child Health and Human Development
Principal Investigator, The Deyelopment of Future-Oriented Processing
John B. and Catherine -T. MacArthur Foundation Research Network' on Early
Childhood Transitions
·
Co-Principal Investigator with J. Rodin, Experiential and De;elopmental Factors in Taste
Responsiveness
·
·
·National Institute of Health
Co-Principal Investigator with J. DeFries, R. Emde, J. Kagan, and R. Plomin, Genetic
Change and Continuity during the Transition from Infancy to Early Childhood:
A Longitudinal Twin Study
John B. and Catherine T. MacArthur Foundation
Co-Investigator with J. Kagan, Inhibited and Uninhibited Behavior in Children
,National Institute of Mental Health
..
,
Co-Investigator with J. Kagan and C.G. Coli, Developmental-Consequences of Variation
·
in Inhibition during Early Childhood
John B. and Catherine T. MacArthur Foundation
Co-Investigator with J. Kagan, Evaluation of Categorical Knowledge in Infancy
National Institute of Child Health and Human Development
National Research Service Award
National Institute of Mental Health ·
, ·w.·T.
Publications
Books and Monographs
Reznick, J. S.,.Corley, R., &Robinson~ J. (in press).
A longitudinal twin study of intelligence in the second
year. Monographs of the Society for Research in Child Development.
Penson, L., Dale, P.,Reznick, J. S., Bates, E., Thai, D. J., & Pethick, S. i. (1994). Variability in early
communicative development. Monographs of the Society for Research in Child Development, .5_2(5,
. Serial No. 242). ·
.
F~nson, L., Dale, P., Reznick, J. S., Thai, D., Bates, E., Hartung, J.P., Pethick, S., & Reilly, J. S. (1993). The
MacArthur Communicative Development Inventories: Users Guide an·d Technical ManuaL San ·
Diego: Singular,Press.
2 .
�..
January 1997
Reznick,
i. S. (1989). Perspectives on Behavioral Inhibition.
Chicago: University of Chicago Press.
Articles and Chapters
Reznick, J. S., Chawarska, K., Betts, S. L., & Logan, B. (in press). A simple system for monitoring the timing
of infant gaze ·to stimuli at specific locations. Behavior Research Methods. Instruments. &
Computers.
Reznick, J. S., & Corley, R. (in press). What twins can tell us about the development of intelligence: A case
study. In M, Anderson (Ed.), The Development of Intelligence, London: University College Press.
Reznick, J. S. (in press). Intelligence, language, nature, and nurture in young twins. In R. J. Sternberg & E.
L. Grigorenko (Eds.), Intelligence. Heredity. and Environment. Cambridge: Cambridge University
Press.
Zelazo, P. D., Reznick, J. S., & Spinazzola, J. (in press). Representation flexibility and response control in
a multi-step A-not-B search task. Developmental Psychology.
Feldman, R. & Reznick, J. S. (in press). Maternal perception of infant intentionality at 4 and 8 months.
Infant Behavior and Development.
Evans, D. W., Leckman, J. F., Carter, A., Reznick, J. S., Henshaw, D., & Pauls, D. (in press). Ritual, habit;
and perfectionism: The prevalence and development of compulsive-like behavior in normal young
children. Child Development.
Goldfield, B. A. & Reznick, J. S. (1996). Measuring the vocabulary spurt: a reply to Mervis and Bertrand.
Journal of Child Language, 23, 241-246.
Hofstadter, M. & Reznick, J. S. (1996). Response modality affects human infant delayed-response
·
performance. Child Development, 67, 646-658.
Zelazo, P. D., Reznick, J. S., & Pinon, D. E., (1995). Response control and the execution of verbal rules.
Developmental Psychology, lL 508-517.
.
Reznick, J. S. (199.4). In search of infant expectadon. In M. Haith, J. Benson, B. Pennington, & R. Roberts
(Eds.) The Development of Future-oriented Processes (pp. 39-59). Chicag·o: University of Chicago
Pres's. ·
Cherny, S. S., Fulker, D. W., Emde, R.N., Robinson, J., Corley, R. P., Reznick, J. S., Plomin, R., & DeFries,
J. C. (1994). A developmental-genetic analysis of continuity and change in the Bayley Mental
Development Index from 14 to 24 months: The MacArthur Longitudinal Twin Study. Psychological
Science, .6., 354-360.
DiLalla, L. F., Kagan, J., & Reznick, J. S. (1994). Genetic etiology of behavioral inhibition among two year
old children. Infant Behavior and Development, 11, 401-408.
Reznick, J. S. & Goldfield, B. A. (1994). Diary _versus representative checklist assessment of productive
vocabulary. Journal of Child Language, 21., 465-472
Bates, E., Marchman, V., ThaJ, D.; Fenson, L., Dale, P., Reznick, J. S., Reilly, J., & Hartung, J. (1994).
Developmental and stylistic variation in the·composition oLearly vocabulary. Journal of Child
Language, 21, 85-123.
Plomin, R., Emde, R.N., Braungart,J. M., Campos, J., Corley, R., Fulker, D. W., Kagan, J., Reznick, J. S.,
· Robinson,J., Zahn-Waxler, C., & DeFries, J. C. (1993). Genetic change and continuity from fourteen
to twenty months: The MacArthur Longitudinal Twin Study. Child Development, 64, 1354-1376.
Kessen, W. & Reznick, J. S. (1993). Constrainingconstraints. Cognitive Development, .8., 105-112.
Robinson, J. L, Kagan, J., Reznick, J. S., & Corley, R. (1992). The heritability of inhibited and uninhibited
behavior: A twin study. Developmental Psychology, 28, 1030-1037.
Emde, R., Campos, J., Corley, R., DeFries, J., Fulker, D., Kagan, J., Plomin, R., Reznick, J. S., Robinson, J.,
& Zahn-Waxler, C. (1992). Temperament, emotion, and cognition at 14 months: the MacArthur
Longitudinal Twin Study. Child Development, 63, 1437-1455.
3
�.:
January 1997
Reznick, J. S., Hegeman, I. ·M., Kaufman, E. R., Woods, S~ W., & Jacobs, M. (1992). Retrospective and
concurrent self-report of behavioral inhibition and their relation to a<;Iultmental health. Development
and Psychopathology, 1,, 301-321.
·
Reznick, J. S. & Goldfield, B. (1992). Rapid change in lexicaldevelopment in comprehension and production.
·Developmental Psychology, 28, 406-413. ·
Hirshfeld, D. R., Rosenbaum, J. F., Biederman, J., Bolduc, E. A., Faraone, S. V., Snidman, N., Reznick, J. S.,
& Kagan, J. (1992). Stable behavioral inhibition and its association with anxiety disorder. Journal
of the American Academy of Child & Adolescent Psychiatry, .3.1, 103-111.
Reznick, J. S. & Zelazo, P. D. (1991) A limitation of the reflex-arc approach to consciousness. Behavioral
and Brain Sciences, 1..4, 692.
Zelazo, P. D. & Reznick, J. S. (1991 ). Age-related asynchrony of knowledge and action. Child Development,
62,719-735.
Crowder, R. G., Reznick, J. S., & Rosenkrantz, S. L. (1991) Perception of the major/minor distinction: V.
Preferences among infants. Bulletin of the Psycho nomic Society, 22, 187-188.
Rosenbaum, J. F., Biederman, J., Hirshfeld, D. R., Bolduc, E. A., Faraone, S. V., Kagan, J, Snidman, N.,
Reznick, J. S. (1991 ). Further evidence of an association between behavioral inhibition and anxiety
disorders: Results from a family study of children from a non-clinical sample. Journal of Psychiatric
Research, .2..5., 49-65.
Zelazo, P. D. & Reznick, J. S. (1990). Ontogeny and intentionality. Behavioral and Brain Sciences, U,
631-632.
Reznick, J. S.;Kaufman, E. R., & Snidman, N.C. (1990) Retrospective self report in inhibited and uninhibited
· children. Research and Clini.cal Center for Child Development Annual Report, l l Faculty of
Education, Hokkaido University, Sapporo Japan.
Kagan, J., Reznick, J. S., & Snidman, N. (1990). The temperamental qualities of inhibition and lack of
inhibition. In M. Lewis & S.M. Miller (Eds.), Handbook of Developmental Psychopathology (pp.
219-226). New York: Plenum.
Kagan, J., Gibbons, J. L., Johnson, M. 0., Reznick, J. S., & Snidman, N. (1990). A temperamental disposition
to the state of uncertainty. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub
(Eds.) Risk and Protective Factors in the Development of Psychopathology (pp. 164-178), New York:
Cambridge University Press.
Biederman, J., Rosenbaum, J. F., Hirshfeld, D. R., Faraone, S. V., Bolduc, E. A., Gersten, M., Meminger, S.
R., Kagan, J, Snidman, N., Reznick, J. S. (1990). Psychiatric correlates of behavioral inhibition in
young children of parents with and without psychiatric disorders. Archives of General Psychiatry,
47, 21-26.
Reznick, J. S. (1990). Visual Preference as a Test oflnfant Word Comprehension. Applied Psycholinguistics,
ll, 145-165.
Goldfield, B. A. & Reznick, J. S. (1990). Early lexical acquisition: Rate, content, and the vocabulary spurt.
Journal of Child Language, 11, 171-183.
Plomin, R., Campos, J., Corley, R., Emde, R. N., Fulker, D. W., Kagan, J., Reznick, J. S., Robinson, J.,
Zahn-Waxler, C., & DeFries, J. C. (1990). Individual differences during the second year of life: The
MacArthur Longitudinal Twin Study. In J. Colombo & J.W. Fagan (Eds.) lndividmi.l differences in
infancy: Reliability. stability. prediction (pp. 431-455). Hillsdale, NJ: L.Erlbaum.
Kagan, J., Reznick, J. S., Snidman, N., Johnson, M. 0., Gibbons, J., Gersten, M., Biederman, J., & Rosenbaum,
J. F. (1990). Origins of panic disorder. In J. M. Ballenger (Ed) Neurobiology of Panic Disorder
(71 ~87). New York: Wiley-Liss.
Reznick, J. S. (1989). Research on infant categorization. Seminars in Perinatology, U, 458-466.
Rezni~k, J: S., Gibbons, J., Johnson, M., & McDonough, P. (1989). Behavioral inhibition in a normative
4
�. ·"
January 1997
sample. In J. S. Reznick (Ed). Perspectives on Behavioral Inhibition (pp. 25-49). Chicago: University
of Chicago Press.
Reznick, J. S. (1989). The efficacy of powdermilk biscuits as a treatment for behavioral inhibition. In J. S.
Reznick (Ed). Perspectives on Behavioral Inhibition (pp. 299-302). Chicago: University of Chicago
Press.
Kagan, J., Reznick, J. S., & Snidman, N. (1989). Issues in the Studyof Temperament. In D. Kohnstamm, J.
Bates, & M. Rothbart (Eds.) Childhood Temperament: A forum on key issues and. problems (pp.
133-144). London: Wiley, England~
Kagan, J., Reznick, J. S., & Gibbons, J. (1989). Inhibited and uninhibited types of children. Child
Development, 60, 838-845.
Dale, P. S., Bates, E., Reznick, J. S., & Morisset, C. (1989). The validity of a parent report instrument of child
language at 20 months. Journal of Child Language, 16, 239-249.
Mount, R., Reznick, J. S., Kagan, J., Hiatt, S., & Szpak, M. (1989). Direction of gaze and emergence of speech
· in the second year. Brain and Language, 36, 406-410. ·
.
·
Reznick, J. S. & Goldsmith, L. (1989). A multiple form word production checklist for assessing early
language. Journal of Child Language, 16, 91-100.
Kagan, J., Reznick, J. S., & Snidman, N. (1989). Temperamentai influence on reactions to unfamiliarity and
challenge. In G. P. Chrousos, D. L. Loriaux; & P. W. Gold (Eds.) Mechanisms of physical and
emotional stress (pp. 313-340). New York: Plenum Press.
Kagan, J., Snidman, N., Reznick, J. S., Gibbons, J., & Johnson, M. (1989). Temperamental inhibition and
childhood fears. In P. R. Zelazo & R. G. Barr (Eds.) Challenges to Developmental Paradigms (pp.
191-202). Hillsdale, NJ: L. Erlbaum .
Kagan, J., Reznick, J. S., Snidman, N., Gibbons, J., & John~on, M. 0. (1988). Childhood derivatives of
,
inhibition and lack of inhibition to the unfamiliar. Child Development, .5_2, 15 80-15 89.
.
Kagan, J., Reznick, J. S., & S'nidman, N. (1988). Biological bases of childhood shyness. Science, 240,
167-171.
Rosenbaum, J. F., Biederman, J., Gersten, M., Hirschfield, D. R., Me'minger, S. R., Herman, J. B., Kagan, J.,
Reznick, J. S., & Snidman, N. (1988). Behavioral inhibition in children of parents with panic disorder
and agoraphobia: a controlled study. Archives of General Psychiatry, 45, 463-470.
Bernieri, F. 1., Reznick, J. S. & Rosenthal, R. (1988). Synchrony, pseudosynchrony, and dissynchrony:
Measuring the entrainment process in mother~infant interactions. Journal of Personality and Social
Psychology, 54, 243-253.
·
·
Mandler, J. M., Fivush, R., & Reznick, J. S. (1987). The development of contextual categories. Cognitive
Development, 2, 339-354.
· Moore, D., Benenson, J., Reznick, J. S., Peterson, M., & Kagan, J. (1987). The effect of auditory numerical ·
information on infants' looking behavior: Contradictory evidence. Developmental Psychology, 23,
665-670.
Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition
in children. Child Development, 58, 1459-1473.·
.
Kagan, J., Reznick, J. S., & Snidman; N. (1987). Temperamental variation in response to the unfamiliar. In
N. Krasnegor, E.M. Blass, M.A. Hofer, & W.P. Smotherman (Eds.), Perinatal development: A
psychobiological perspective (pp. 421-440). Orlando, FL: Academic Press.
Reznick, J. S., Kagan, J., Snidman, N., Gersten, M., Baak, K., & Rosenberg, A. (1986). Inhibited and
uninhibited children: a follow-up study. Child Development, 57 660-680.
Kagan, J., Reznick, J. S., Davies, J., Smith, J., Sigal, H., & Miyake, K. (1986). Selective memory and belief:
a methodological suggestion. International Journal of Behavioral Development, 2, 205-218.
Kagan, J., Reznick, J. S., & Sriidman, N. (1986). Temperamental inhibition in early childhood. In R. Plomin
5
�......
)
u ••·
January 1997
&). Dunn (Eds.). The Study of Temperament: Changes. Continuities. and Challenges.(pp. 53-65).
Hillsdale, NJ: L. Erlbaum.
Kagan, J., & Reznick,]. S. (1986). Shyness and temperament.· In W.'H. Jones, J. M. Cheek, & S. R. Briggs
(Eds.) A Sourcebook on Shyness: Research and Treatment (81-90). New York: Plenum Publishing
Corporation.
Kagan, J. & Reznick, J. S. (1985). Selective recall as an index of attitude commitment. 1!1 C. J. Brainerd &
V. F. Reyna (Eds.) Developmental Psychology (367-374). Amsterdam: Elsevier.
Kagan, J., Reznick, J. S., Clarke, C., Snidman, N., & Garcia-Coli, C. G. (1984). Behavioral inhibition to the
·
unfamiliar. Child Development, 55, 2212-2225.
Kagan, J. & Reznick, J. S. (1984 ). Task involvement and cardiac response in young children. Australian
Journal of Psychology, 36, 135-147.
Kagan, J., Reznick, J. S., Clarke, C., Snidman, N., & Coli, C. G. Cardiac correlates' of behavioral inhibition
in the young child (1984). In M.G. H. Coles, J. R. Jennings, & J. Stem (Eds.) Psychophysiological
Perspectives: Festschrift for Beatrice and John Lacey (pp. 216-228). New York: Van Nostrand
Reinhold.
Coli, C. G., Kagan, J., & Reznick, J. S. (1984). Behavioral inhibition in young children: Child Development, ·
55, 1005-1019.
Reznick, J. S. & Kagan, J. (1983). Dishabituation and category detection in infancy. In L. P. Lipsitt & C. K.
Rovee-Collier (Eds:), Advances in Infancy Research (Vol. 2, pp 79-111 ). Norwood, NJ: Ablex.
Richman, C. L., Novack, T., Price, C., Adams, K., Mitchell, D., Reznick, J. S., and Kagan, J. (1983).
Consequences of failing to imitate. Motivation and Emotion, 1, 157-167.
Linn, S., Reznick, J. S., Kagan, J., & Hans, S. (1982). Salience of ·visual patterns in the human infant.
Developmental Psychology, 1.8., 651-657.
Richman, C. L., Mitchell, D. B., & Reznick, J. S. (1979). The demands of mental travel.. Behavior and Brain
Sciences, 2, 564-565.
Kagan, J., Linn, S., Mount, R., Reznick, J. S., & Hiatt, S. (1979). Asymmetry of inference in the
·
dishabituation paradigm. Canadian Journal of Psychology, 33, 288-305.
Richman, C. L., Mitchell, D. B., & Reznick, J. S. (1979). Mental travel: Some reservations. Journal of
Experimental Psychology: Human Perception and Performance, :5., 13-18.
Reznick, J. S., Ketchum, R. D., & Bourne, L. E. Jr. (1978). Rule-specific dimensional interaction effects in
concept learning. Bulletin of the Psychonomic Society, 12,314-316.
Anderson.• R. A., Manoogian, S., & Reznick, J. S. (1976). The undermining and enhancing of intrinsic
motivation in preschool children. Journal of Personality and Social Psychology, 34, 915-922.
Reznick, J. S. & Richman, C. L: (1976). Effects of class complexity, class frequency, and pre-experimental
bias on rule learning. Journal' of Experimental Psychology: Human Learning and Memory, 2,
774-782.
Manuscripts Under Review or Revision
Reznick, J. S., & Bosquet, M. Self-corrected reaching in a three-location delayed-response search task.
Psychological Science.
Schwartz, B. B., & Reznick, J. S. Maximizing memory for location. Infant Behavior and Development.
Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. Early development of executive function: A problemsolving framework. General Psychology Review.
Reznick, J. S. Mind in brutes and babies. Philosophical Psychology.
6
�January 1997
Recent Invited Addresses and Colloquia
1996 University of Connecticut, Storrs, CT.
University of New Orleans, New Orleans, LA
Johns Hopkins University, Baltimore, MD
City University of New York Graduate School
1994 Eastern Psychological Association, Providence, RI.
Papers Presented at Conferences
Reznick, J. S. (1996). The development of visual expectations in the human infant. Psychonomics Society,
Chicago, Illinois.
Brandwein, B. B., & Reznick, J. S. (1996). Evoking response in the delayed-response procedure.
International Conference on Infant Studies, Providence, RI.
Betts, S. L, & Reznick, J. S. (1996). Infant visual expectation in a modification of the cue-target procedure.
'
International Conference on Infant Studies, Providence, RI.
Chawarska, K. H., Masse, M., Miranda, R., & Reznick, J. S. (1996). Transfer at 4, 8, and 12 months in the
visual expectation paradigm. International Conference on Infant Studies, Providence, RI.
Goldfield, B. A., & Reznick, J. S. (1995). 'Why does vocabulary· spurt? Boston University Conference on
Language Development. [In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.),
Proceedings of the 20th Annual Boston University Conference on Language Development, Vol. 1.
(pp. 249-260). Boston: Cascadilla Press, 1996.]
,
Reznick, J. S. (1995). Mind in beasts and babies. Society for Philosophy and Psychology, Stony Brook, NY.
Feldman, R., Reznick, J. S., & Brandwein, B. B. (1995). Mother's perception of infant intentionality at four
and eight months. Society for Research in Child Development, Indianapolis, IN.
Brandwein, B. B., Sussman, A. L., & Reznick, J. S. (1995) .. Clues to the cues in the delayed response
1
procedure. Society for Research in Child Development, Indianapolis, IN. .
.
.
Reznick, J. S. & Bosquet, M. (1994). Reaching beyond infant forgetting. International Conference on Infant
Studies, Paris, France.
Zelazo, P. D., Fueser, J. J., Saltzman, J., Scharer, M., & Reznick, J. S. (1994 ). Relative importance of response
over representational information in 2-year-old's search behavior. International Conference on Infant
Studies, Paris, France.
Hofstadter, M. C., Reznick, J. S., & Stere, J. (1993). Visual versus motoric delayed response performance.
Society for Research in Child Development, New Orleans, LA.
Zelazo, P. D., Pinon, D., & Reznick, J. S. (1991 ). Deliberate rule use revisited. Society for Researchin Child
Development, Seattle, W A.
Reznick; J. S. & Zeedyk, S. (1991 ). Short-term stability of parent report of vocabulary. Society for Research
in Child Development, Seattle, W A.
·
·
Poulin~Dubois, D., Fenson, L., Reznick, J. ~., & Younger, B. (1990). Infant Categorization: The search for
process. International Conference on Infant Studies, Montreal, Canada.
DiLalla, L. F., Kagan, J., & Reznick, J. S. (1990). Stability of inhibition measures in infancy. lri.ternational
Conference on Infant Studies, Montreal, Canada.
Fenson, L., Dale, P., Reznick, J. S., Hartung, J., Burgess, S. (1990). Norms for the MacArthur Communicative
Development Inventories. International Conference on Infant Studies, Montreal, Canada.
Zelazo, P. D., & Reznick, J. S. (1990). Rule use in categorization. International Conference on Infant Studies,
Montreal, Canada.
Reznick, J. S. & Goldfield, B. (1989). Vocabulary spurt in comprehension and production. Society for
Research in Child Development, Kansas City, Missouri.
7
�.,
.....
,
January 1997
Reznick, J. S. (1988). A Multiple Form Word Production Checklist. International Conference on Infant
Studies, Washington, D.C. ..
· Goldfield, B. A., Reznick, J. S., & Johns, T. B. (1988). Early Lexical Acquisition: Rate, Content, and the
Vocabulary Spurt. International Conference on Infant Studies, Washington, D.C..
Kagan, J., Reznick, J. S., & Snidman, N. (1988). Cortisol and Behavioral Inhibition. International Conference
. on Infant Studies, Washington, D.C..
Reznick, J. S. & Smedley, B. (1987). Individual differences in categorization. Society for Research in Child
Development, Baltimore.
Gibbons, J. L, Johnson, M. 0., McDonough, P.M., & Reznick, J. S. (1986). Behavioralinhibition in infants
and children. International Conference on Infant Studies, Los Angeles.
Moore, D., Benenson, J., Reznick, J. S., Peterson, M., & Kagan, J. (1986). The efft?ct of auditory reception
of numerical information on infants' looking behavior: An extension. International Conference on
Infant Studies, Los Angeles.
Bemieri, F. J., Rosenthal, R., & Reznick, J. S. (1986). Synchrony and pseudosynchrony between mother and
child. Eastern Psychological Association, New York.
Reznick, J. S., Kagan, J., & Snidman, N. C. (1985). The stability of behavioral inhibition in children. Society
for Research in Child Development, Toronto.
Fivush, R., Mandler, J. M. & Reznick,.]. S. (1985). The development of event-related categories. Society for
Research in Child Development, Toronto.
Reznick, J. S., Kagan, J., & Snidman, N.C. (1985). Behavioral inhibition in children. Eastern Psychological
Association, Boston.
Snidman, N.C., Lieberman, P., Reznick, J. S., & Kagan, J. (1985). Vocal measures of task induced stress in
inhibited and uninhibited children. Eastern Psychological Association, Boston.
Kagan, J., Reznick, J. S. & Snidman; N. (1984). Behavioral inhibition to the unfamiliar. International
Conference on Infant Studies, New York.
Reznick, J. S. (1983). Correspondence of perceptual and lexical categories in the human infant. Society for
Research in Child Development, Detroit.
Reznick,. J. S. & Kagan, J. (1982). Vigilance and dishabituation in infants. American Psychological
Association, Washington D.C ..
Mount, R., Kagan, J., Hiatt, S. Reznick, J. S., & Szpak, M. (1981). Right visual preference correlates with
early language development. Society for Research in Child Development, Boston.
Reznick, J. S. & Gibbons, J. L. (1981 ). Factors affecting infants' failure to dis habituate to categorical stimuli.
Society for Research in Child Development, Boston. ·
Richman, C. L., Novack,T., Price, C., Adams, K., Mitchell, D., Reznick, J. S., & Kagan, J. (1979). The
consequences of failing to imitate. Society for Research in Child Development, San Francisco.
Reznick, J. S. (1978). Functional versus categorical grouping of pictures and words. Rocky Mountain
Psychological Association, Denver.
.
Mitchell, D. B., Richman, C. L.; Reznick, J. S., & Yasinski, L. (1978). Demand effects in visual image
scanning. Southeastern Psychological Association, Atlanta.
Richman, C. L., Kagan, J., Adams, K., Mitchell, D., Novak, T., Nance, T., Facchine, B., & Reznick, J. S.
(1978). Spatial and verbal performance differences in preoperational boys and girls. Southeastern
Psychological Association, Atlanta.
Reznick, J. S. & Richman, C. L. (1975). Effects of class complexity, class frequency and pre-experimental
bias in a rule-Jearning paradigm. Psychonomic Society, Denver.
�....
.. ......
'
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...
January 1997 .
. Graduate Advisees
Committee Member
Andrew Adler
·Advisor
Stephanie Aubry
Committee Member
Adena Bargad
Advisor
Stephanie Betts
Advisor
Bena Brandwein
Committee Member
Jake Burack
Katarzyna Chawarska Advisor
Committee Member
Rachel Chazan
Advisor
J. Josephine Fueser
Beth Garrity-Rokous
Committee Member
Nancy Hall
Committee Member
Committee Member
Felipe Hernandez
Advisor
Maura Hofstadter
Pauline Hopper-Jordan Committee Member
Nina Kogan
Phyllis Koenig
Christina Little
Todd Lubart
Carol Ripple
Marlene Schwartz
Emily Spurrell
Jenna Steere
Johanna Susskind
Amy Sussman
Jean Turner
Kathryn Young
Suzanne Zeedyk
Philip Zelazo
Professional References Available Upon Request
9
Committee Member
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�04/02/97
11:3~
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11:34
INFANT BEHAVIOR AND DEVELOPMENT 19,483-496 [1996)
Maternal Perception of Infant Intentionality
at 4 and 8 Months
·
RUTH Pe:t,.OMAN
Bar-llan
Ur~ivenity,
Israel
J. STEVEN REZNICK
Yale Univer.riry
This study examines the degree to which mothers perceive infants as intentiomll aml the relations
nmong perccptiOI\ Of hlt<!!ltionality,
blldC{!"OUru:i
V!l!illb)eS, Jll:ltem~ emoti.onn.l ooju•tmant, 1111d
maternal interncrive sryle. Fony mothcr-i11fant dyads were assessed when the infants were 4
mon~~ old, und :34 were retested at a months. PMent perccl?don of Infant ill\!;nlionality (PPll)
was mca.~ured via a rating of videotaped segments of infant behavior and an interview.
lntc.ntionality ~cores shOWild ilc~;C~ptablc internal consistency Md were positively inten:orrc.lated
at cac.h age an(l across a~. The two measures were aggreaated to ronn nn index ot' PPII at each
age. Higher ~.ducmional attainment wa~ associated with lower PPII score>. experience wiih
infMI>l w:w :~iated with higher PPn ~"<:>~es. 1111d n<:W.dem.i<> knowledge about child <h::vel¢p·
mt:n! was not related to PPII. Mother$ with more symptoms of anxiety had Iowe1· PPII S(;()re~. but
hlgb maternal separation anxlll'ty W41S associau:d with hlshcr PPU seorcs. Matel'l\\\1 symptoms of
dcpre,~ion ha.;i a complex relation to PPII scores. Mothel'l; r.~ted as sensitive in mother-infant
intc~tions h11d higher PPll scores. These variables accounted for 34% of the: variance in PPll nt
4 month~ and 49% at S months. There were also sroup differenil<!s: Moth""" of 8-monrh-old~ had
higher PPU scores than. mothers of 4-month-olds, mothc111 girls had higher PPn scores th!lll
motht:r:s of boys, and mothers anributed more intcnti<:n>lllity in episollc~ with girls than In
cpisooes with boys. The. results arc discu55Cd in relation to mechanisms whereby PPIJ intcrncts
with aspects of the parcnt and infant.
or
intentloncliry
porent perception motornal perception depression
porenl-(:nild interaction gender differences
Philosophers (e.g., 'Orentano, Hussr::rl)
tradi~
·tionally have used the tem1· intention.ality to
refer to a state that is about or directed toward
some other state (e.g., the belief that it is raining is about the current state of the
we.athe~).
but recent usage of intentionality is a narrower
derivative of the verb intend and implies doing
I
anxiety
affairs,· and Ooschke and Kuhl ( 1993) used
"intention" to denote that an individual is committed to performing an activity. This shift in
focus n1akes intentionality a more folk psycho·
logical, action-oriented cQn::;txvot. In thls arti-
cle, we adopt the folk psychological usage and
apply the quality "intentional" to an infant
whr::n an observer believes that the infant's
something on purpose. For example, An~combe
(1957) used "intentional action" to refer to an actions are based on some degree of awarenegg
act that is instituted to bring about some state of . and are executed deliberately.
zeed.yk (in press) offered a comprehensive
and intesrative survey of developmental
We thank the; mother~ and infant~ W)ll) pani<;;ipmed in
account~
t
of intentionality. Infant behaviors that
.
t' ar
. 1d
d'
d
mten 100 tty l(l,C u e coor mate
this TC!iCaiCh, Bcna. Brandwein Schwllttz for her D.SSiSlance
sugges
in cooing videotape~, Nicole Eldridge for testing additional . reaching and grasping (Bruner, 1.973; .Lockman,
participants. and Brei Logru~ for technical a:;:;i:;tancc. Alice . Ashmead. & Bushnell. 1984). means-ends
Catter. Kmanyna Chawarska. Rachel Chazen, Ann
Ournty-Rokou~, Jcron'¢ Kagan,
William Kc!I.'!Cn, and JoAnn Robinson provided helpful
comffil:ms on an earlier ver!:ion o( this manuscript.
The .n:sults wtl'l! presented in a poster.at the biennial
meeting of the Society for Rc.~arch in Child Development,
lndinnapoli~. March 1995.
Correspondence and rcqucstdor reprints >hould IN sent
to J, . Stev"n Rul<.ni~k, P~ychulogy Department, Yale
Ea•llorbrooks,
Reth
University, Box. 20S205. New Haven.
c-mail:j. reznick\l!lynte.ci:lu.
cr 06520-11205,
behaviors (Mosier. & Rogoff, 1994; WiUatts,
1984), and communicatiOn via gestures Or
words (Bates. Benigni, Brctherton, C;1maioni,
& Volterra, 1979; Bnmer, 1975; Harding &
Golinkoff, 1979)> Intentionality is also inferred
in acts of sh!II'cd referen~e in which infant:ls fol•
an adult's direction of gaze or pointing
low
(Murphy & Messer, 1977:. Scaife & Bruner,
1975) or in i:I.Clli of social referencing in which
483
l
j
jl
�0.4/02/97
11:34
'a'S
484
Fcldmun und
Rczni~::k
infants alter their goal-directed acttvity in
infant's signs of Increasing lmentlonallty and
response to emotional signal!'> from an adult
react favorably wben mey occur. For example,
(Campos & Ste:nberg, 1981; Emde, 1984; parents rate 3-month-o]d. infants who produce
Walden & Ogan., 1988). Given this range of speech-like vocalizations as intentional and
bchaviorH thu.t could be labeled intentional, socially favorable (Beaumont & Bloom, 1993).
there is little agreement regarding the ex:act However, other parents may view early emergbirth date of intentionality. However, there is a ing intentionality as the ominous beginning of
broad consensus across various theoretical . the child's lifelong battle for autonomy ana ~hus
approaches thar intentionality blossoms during give.the intentional infant little encouragement
the second 6 months of life, along with transiThe goal in lhis research was Lo explore factions in cognition, manipulative ability, mobili- tors related to individual diftcrenccs in PPII.'
ty, and affective sharing.
There is some consensus regarding the behavWe could ask if infants who display behav- iors that parents regard as intentional (Zeedyk,
iors that look intentional are indeed behaving 1994) but there is a wide range of individual
intentionally in the .:sense of bciing aware of
varii1tion for :scn:sitivity to the presence of the:sc
mental states and goats. and thus acting deliberately, but for present purposes we are not inter"
esred in that particular question. Rather, our
interest here is in the fact that parents perceive
infants as intentional. There is a philosophical
perspective here as well, in that many authors
have proposed that the phenomenon we call
"mind" emerges within the context of social
interaction (e.g .• Mead, 1934; Vygotsky, 1986;
Wittgenstein, 1953). Parental perception of
criteria. As noted earlier. our strategy here is to
finesse the relation between PPil and individual
differences In infant behavior per se. Infants at
a given age may differ in the quality and quantity of their seemingly intentional acts, but we
focused on aspects of the parent d1at could
mediate PPII. Specifically, we explored the
relation between PPII and parental knowledge
and experience, emotional adjustment, and sen~itivity. during interaction. Note that this set of
infant intentionality, (PPII)
ha~: p~:ychological
significance because it implies the parent's
explicit or implicit commitment to some model,
theory,
variable~:
was: not chm;en to be comprehensive.·
Rather, these variables reflect a range . ·of
parental behaviors that seem relevant to PPU.
set of beliefs about infant mental
Also, almough we were not interested in indi-
ability that may dictate parenting strategy and
mediate the parent's ability to detect and
respond to the infant's states and goals.
Consider three. implications of the relation
between ;f'PJI ano parenting: First, PPII may
affect the dynamics of the parent-child interac-
vidual differences in infant intentionality, we
did explore grouping variables (specifically,
infant age and sex) that might have a general
effect on PPII.
·
Ol'
PPII AND PARENTAL KNOWLEDGE
tion, which many theorists have proposed as the
AND EXPERIENCE
context that fosl:ers the human potential to
behave intentionally (e.g., Kaye, 1982;
Meacham, 1984; N cwson, 1979; Trevarthen,
1978). Second. PPH may affect parental sensitivity, defined as the parent's ability to respond
appropriately to the ·infant's states ana goals.
There are many aspects of parental knowledge
and experience that could affect PPII, so we
Parental sensitivity can have a significant effect
on a range of infant behaviors including reaction to separations and reunions (Ainsworth,
Blehar, W~ter:;, & Wall, 1978; Crockcnbcrg &
McClusky. 1986; Isabella. 1993), cognilive
con1petence (Crockenberg, 1983), emoLionaliLy
(Fish, Stiner. & Belsky, 1991), and adrenocorti-
chose only a limited subset for study here.
Three variables were explored that seem relevant to how parents perceive:: infants: educational attainment, knowledge aboul chila aevelopmcnt, and previous experience with infants.
Academic training is likely to. lead parents to
& Ackcnnann, 1994). Finally, PPll may
accounl for variance in how parents interpret
1 Parentul p"rc~pli<>n <>f infunl intetltionality might b;,
different for mothers and fathers due to gendcr-speci!ic fac- ·
tor~ or cont"ouncllng !'acton; sucn us' uge, elluo;;nion, unci
childre:~ring experience. A lhorOIISh inve~··~atinn or PPII
would require asS~:sStnellt uf ruothers, fathers, and other
c:~rclakcrs u.s well. but tlue lo practical cunst:raints. we only
Mscs~cd mothers. Subsequent rc~cnrch shouJd be more
the infant's behavior. Most parents enjoy their
j,,~h,a~iv~.
cal regulation (Spangler. Schicchc. Ilg. Maier,
�04/02/97
Matemal Pe,;fllption
of Infant Intentionality
485
adopt more rigorous standards for evaluating
evidence. This cou!d cause more educated par-
PPTT AND PARENTAL SENSITIVITY
entS to understate infant int<!rttionality :relative to
Early parent-infant facc-lo-face Interaction in·
eludes many behaviors that rest upon a'isump-
parents who do not attempt· to falsify hypotheses. This effect could be due to general cognitive: ability but might also emerge due to sp~cif
ic parental knowledge about child development.
Parent'> who are interested in learning more
about child development can acquire information through various sources: This knowledge
might affect their perception of infant intentionality. Finally, previous experience with infant'>
could affect PPU, but the valence of this effect
is unclear.
Previou::~
experience (i.e-, having an
older chi~d or professional experit.'ncc: with
infants and Children) cou1d ::;ensitize parents to
the sorts of intentional behaviors that infants
can produce and thus boost PPII. Alternatively,
previous experience could familiarize parent<;
with the sorts of 1.1nquestionably intentional
behaviors that emerge in late infancy and early
childhood. From this perspective, the meager
DURlNG INTERACTION
tions about the infant• s intentionality: · mutual
synchrony of gaze (Messer &Viet7.e, 1988; Stem,
1974), coordin11ted vocalizations (Feldstein
~t
al.. l994), and the parent's imitation (Field,
Vega-Lahr, Scafidi, & Goldstein, 1986) and
elaboration of the infant's movf:ments (Stem.
1985). We focused on parental !Sensitivity. which
is an amalgam fonned across several of these
dimensions. A sensitive parent responcls to the
infant in a mnnner that is contingent upon the
infant's behavior. In contrast, an inlrusive (i.e.,
insensilive) parent interferes with the infant's
activities, ignores the infant's commwticative
signals, discourages the infant's independent
exploration of the environment, and is.unwilllng
or unable to acknowledge, give meaning, or
~frame the infant'g actions and communicatiom;;
(Ainswonh et at, ··1978; Egeland. Pianta, &
intentional accompli::;hments of the young infant
, O'Brien, 1993; Mayes & Carter, 1990; Stem,
might be devalued_
1985)- It :on::~:;rrus likely that pArents who have a
low estimate of the infant's intentionality should
PPll AND PARENTAL EMOTIONAL
discount the infant's autonomy and thus may be
ADJUSTMENT
more likely to lead and control the interaction
Zeedyk (1994) found that mothers of 4-month· and, a.t times, appear to interact intrusively::
· olds (but not 8-month·olds) who repon more
depressive symptomi5 perceive less intc:mtiomiliPPII AND AGE AND SEX OF INFANT
ty in videotaped episodes of infant behavior. It
is not clear why this effect should be transitory Mothers of older infants should attribute more
and whether depressive symptomatology intentionality than mothen> of younger infants,
reflect~; depression per se or a broader range of
but Zeedyk (1994) found that PPTI rides a shiftpsychological disorder (Garrison & Earls, ing set of criteria that alter the behaviors that
1986). lt seems reasonable that a dt:prcssed par- parent-; consider intentional. This shi!t of criteria
ent might discount or discoura.l:le infant inten- · may cfiusc parents to discount thcir interpretationality, and the literature suggests that depres- tion of actions that previously seemed intentionsive symptoms (explored primarily in mothers) al so age effects could be paradoxical. ln our
.are associated wlth less positive parem-lnfam study, we asscssc:d PPII whc:n infants were 4 and ·
interactions (see Downey & Coyne, .1990, s·months old_ These particular ages were select·
Field, 1992, Gelfand & Teti; 1990, for ed to map onto previous work, but more impor·
reviews). However, it is not clear whether this. tantly to span an age range during which there is
effect would be specific to
depres~;ion,
or might
be associated with various psychopathologies.
We explored the relation between PPH and
emotional adjustment as indicated· by symptom.
hwentorie~ for depression and ;_anxiety. Anxiety
can arise: due to a wide range of circumstances.
We attempted to focus this a-.pcct or me
research by also measuring maternal separation
anxiety, dctined as· feelings of worry, sadness,
or guilt evoked by separation from the infant_·
considerable ambiguity ln the infant behaviors
that could be intentional. Few pm:nls and
researchers attribute intentionality to infants
youngc:r than 2 months, and most 11ttributl} intentionality to 1-year-olds. Thus, PPTT ba!icd on the
behavior of 4- to 8-momh-old infants is likely to
be. va1iatlle and diagnosrlc. It also ~eem:. likely
that PPII will be greate.r for the older group.
Sex differences could affect PPII. For examif male ·infants arc more active than female
pi~.
�04/02/97
141005/007
11:36
Response Modality Affects Human Infant
Delayed-Respunsc Performance
Maura Hofstadte-.. and
J. Steven
Re~~:ni~k
Yale Uniuer.dt!J
I
and RE:tNIC'K, J. Su:VEN. ResJ)ton.!le Mm1alittl Affects Human Infant DeCH1LD D~<:V"l.OPMENT, 1996,67,646-658. Delayed response performance wa~ assessed in 120 7-, Q., .llnd 11-month-olJ infants: with oortect r<ZlSpon•e defin~d M
either retrieval ,,[ a hidden object or gnze towo.rd the location where the object was hidden.
Pcrformli.nco improved with age, wa5 above cham:1;1 for each age group in each condition, and
was more often correct with the gaze response. \\'hen direction of gaze and reach differed,
direction of gaze was mol'e likely to be correct. Infants in the reach condition were more likely
to fail to reverse a previously correct response (i.e .. to ITiakc thr;o A-not-P.. el'l'or). PerSevt!nttiv"
re~pondin~ occmred frequently and W/1.$ more likely in the reach th;m the gaze· condition. This
Gt!Tecl'i!rn•IHg<tcl prim:'lrily in th~.> context of an incorrect ru•pon•e, whi<;:h $Uggest~ nlodality-$pc:ci£ic;
sensitivity to the effect of priming rather than reinforcement. Many infants showed strong side
bi,~e~, <>nd there was a tendency for more reach!!s to the ldt lJl.lt g;t7.(!5 to the right. In a second
e"peril"nent, 12 5·month-ulds gazed toward the cum:ct location more frequently than would be
e"pected by chanct: but failed to reverse a previously correct response rnore often than older
infants. Thes~: findin2:s indic.'lte that response modality has n signilkant effect on <l<el~yed
tesponse pcrfonnance.
HOFSTAD'I'ER, MAURA,
layed-Response f'erfoTmll.nce.
In the classic delayed-response (DR)
procedure, d;;:v~~lop<~d by Hunter (1913} to
c~xplore memory in monkeys, the subject
watches the experimenter hide an attractive
object in one of two identical w0Ils. A brief
delay is imposed, and the subject is then al-
lowed to SCMCh for the object. This sequence is repeated on sub!le{lul!mt trials, but
the location ofhiding is randomized. Human
infants are often te5ted in a variation of the
DR task called ··A-not-B" in which a particular location of hiding remains correct for several trials, and then tht: correct location is
shifted to the other side {sec Bremner, H.l85;
Harris, 1983, 1987; Wellman & Somerville,
HlS2, for reviews). Thi~ configuration J?l'oduce!l ''characteristic A-not·B error in which
the infant reaches incorrectly on the shift
trial (Piag~t. 195411937).
The DR taslc has been of C(lnllld~rable
interest to developmental psychologists be·
cause of its theoretical implications. Pia~ct
saw the A-not·B error as proof that the 8·
month-old infant ha~ an incomplete understt\nding of object properties (Piaget, 1954/
1937). Piagct 1mggests that, during ~tage IV
r>f object permanen¢¢ development, the
identity of the hidden object is riOt separate
fr(nn the infanfs action at the location where
it is hidden. Even though the object disal')•
pears at a oew location, the action at the previous location rematns a salient component
of the hidden objtH:t's identity and causes
the infant to search incorrectly.
Developmental change in the DR task
has also attracted attention becau~e of the
well-established links between DR perfol.'mance and prefrontal cortex· (PFC: see Diamond, 1990, l001a, 1991b; Goldman·Raki.:;:,
1987a, 1981b, for reviews). Monkeys with bilateral lesions of PFC (specifically, the sub·
divi~:ior' in ~rid around the principal sulov.s}
fail the DR task but perform well on other
tasks, such as visual diSCnrnination: lesions
This research was supported by the John D. and Catherine T. MacArthur 1-~oundation Network on Dcvclopmcnt.u.l Transitions and i~ based on a dissertation submitted to the UniveT!iity
of Colorado at Bonld!!r by Maura Hofstndter. We thank jenna Steere and Stephanie Lowell £or.
I
aHiStl\nc.,. with d:>.t.'\ collection; J:-mette Benson, Ad"l" Diamond, Nathan F.,x, Jerome Kagnn,
Phil Zelazo, and two anonymou~ reviewers for comme11ts on early drafts for this manuscript;
ltnd the infm\t5 and p;ueul~ who 50 generously gave their time and energy. f'rellmlnary analy~es
of the~e d:~~ were reoortl!'d at the Society for Research in Child Development annual meeting
in New Orleans, April Hl!:):J. Correspondence concerning this article should be addres5ed to J.
Steven Re7.nick. \';tie Univenity Psycholo£Y DeDartment. Box 208205. New Haven. CT 06520-
820.'5. E-mail; j.rezl)ick@y<\le.edu.
[Chilt!J)m;(,Iopmcnt. 19\16,61, 646-65/3.1J;ll996 by the l:'Q<:iety for 1\cscarcll in
rese(lled. 0009-3920196/6702-0026$01.00]
Allti~rhts
c..:llild Dcvdopmctlt, hlc.
�0"4/02/97
11:37
us
~006/007
. Hofstadter and Reznick
elsewhere in the hr!l.in do nt)t a.!Tect DR pet•
fonnance (Goldman, Rowold, Vest, & Galkin, 1971; Jacobsen, 1936). Single-unit recordings from neuron~. in the prlndpa!
sulcus animals perlom1ing the DR task reveal activity that iS time-locked to the OR
delay period (Fuster, 1973; Kojirna & Goldman·Rakic, 1982; Niki, 1974).
·
of
Even well-established tools need occa·
slonal sharpeni.ng. Our p1imnry goal in this
article is to explore one speei fie: aspect of the
DR task: th~ response that is used to index
perform~tnce. Delay<:d-response testing with
infants usually requires a. reaching response,
on the assumption that intants will reach to·
ward th~ location where they expect to find
the hidden object. A gaze response toward a
loc-dtiOn could be constntcd as analogous to
9. reach in the sense of indexing ·the location
where the infant expects to find the hidden
object. Gaze directiou h<p; been the mainstay
of work on infant recognition memory and
habituation and, more recently, has been
shown to be a se11sitive tool for measuring an
assortmel'lt of early cognitive abilities (e.g.,
Baillargeon, Spelke, & Wasserman, 1981);
SpcUce, 1985, 1991).
Direction of g11-2c has not be1:1n used as
the response measure in the DR task with
human infant.<; butts often u~ed with nonhuman primates. 1 Funahashi, Bruce, and Goldman-Baltic (1986) developed an oculouiotor
:malog of the DR task in which monkeys
were trained to fixate a central spot of light
while a brief target stimulus was presented
peripherally. A coil implant<:d in the sd~,.9-
was calibrated to indicate the precise eoordi·
nates of the monkey's gaze. Monkeys were
reinforced for gQ.:l:ing lowa.rd a central ,;timu-
lus during a delay and then shifting thei·r
gue toward the location where th~ target had
appeared. (See Goldrttart-Rakic. 1987t~. for
a review of research using this technique.)
647
Direct comparisons (If conchtsions
based on gaze at1d reach responses are nue,
but g(~?.C respon~es ~ccm to be ~OnHo::whnt
moi·e sensitive than reach r(~~ponses. For t.!Xample, Dunst, Brooks, and Doxse::y (1982) allowed 7-month-old inftmts t:<> reh·ieve an object they had seen hidden insidt~ a ~mall box.
An analysis of reaching suggested a l;~ck of
knowledge, bt\t ~1'1 analysis of visual re-
sponses indicated that most infants knew Lhe
location of the object (i.e., they looked tow:.:u·d the top of, or inside of. the box). ln
the DR task, Diamond (1988, 199la) reports
anecdotal evidence. that infants sometimes
reach to the incorrect location while gazing
at tlu;: conect location. Thus, 'Oiamond' s
work supporu the feMibility of using •~ ga:..~
response as Ml index of performance in th~:
DR task; and moreover, suggests that gaze
may provid~
<l
more S(;)nsitive il1dex th:•n
reach.
lndicos of Performance
The response protocol from a DR pro<~e
dure can be interpreted from v;~rious per·
spectives. The two hiding locations in th(:
DR task are sepl~rated by a few inches but
are otherwise identic;\!, and orientation t<) "'
particular location is discoun~gcd during the
delay. This configuration. suggest.~ that responl!'e in th<: DR ta:~k m1~!1t be guided by
stored information, as opposed to stimuli
present at the time of responding, and a
short-term workil'lg memory for the location
of the hidden goal is required {Baddeley,
1983; Goldman-Rakic, l91::l7a). A focus on the
mnemonic Mpect of the ta.~k(and the rdaU!d
view that the 01\ task requireli tUI ability tc
maintain a temporal sequ~:mce) is widely accepted (Fuster, 1985: Milner. 1982; Passingham, 1985; Pribram & Tubbs, 1967). We
u!>cd percentage of correct r~t!lponses 11s a
globtd index of mnernonic ability in the DR
task.
t Some studies of object location (e.g., Baillargeon, DeVos, & Graber, 1989; fia.illargeon &:
Crabor, lOSS; Wilcox, Rosser, & Nadel, Hl94) ul!e a procedure in which infnnts watch the experimenter hide an object at a particular location and then the experimenter retrieves it from either
·that location (possible cv<:mt) or ~orne: othet lo<::;>H<>n (lm1>ossibl" <>v<mt). lflCl"e"'<.!d "tt.;.Mion to
the impossible event in this tusk is interpreted as evidP.ncc that the infant hns rernemhcred the
location. However, it is importl.nt to note thilllh<:~ "lmposstl>le evomc" ta~k ~~ e•~r.ntially u re¢<>"nition procedure and thus rmw tap a distinctly different memo''Y sy>tcrn tlla11 DR. The hallmark
of search taslcs like the DR procedure i:; that the infant attemv.t~ to rcc~lll the location or a hidden
toy with minimal pur<..,;,ptu;,] Cl'"'" ll.vn!h,ble ar the time of I'€SP<mdinJl:, .In the impossible event
task, the infant responds to the \)l!Tccptuul event of the toy beinf:l n:trk·vi·•d. An infunt m~y ~azc
at the tmposstblc event because 1L di><.-rcpun'-';1' i~ d.,tcC'I:cJ, b\•r thi• i~ nvt •l"'"''"~llrily thP. ~:tm~
psycholop;ical state aS recalling the lucatiotl of thP. hidu~·n object. For (•xamplc, we 11\l.!l:ht .~tare
at the face of a collca!,,''uc who h(!.~ recently sllo.wed off a llL'~Lrd (l1cenmpanJed by th~: ubserv,•tic.m,
''you look diifcrent") but have no.cxplicit kuowledge of thv cause of thc discrep:mcy.
�141007/007
648
Child Development
Devdoprne:ntal psyc:holo~ists oflen conthe DR.ta~k $1.1<;l. th1\t I'< I)t\rl](•t•hu locl\tion of hiding remains conect for several tri·
als, but this protocol is not necessary lO
· evolce A-not-B .;,rrors. Tlw Wellman. Cross,
and Bartsch (1986) meta-analysis of A·not·B
studies indicat"cs that the number of aials t~t
location A does not affect the :Drobability of
the A-not-8 error, partict.llt~rly when the
comparison h .among 1-.3 trials. Moreover,
in Piaget's origimil ob.~ii~n·atkms of thi!i phenomenon, A-·not-B errors occurred at\er a
~ingle trit~l t\t loc;\l:ioro .A (Pil\gct, HJ54/1937).
We used a traditional configuration of the
I)Rta.sk in which the s)dc of hiding was randomized but explored the tendency toward
A-not-B elTors by noting the percentage correct on trials that required the rcve.rs(d of a
:Drevious]y correct res:Donse.
Hgul'e
The A-not-B error can be viewed as one
manifestation of perseveration, which is the
tendency to persist in :;ome behavior in spiLc
of counter influencl:!s, opposition, or discouragement Several lines of c~videncc suggest
thtlt thr: A-nl~t-B t:rror o~:ct'r~ bet'l'u~e infanb
tend to re-peat previous responses. (.1) Diamond (1985) has not~;;'d thlit, across a series
<•f trials, infants tend to perform well on DR
b·ials that require: repetition of the previous
rc~ponse bt1t err when the previous re·
StJonse must be reve1·sed. (2) When the DR
task is config1.1r(:d with multiple wells, errors
a.n: disproportionately in the dtrectton ofthe
previously correct locMi(ln CDh~mond. Cruttenden, & Neidennan, 1994). (3) Jnt(~nts
tested in the A-r1ot-8 t•~~k h11ve difficulty reversing a previous respome to a location
even when the cover at that location is tra.nsparcmt nnd thus the1•e i5 vi~11al (:vid¢nC<.:: th<\t
th~~re is no toy hidden at a p~rticular location
(Butterwmth, 1977; Harris, 1.974; Sophian &
Yengo, 1Q8.5).
·,,
.,
This interpretntion of the A-not.B error
suggests that infants pcrs<:venl.tc bcCl'ltJSc of
an Implicit or explicit expectation that a par·
ticular resoonse or direction of respo,lsc is
appropriate. This expectation could be concept..~ali7.;ed in operant ternu as a systematic
tendency to rcp~:tit a response thl\t produces
reinforcement or in mentalist terms t~S lhc
adoption of t\ win-~tny lose-shi:R: strategy.
However, persevera.Lion •night also be attributed to the· ncmmedh~ted priming of~\ particular respon~c- The effects: of priming and l·einforcerntmt o.re confouncl(:d in the A-not-B
protoeol, but in the Dll. procedure, trial seQuences oecur that suggest pc-rsc,v(!l'ation
du(: to priming instC!ocl. of reinforcement
k-g., an iufant ~:~'ldd repel\lt.a previous re-
spons~: c~cn tho\·~.ih thl\t respome had been
incorrect).
·
These interpretlltionn of p¢r~~~vGTt~tion
attribute potency to the local context estab·
lished by the previous response (either as a
reinforcement or a ptimc). Frorn :=t broader
perspective, infants could perseverate due
to response tendencies that were present before the DR task was administered. or at
lea~t. tenrlenc::ic::s that were not evoked by
<\ny memory-:;pecific a:~;pect of the DR LCJ.sk.
For example, an infant could respond alternately to the left and right or could respond
repentedly townrd a particllltlr side or locntiOII- These effects could arise because of as·
pects of the experimental context (e.g., some
feature of the room might dn\w the infant
toward one side, the experimenter's handedness mlght make one location mor~~ salient,
the infant's clothing or seating tJOsition
might favor certain responses) or for intrinsic
reasom (e.g., decu~~atlon of neural pathways
or an effect of cortical latcnd asymmetry).
'
The rnain hypothesh to be tested here
is straightfmward; infants will respond mon::
(lCC\1rllCcly in the DR tt\~k when Msessed
with a visual response. A secondary goal was
to explore various. manifestations of re"
sponse perseveration in an eilort to illuminate the mecha11isms that affect l)fl performance. To accomplish these goals, we
contrasted DR performance as indexed by a
reaching response with performance defined
based on direction of gaze ln a DR apparatu~
that was configured to orevent reaching and
thus promote the infant's tendency to gaze
toward thr.:< corre<.:t location. There are many
procedural difl'erences betwec'• th~;:~ traditional DR task, recent versions of the DR
task, the conte~t in which Pil\~ct ob>Jerved
the A-r•ot-B li:TTOr, tind recent procedures
used to study A-not-B errors and infant memorv. Thc~e diff~rt;:ro('<;>$ lT'It\ke it difficult for
th~ results of a single DR study to generalize
to the broad range or possible Dft contexts.
We have chosen to use a contem:Dorary version of the DR task but will attempt to generalize 01.1r rc~1•lt~ to morll:l tmditlonal domains
wherever possible.
Experiment 1
MC!thocl
Subjocts.-One hur•dred and twer·ot;y
subJects, 24 7~month-(llds, 48 9-month-olds,
;\nd ·48. 11-month-olcls, participated in this
experim(,t'll. S(,X w:~S distributed ~~(Jt.lt\lly
within each ·age group, Infants were re·
cruited from birth announcements tn th(: lo-
cal paper or frorn
Hall of
Record~.
healthy infants. te
7-, 9-, or ll·month
7 -month-olds, five
11-month-olds) wi
ref\,Scd to particir:
to comply with th.
All s\lbjects were
ing in the study.
The majority
oean-American o:
middle-c;:lass socio
mother~
had grac
42% had
a col!ego
professional degre
Apparatt~~·.-~
em t:tll. 90 em lon1
wells, 3.75.cm dee]
were centered 22
and wells were co•
per. Two screens
hinged to the fron·
could be raised be
experimenter but
bunt of the well~ w
The bottom screen
screen was clear,
could.be lowered
screen. When both
infant's view of 1
When the bottom ~
the top screen ren
could see the well
touching them. Wh
24 em, were used t
ety of small pla~tic
hiding in the wells
to select a toy from
with it briefly befo
If the infant lost in
pertmenter selectee
the infanr to inspec
Video cameras ·
either end of the ta
the inCant's face. Tt
two cameras were 1
views of the infant'
multarieol.l:l)y.
Procedure.-In:
their parent's lap an
two wells within
e~
Tho experiment<o:r ~
·posite from the infat
infant's attention be
infant first received
which the experirru
the table between th
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�-
•· -- • .. • "'".:ent1on
. Very
Speefal Attentton
Secretary ~'f 11 iam C her1
·
·
o
. ; Generrr J Shalfl<ashvn 1 [ 00 3c\]
t1rs. Ji1ll ary C11 nton
okn First Mom: anrl First lnriy
.
Fax 202~456·2461
Secretary Cohen, neu Sha kashvi11. T1 paer Gore. Jenel Langhart
Attn also;
Subject:
Good C1t1t.unshil, fls
an
ion to· be Le~rned·by
Infants. Part 2
near r1rs. C11nton:
From
T'HI~. r.t:i,/91, ru:lge 51 :
·s a t1me scali to brain deve1opment. and
••• By the age: of three. a ch 11 d who 1s
the most i mportanl .Yell,. is
negl ectQd or ;abused bear~
if not indel•ble, ore exceedingly d1ff1cult to erase."
i
Jn A lP.t.tP.r to Gt:neral Shali ashvfli I have citecl: DANCE THERAPY as a provon
Way to remove fee 1 ill! IS of
11 ty 1 a Ch fl d.
.
I
I reoard myself, r~s i\ hH!tlr.r:
nt collesou•s. to be the world's bMt
frf end to 1nf*nts Md youn~ ct•
After COillll80d exper i eut;e duri II~ HHJ l. J
joiMci rny tGachAr Paul r:n!)l~
City fn 1946, .on a lifetime quest to
increase nra1n eff1c1ency for
1 1nfllnt dn thl!! ~1Anet.. PAul ~nglA
rlied in 1991 leaving mf! to cbr
quest. Pa~l would b~ pleesed to have
you and Tippl)r Gore join in ~
an to axecutt tho following scheciulA of
1aarn1n~ for 1nfants anrt youn~
or the Western Hem1sphere:
Age 4 Freshman ~go C:AhhNII~.·-6 Age s!aun1or . Age 7 Sertior
verbal
Eng11sh zo,ooo. tngli
,ooo English 4o,ooo English sn,ooo
Levels of rrench 1~,ooo· Fr
,000 Frenc~ 25.000 French 30;000
Dtct1onary Spanish 12,000
$pan1s
5,000 Spanish 18,000 Spanish 21,000
Entries
Other 10.000 Other
z,ooo Other~ 14,000 Other 16,000
Practiced Other 10,000 Other
2,000 Other, 14,000 Other 16,000
Ten years agd in Canart6 .and ihe Un1
States, th~' averbge ch11d al age s1x
being taught to read know fewer than 000 dictionary entries of the language
spoken 1n tM home.
,
,
Large vocr~hul ar 1es Ci\ nnr.t rmri th t.hA
of , nf8nt~ and yoiJng ch 11 rtrM unt 11
universt~l mobiliz"tion tcchnihues
use·d to creat~'sophist1cated systems of
mnemonic associati(')ns for grloup 1
1ng'~n which the partic1pants create
reduct1on coc11ng for systcma~1c rep 1t1~n. T,he ne~essary moh1lizat1on techniques cannqt be developed wi~hout
disci tines k own to m111tery science.
\
f·t.v 1elter·::; on these matters: adares
to An\h~cny
'Lake rece1Ved the s1 1ent
treatment. Two things may be di ,.. __ ,._._ ~s my Oolle gues and I are attempting
t.n M 1arge the scope of · our: pars f
nee. 1 )
a :NO\~ 1ncl udi ng the above
schedu 1e or ach1 evetnl:!llls that t<m be a i ned 1n t: estern Hemisphere through
discip11nes known to military sci
; and 2) · 1y published accounts of
di!;r.OvP.r1A~ in neurosc1~nce a~~ prov1 what can be ~~ded to brain development
for llll normal ch11clran on Lha plcmet
' \
·
Th~
first year 1s more
1mpor~ant
However, in our mi 1itllry sys'\jcms of
enlisted and given assignmnnt. to hel
the most important mnemonic ~ssoci
coding). nonce is known to ~c ther
r.oordinat1on 1nclud1n~! group
~~~r.lA
be therllpeutic.
We ask. LhttL:.ruu
dotailed investigation of the :full
Sincerely,
Dl-4
·
�Withdrawal/Redaction Marker
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DOCUMENT NO.
AND TYPE
003b. resume
DATE
SUBJECTffiTLE
Don Liljenquist [partial] (1 page)
2/26/1997
RESTRICTION
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•.
COLLECTION:
Clinton Presidential Records
First Lady's Office
Nicole Rabner (Domestic Policy Council)
ONBox Number: 15633
FOLDER TITLE:
Early Childhood Development Conference [Loose Materials] [7] ·
2006-0 198-F
wr709
RESTRICTION CODES
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P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
P3 Release would violate a Federal statute [(a)(3) of the PRA]
P4 Release would disclose trade secrets or confidential commercial or
financial information [(a)(4) of the PRA]
PS Release would disclose confidential advice between the President
and his advisors, or between such advisors [a)(S) of the PRA]
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(a)(6) of the PRA]
b(l) National security classified information [(b)(l) of the FOIA]
b(2) Release would disclose internal personnel rules and practices of
an agency [(b)(2) of the FOIAJ
b(3) Release would violate a Federal statute [(b)(3) of the FOIAJ
b(4) Release would disclose trade secrets or confidential or financial .
information [(b)(4) of the FOIAJ
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIAJ
b(8) Release would disclose information concerning the regulation of
financial institutions [(b)(8) of the FOIAJ
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) of the FOIAJ
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�-
-·.I ...,,,~CHJJ Att
.Socretary W l . ent1on
. l ll am Coh
en
. ;a1 ~tte~tion \
verY S~ 1 ~ ci, nt.on
..
f'\rst La Y
.
(
.3'
rl .~ .. - l;t '"
•
.
.,. ( f$-? ~(·r.
'
Very Special A
. ttentfon
· a 111<ashv1J;
Genera7 Sh
)
t ' ,{'
SecrP.tary H111iam S. Cohmt
·•' ~~ Oepartment of Oefrmse
Fax 703-697-9000G0 ~ lo]
il''~
Attn also: t·1rs. Hillary r.linton. t1rs. Tipper Gore, General John Shi111kashvi1i L"'
U
Subject:
The GLOBAL TliERI\PY OF
DANCJNGi Part 5
near Secretary Cohen:
origin of spoken 1anguages, l have been
Since 194fi when I wrote a·
nton•s dramatic text for which she won
fascinaterl hy thl"! suhjE:?c:t
her r,nAr1r1v.
Mrs. Clinton's recent success
me to renew my proposal that your wife
Jimet fill A vital rolr. in
th General Shalikeshvili and Secretary
· Albri~ht to make the worlrl sa
re prosperous.
Att:illchcci I have rcndnrc~rl t~xt
om I TAKES A VILLAGE for the first four of
ten parts to he sponsora~ fn~ t
Fi st ELECTRONIC GLORAL TRAOE FAJR. Taking
text from pa{les 11, 52,' sc~. r~~cl 5 we arrive 11 point for an EPILO~liE that must
hegi n w1 th the question of l~IIAT
ENS. TO A CHILO WHO JS ~EGLECTF.fl AND/OR
ABUSED? This is the point 1-1h<lre r1r
linton has no answer.
·
and I had conceived an answer in 1946.
Rut it is the~ point wh£~r~ Paul F.ng
about the orig1n of .. spoken languages
Between us, Paul Engle ann I knew e
and how the human hrRin work$ in pr sses of permanent learning to foresee a
future ALOElAL THERAPY OF l"NGUAGE nA
Security Councild you can look ahead
Reing associated with A1 Gore on Nati
have be~n neglected and/or ahus~rt
to when recruits into U.S. rnilitary w 11
Reserve Units of North American
as infants. You can also 1ook ahead to
all nations on the planet.
military know the langua"cs arid cult
logy to bring about the following
He cannot use the sneed of mass merli tee
m1 tary . disciplines known to the
schcdul e of 1earn1 ng E~ffi c i oncy wi
PENTAr10N:
6 .Junior Age 7 Senior
~ge 4 Freshman
~ge 5
ish 40,000 English 50,000
Verbal
Fnglish :?.0,00!1 ~nglish
25,000 French 30,000
. levels of French H>,noo French
1A,OOO Spanish 21,000
ll,1ct1onary Spanish 12,noo SrRnish
F.ntr;es
OthP.r
10,000 Other
14.000 Other 16,000
16,00()
14,000 Other
Practiced Other 10,000 Other
cience anrl global mass
Before Paul Engle and I concaived
by Canada and the
r.~ed1a technology I had leArnP.r.t milf ry disciplines
lln1 tecl States cturi ng Hnrl cl Har II. o increase the.glo 1 power and prestige
u can learn a lot
arranging exchanges
of Article II of the Const1t~t1on,
knowlege of GLOBAL
ERAPY OF LANGUAAE
of vital information that includes
D"NCING. In her book, f~rs. Clinton a s up her account of llions of dollars
1n social costs added to our publi debt si mp1 y -because nfants and young
children are neglected and/or abused.
No further oe 1ays shoul cf h0. p~rmittecl by- those who heve 6Uthor1 ty to apply the
PO\"/ers of Article II to c::oe~lPscing
uroscience and lobal mass media tech•1 •
nl) 1O~IY.
Sincerely,
Don
Attached:
Two paaes of formatt8d te
11 j enqu 1st
for First ELECTRONIC GLOBAL TRADE F"IR
�FROM
,.
02.28.1997
09:50
~HI UNl:N l:XJSI JN IHt VUKLU1 A~ vt~L ~~ ·11 ·'lnt r~"'L'
CHI DREN EXIST Itt THE WORLD AS WE L ~8 II THE FAMILY
P. 2
.
FRO THE RO"ENT THEY ARE BdRN. THY DEPE.D ON 1A HOST OF OTHERS
FRO
THE MOMEIT THEY ARE BORN, TH Y DEPE*D ON lA HOST OF OTHERS
GRA DPARENTS1 N.EIGHBORS, .T~ACHERS •n:NISTERS,J1 ~"PLOYERS., PO~ITICAL LEADERS
GRA DPARENTS, NEIGHBORS, TEACHERS
MJ.NI STERS' E.MPLOYERS, POL IT I CAL LEADERS
l~
AND UNTOLD OTHERS VHO TOUCH THEIR LIVES .DIREC
AND UNTOLD OTHERS WHO TOUCH THE J R L IVE8
Dl RECTL'Y
ADU TS POLICE THEIR STREET~/ "ONI OR QUAliTY
IF
AND ,INiliRECTL Y
AIID UiD I RECTLY
THEIR FOOD. AIR, AND ~ATER
ADU TS POLICE THEIR Sl'REET~~ MONI OR ~QUAliTY F THEIR FOOD1 AIR, AND WATER
PRO UtE THE PROGRA"S THAT ~PPEAR N THEIQ TEL VISIONS ·
PRO UCE THE PROGRAMS THAT ~PPEAR II ~HEIR TEL.VISIONS
RUN: THE BUSINESSES THAT E"~LOY TH IR :PAR~NTS . .
.
RUNj THE BUSINESSES THAT EM~LOY TH IR PAR~NTS :
AND: VRITE THE LAWS THAT PROTECT T E"
AND: WRITE THE LAWS THAT PROTECT T EM
;
EAC~ OF US PLAYS A PART IN /EVERY HILD' S LIFE·:
EAC~ OF US PLAYS A PART IN :EVERY
HILD'S LIFE;
IT lAKES A VILLAGE TO RAIS~ A CHI D
IT ~AKES A VILLAGE TO RAIS~ A CHJ D
SEARS ROEBUCK
SEARS ROEBUCK
~
�FROI'I
02,.28.1337
AT,BIR.TH, AN INFANT'S BRAI~ IS F R WIHFllll~
P •. ~
l!l!l•::ll
FOI.. ED
AT 1BIRTH• AN IIFAlltT'S BRA!~ IS FA FROM'FULLY,FORMED
IN! THE DAYS AND VEEKS TIIATt FOLLO
!
·
1M THE DAY8 AND WEEICS TIIATI FOLLO
j '
I
VI Al CONNECTIONS BEGIN T0 1 rORR
"ON~ THE BR~IM
CEllS
YJ AL CONNECTIONS BEGIN TO FORM
ftOIG T"E IR I~ CELLS
TH. sE .t.ONNEcnoNs.• CALLED
s, tRE4TE T E' B.RAtN •s PHYSICAL "APS
s, ~REATE T E; BRAIN'S PHYSICAL NAP5
~YNAPs.·
VNAPS
TH SE COMNECTJONS• CALLED
.
TH PATHWAYS ALONG WHICH l ARNIN Vfll TAKE LACE
T~
PAtHWAYS ALOIG WHICH l ARMIN
Wl~l
l~CE
TAlE
Al OWING THE BRAIN TO PERF~R" IN REA SIN~·LY C .tPLICATED TASKS
1
AL OWING T~E BRAIN TO PERFORM II REA~Illt LY C R~LICATED TASKS
A EVBORN'BRAIN IS LIKE A~ ORCHE TR~ JU T BE O~E· THE CURTAI~ GOES UP
EWBORI 'BRAIN IS l IKf AN: ORCHE TRA: JUST BE O~E THE CURTAIN GOES UP
A
XPRESS ITSE~f
XPRESS ITSELf
BILLIONS OF INSTRUPffNT[S IT V ll :NEED TO
TH
BILLIONS OF IISTKU,.ENTS .IT W LL >NEE9 TO
I.N! LANGUAGE. THOUGHT. AND H~PULS FURIOUSLY
IN LANGUAGE' THOUGHT' AID I"PULS FURIOUSLY
TH
NYNEX
.
U~UG UP
.
URNNG UP
!
!
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lHt EIRSI IHBEE ~. QE ~
~ FIRST IHBE.E. .:!.U..!U. .Q£
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lli.E.l4 ~.l.l..fo ll JtLEll Ai 1IH f.l B BOD 1ES
BA~IES ~ ~ ~
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~ .Q.NU ~ PHYSICAl.. H
lui J...OYlli ;_ RESfONSIVt· CAREGIYING
BAm IE S 1!C..Cll lli.D. ill
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.
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.
ABUSED?
ABUSE D?
�Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
003c. resume
DATE
SUBJECT/TITLE
2/26/1997
Don Liljenquist [partial] (1 page)
RESTRICTION
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Nicole Rabner (Domestic Policy Council)
ONBox Number: 15633
FOLDER TITLE:
Early Childhood Development Conference [Loose Materials] [7]
2006-0 198-F
wr709
RESTRICTION CODES
Presidential Records Act- [44 U.S.C. 2204(a)]
Freedom of Information Act- [5 U.S.C. 552(b)]
Pl
P2
P3
P4
b(l) National security classified information [(b)(l) of the FOIAI
b(2) Release would disclose internal personnel rules and practices of
an agency [(b)(2) ofthe FOIAI
b(J) Release·would violate a Federal statute [(b)(3) of the FOIAI
b(4) Release would disclose trade' secrets or confidential or financ.ial
information [(b)(4) of the FOIA]
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIAI
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIAI
b(8) Release would disclose information concerning the regulation of
financial institutions [(b)(8) of the FOIAI
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) of the FOIA]
National Security Classified Information [(a)(l) of the PRA]
Relating to the appointment to Federal office [(a)(2) of the PRA]
Release would violate a Federal statute [(a)(3) of the PRA]
Release would disclose trade secrets or confidential commercial or
financial information [(a)(4) of the PRA]
PS Release would disclose confidential advice between the President
and his advisors, or between such advisors [a)(S) of the PRA]
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(a)(6) of the PRA]
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�Mrs. Hillary.ClintoM
.
aka First f,om and F'irst te1rty
Fax 202·456-?.461
Alln also: ~ecret~ry Cohen, r.en Shal kashvil1, Tipper Gore, Janel Langh~rt
· Subject~
Good r:1t17P.Mhip ils an ~-......... to be Learned by Infants
Dear r-1rs. Clinton:
want to tell you whet my fnthor learned
\111 t.h t.nc1ay •s naws on druo co~trol •
Ontarin ahout putti no gnnd
from f1e 1ville Oc 11 of Scot.l nnd
cittzonship ;,to tho dev~;~lop;rg hrrt1
ame a master teaehqr of mat.hemaf1cs anrt
My rather I \'lhO till
Reforn
science.
G~PGRAPHIC
, my fat.l'ler :read ZICCOUnts
· Hhen my father hnc
hazar<1ous to nri ,.,
infant; rny parentS~
J was taught the alpha
rP.r.ogn1zino the graph1cs
of word$
One of the entries into
wh1ch
tt'!c
Verbal
I P.VP.l S nf
Dictionary
Entries
w~ !\
vocetl.•ulnriqs
'
Age 4 Froshman :Me
English 20,000 ir:ng1 1
lan1e
french
1s.ooo
Other
10,000 . :Other
Spanish 12,000
lrrench
!spanish
Other 10.ono .r11.11er
only 1anguage th~t my pdrents
Practiced
Tl'•e
was made of my vocabul11ry at, age
so,ono n1ct1onary entr1es. : Hhat
were not availehle to me, i~ the
words par minute) a group of chil
ten hours. The t1me fuctQr ts s
one or two lenp yeilrs duys
to
~-.··
J__)iJY!
[!on li)jenquist
knew~
an 1nfant .and young ch1 1d for· mt! to
f'oHow1ng schedule:
.
EngliSh 40, rmn
Age 6 · J&m1nr
Age 7 5en1or
f..ngl ish 50.000
Other·
Other
.· French . 25, oorr French 30. ooo
Spanish 19,000 Spanish 21,000
14,000
. 16.000
Other 14,000 Other 16,000
e to give me W85 English. ·No count
1t was unrtnuhtP.dly f~tr fewer than
me most about opportunities that
a slow rate of spectch {83.334
A 50,000
rs add
be
Capabil1t1es of the human t>r~1n have
Grllham Bell WfiS an advocate Qf
bgcome science, b1..1t th~ l'lr~in. st1
Ar1stotle, and Cicero oh!'~rv;1d.
potential of each normnl huma~ brain
that c.an Qt11ckly hl;!comn thP. most. pro
Sincerely,
r ·a 1ready
an infant was the Mormnn WORD Of WISDOM
• In all of'my life, at age 75 1 I have
been tempted.
toMr.r.o, tP.a
never taste·(! tohac.c.o. N(lr
Materials WP.re not availablP..
·OpflOSP.s
6CQil1rP.
1n NATIONAL
ed to deve1opfng thP. brains o.f infants.
. .
.
of schoo 1s, he hP.l t P.VP.rl tllat 1t was
bets bafore age f1ve;
Hh i1 e I wBs an
vocabulory into my brain so ~hat when
1earn1na to rP.Arl WA~ simply a matter of
about
not changed
sm in Scotla
1 work~ ~~~
entries in
to 2,555 dnys with
~ict1onary
up
the father of Alexander.
in the 1850s. Theory has
n1des. socrates, Plato,
which hcs vc$t y increased the learning
the planet 1s the mass media technology
t8ble global bus1ness ever conceived.
�-------------------~~---------------------------~---------------------------
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
004. letter
DATE
SUBJECTffiTLE
Marian Halley to Ann Eder [partial] (1 page)
4/3/1997
RESTRICTION
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Nicole Rabner (Domestic Policy Co1mcil)
ONBox Number: 15633
FOLDER TITLE:
Early Childhood Development Conference [Loose Materials] [7]
2006-0 198-F
wr709
RESTRICTION CODES
Presidential Records Act- (44 U.S.C. 2204(a)J
Freedom of Information Act- [5 U.S.C. 552(b)J
National Security Classified Information ((a)(l) of the PRAJ
Relating to the appointment to Federal office ((a)(2) of the PRAJ
Release would violate a Federal statute ((a)(J) of the PRAJ
Release would disclose trade secrets or confidential commercial or
financial information ((a)(4) of the PRAJ
PS Release would disclose confidential advice between the President
and his advisors, or between such advisors (a)(S) of the PRAJ
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(a)(6) of the PRAJ
·
b(l) National security classified information ((b)(l) of the FOIAJ
b(2) Release would disclose internal personnel rules and practices of
an agency ((b)(2) of the FOIAJ
b(3) Release would violate a Federal statute [(b)(3) of the FOIAJ
b(4) Release would disclose trade secrets or confidential or financial
information ((bX4) of the FOIAJ
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIAJ
b(7) Release would disclose information compiled for law enforcemeni
purposes ((b)(7) of the FOIA)
b(8) Release would disclose information concerning the regulation of
financial institutions ((b)(8) of the FOIA)
b(9) Release would disclose geological or geophysical information
concerning wells ((b)(9) of the FOIAJ
PI
P2
P3
P4
~
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�---
--·--······-··-····
Ms. Ann Eder
Oftice of Public Liaison
Old Executive Oftice Building
Washington, D.C. 2050
Re: Early Childhood Development-. in the Underclass
I am writing to applaud the public announcement of the White House Conference on Early
Childhood Development and Learning. As you know, a child's brain ·and capacity for future
learning is formed by age five, that is, before the age when many children first enter any school.
Tens of thousands of children are born to functionally illiterate parents, parents who will never
read to them, never help them with homework, never buy them educational toys and games.
These parents love .their children, but are not equipped to prepare them for elementary school.
Such children lack the early brain formation that comes through bedtime stories, lullabies,
rhymes, etc. Such children, even if they have the rare good fortune to enter a Head Start
program, do not receive the earlier training in grouping, sorting, separating, ordering, and other
basic skills that allows a child to benefit from our educational systems.
The Conference on Early Childhood Development must address these children, and devise
the pre-pre-school system that is necessary if we are to break the cycles of illiteracypoverty-crime and teenage pregnancy_ The children whose parents cannot prepare them
for pre-school must be prepared nonetheless, so they may avoid following their parents
path to illiteracy_
We are faced with a national emergency in early education, and we must focus our attention on
this problem if we are to raise the national level of education and eliminate the shame which is ·
the existence of an underclass in this country of riches.
My suggestions are first, that your conference include semi-literate, poor, unemployed, .but
caring parents, so that they may take part in planning their children's escape from illiteracy.
Second, I would suggest that your conference devise a way to provide pre-pre-school training
starting as early as a~ two. This will take manpower. Could we not require every college that
receives federal funds to condition graduation on the student's working one year in pre-preschool education? Could not your conference develop a better idea? I beg you to try.
Respectfully,
.r -.._
... \.~- '-+--l..-)..L
Marian Halley
- - - -- - -- - -.. · ····--·- ··----·--
�II
Indiana State
University
Educadonal and School Psychology
· Porter School Psychology Center
March 20, 1997
Ms. Ann Eder
White House
OEOB R 122
Washington, DC 20502
Dear Ms. Eder,
I am delighted that the White House is planning a conference on Early Learning
and the Brain.
I enclose the biographical information which I was asked to send to your office.
would be delighted to participate in this White House Conference.
Sincerely,
Liam K. Grimley, Ph.D.
Professor. of Educational and
School Psychology
Senior Contributing Editor
Growing Child .
LKG:sed
Terre Haute, Indiana 47809
{812) 237-3588
�---------------------
Liam K. Grimley
Present Position:
Professor of Educational & School Psychology
Director of School Psychology Programs
Educational Background
Institution
Specialization
Degree
National University of Ireland
Faculte Libre - Paris, France
Clongowes Wood College- Ireland
Irish Institute Philosophy & Theology
Irish Institute Philosophy & Theology
Kent State University
Kent State University
Mathematics
Philosophy
Education
Theology
Theology
Counseling
School Psychology
B.A.(Honors) 1960
L.Ph.
H.D.Ed.
B.Th.
S.T.L.
M.Ed.
1971
Ph.D.
1963
1964
1968
1970
1973
Previous Professional Experience
Firm/Institution
Position
Lycee Moderne, Le Puy, France
Observatorio del Ebro,
Tortosa, Spain
Clongowes Wood High School, Ireland
St. Ignatius Elementary and
Secondary School- Galway, Ireland
University College - Galway, Ireland
English Teacher
Asst. Dir. Summer School
of English
Math & Modern Languages
Math and Classical
Languages Teacher
Instructor, Statistics &
Probability Theory
Professor of Theology
1961-62
Sum. 1961
Sum. 1962
1963-64
Counselor, Newman Center
Social Studies Teacher
9/70-12/70
1171-6/71
Assistant Director
Sum. 1971
Graduate Assistant
Intern School Psychologist
Research and Development
Assistant in Lab. School
1971-72
1972-73
1972-73
Conference of Major Religious
Superiors - Dublin, Ireland
Syracuse University
Walsh Jesuit High School
Cuyahoga Falls, OH
Ohio Society for Crippled
Children and Adults
Kent State University
Field Local School District
Kent State University
1964-66
1965-66
1969-70
�.)
Liam K. Grimley 2
Previous Professional Experience con' t.
Firm/Institution
Position
Indiana State University
Indiana State University
Indiana State University
Indiana State University
Indiana State University
Assistant Professor
Chairperson
Associate Professor
Professor
Director of School
Psychology Programs
1973-76
1975-81
1976-80
1980-present
1983-present
Publications 1985-1995
L. K. Grimley (1995). Teaching for Moral Growth (A review of B. Clouse's book). Accepted for
publication in Contemporary Education.
L. K. Grimley (1995). Augustin Bea, Roger of Taize, Henri de Lubac, Karl Rohner and James
Fowler III. Five invited articles for Dictionary of Christian Biography. Grand Rapids, MI:
Baker Book House.
L. K. Grimley & M. A. Grimley (1995). Students, teachers and parents: Partners in education.
Accepted for publication in New Learning Together.
M. A. Grimley & L. K. Grimley (1995). Save the planet: A motivational summer school program
for young readers. Accepted for publication in Indiana Reading Quarterly.
M.A. Grimley & L. K. Grimley (1995). Camp Nawakwa: The family language arts camp beneath
the trees. Accepted for publication in New Learning Together.
L. K. Grimley (1994). The international school psychology, colloquium in Brazil. Communique,
October.
L. K. Grimley (1993). Academic assessment of ADHD children. In J.L. Matson (Ed.) Handbook
of Hyperactivity in Children. Boston, MA: Allyn & Bacon.
E. A. Kirby & L. K. Grimley (1992). Trastorno por Deficit de Atenci6n. (Spanish translation of
Understanding and Treating Attention Deficit Disorder. Balderas, Mexico: Limusa.
�Liam K. Grimley
Publications 1985-1995 (cont.)
L. K. Grimley & K. B. Zucker, M. E. Fakouri, M. W. Thompson (1991). Developing a prosocial
orientation in children: A proactive prescription for perestroika. School Psychology
Review, 2Q, 3.
L. K. Grimley (1991). A theological perspective on Kohlberg's sixth stage of moral development.
·Journal of Christianity and Psychology, Spring, 1991.
E. Kirby & L. Grimley. (1989). Disturbe dell' Attenzione (Italian translation of Understanding
and Treating Attention Deficit Disorder). Centro Studi "M. H. Erickson," Italy.
L. K. Grimley et al (1988). Recent developments in Child Psychology in China, International
Journal of School Psychology.
L. K. Grimley (1987). School Psychology in Germany, Austria and Switzerland, World-Go-Round,
14, 2.
L. K. Grimley & R. Robinson (1986). Parent education in early childhood: The Growing Child
model. Techniques, 2, 81-87.
E. Kirby & L. Grimley (1986). Understanding and Treating Attention Deficit Disorder. New
York: Pergamon Press.
L. K. Grimley (Ed.) (1985). Historical Perspectives on Schoo] Psychology. Curriculum Research
and Development Center, Terre Haute, IN.
Related Professional Actjyjtjes
Chairperson, State Advisory Council for the Education of Students with Disabilities, 1991-present.
(The Council, which is advisory to the State Superintendent and the Department of
Education, was responsible for developing Article 7, which governs educational
services to students with disabilities, signed into law by Governor Bayh, January 8,
1992}.
Senior Contributing Editor, Growing Child, a monthly newsletter for parents of children aged birth
through 6 years. (In the past 3 years over 40 articles, which I have written, have been
published.)
Chairperson, Constitution and By-Laws Committee, Indiana Association of School Psychologists,
3
�Liam K. Grimley 4
198? -present. (Having served as chairperson of this committee since its inception, I
had major responsibility for writing the initial constitution and by-laws of this
professional organization and continue to serve as chairperson.)
Related Professional Actjyjtjes (cont.)
Coordinator of the International School Psychology Study Tour 1991, "School Psychology in France,
Spain and Portugal," including a presentation at the 14th International School Psychology Colloquium
in Braga, Portugal, July 1991.
Invited Address, "History of the School Psychology Review," at the annual convention of the
National Association of School Psychologists, Washington, D.C., March 1993.
Invited Keynote Address, Fourth Inter-American Conference on School Learning, Cali, Colombia,
February, 1994. (This conference was attended by over 400 professionals from 12
different South American countries.)
Presentation, "Understanding and Treating Attention Deficit Disorders," at the 17th International
School Psychology Colloquium, Campinas, Brazil, July 1994.
Coordinator of the International School Psychology Study Tour 1995, "School Psychology in
England, Wales and Scotland," including a presentation at the 18th International School Psychology
colloquium in Dundee, Scotland, July 1995.
�Professional Activities - International
•
Member, Organizing Committee, First International School Psychology
Colloquium, Munich, Germany, 1975
•
Member, Steering Committee, Fifth International School Psychology
Colloquium, Indianapolis, 1983
•
Founder Member, International School Psychology Association, 1983.
Member, 1983-present
•·
Chairperson, General Assembly, International School Psychology Association,
1986, 1987 and 1990.
•
Visiting Distinguished Professor, Institute, of Child Study, Beijing Normal
University, 1987
•
Keynote Speaker, IV Seminario Interamericano Sobre Aprendizaje Escolar
(Fourth Inter-American Conference on School Learning attended by over 400
educators from lO.different South American countries), Cali, Colombia, 1994
•
Invited Speaker at Universities Abroad including:
Sorbonne University, Paris, France 1984 and 1992
Sophia University, Tokyo, Japan, 1987
Chinese University of Hong Kong, 1987
University of Hong Kong, 1987
Pontifcal University of Campinas, Brazil, 1994
University of London, England, 1995
University of Dundee, Scotland, 1995
•
Leader of International School Psychology Association Study Tours:
"Special Education in France and England", 1984
"School Psychology in France and England", 1985
"School Psychology in France, Germany and Denmark", 1986
"School Psychology in Germany, Austria, and Switzerland", 1987
"School Psychology in France, Spain and Portugal", 1992
"School Psychology in England, Wales and Scotland", 1995
"School Psychology in Germany, Austria and Hungary", 1996
"School Psychology in Australia and New Zealand", 1997 (in
preparation)
•
Member, Colloquium Organizing Committee International School Psychology
Association, 1983-present. (In this capacity, I have been responsible for
organizing and leading the international school psychology study tours - see
above - held in conjunction with the annual International School Psychology
Colloquium).
�Liam K. Grimley
Professional Activities - National
•
Member, Editorial Board, School Psychology Digest, 1973-80.
•
Invited Speaker, Harvard University, July 1973
•
Consultant, Joseph P. Kennedy Foundation. (Helped to establish the Center
for Moral Education at Harvard University), 1973-75.
•
Delegate Alternate, National Association of School Psychologists, 1974-76
•
Member, Accreditation, Credentialing and Training Committee, National
Association of School Psychologists, 1974-88.
•
Editor, School Psychology Digest, 1976-79.
•
Chairperson, State Presidents Liaison Committee, Division 16, American
Psychological Association, 1978-80
•
Chairperson, Publications Committee, National Association of School
Psychologists, 1978-82
•
Consultant, Office of Gifted and Talented, U.S. Office of Education 1979-80
•
Member, Editorial Board, School Psychology Review, 1980-90.
•
Chairperson, International Relational Committee, National Association of
School Psychologists, 1982-86
•
National Council for Accreditation of Teacher Education Review Committees, 1982-87
•
National Association of School Psychologists Program Folio Review
Committee, 1982-88
•
Chairperson, Constitution and Bylaws Revision Committee, National
Association of School Psychologists, 1984-86
•
History of School Psychology Ad Hoc Committee, National Association of
School Psychologists, 1984-86
•
Parliamentarian, National Association of School Psychologists, 1984-88
•
Centennial Celebration Task Force, Division 16, American Psychological
Association, 1988-89
•
Senior Contributing Editor, Growing Child, 1980-present. (My work on this
child development monthly educational service for parents involves not only
editing and writing articles-- 16 written, for example, in 1995 -- but also
providing free consultant services to parents who inquire about their child's
developmental problems- see attached "Growing Child: Parent Responses").
�Liam K. Grimley
Professional Activities - State of Indiana
•
Department of Education Advisory Committee for Pupil Personnel Services,
1975-86; Chairperson, 1979-86
•
Member, Indiana Cooperative Planning Committee for Personnel Preparation
in Special Education, 1975-81
•
IHETS Special Education Programs Steering Committee, 1975-81
•
Director, Institute for Continuing Education in Psychology 1976-79
•
Member, Indiana Very Special Arts Festival Committee, 1978-81
•
President, Division of School Psychology, Indiana Psychological Association,
1981 and 1982
•
Board of Directors, Arts Unlimiting, 1983-84
•
Co-Founder and Steering Committee Member, Indiana Association of School
Psychologists, 1985-86
•
Parliamentarian, Indiana Association of School Psychologists, 1986-92
•
Chairperson, Inter-University School Psychology Council, 1990-92
•
Co-Chairperson, IASP Constitution and By-Laws Committee, 1986-1996
•
Chairperson, Article 7 Revision Committee, Indiana Association of School
Psychologists, 1995-1996
•
Chairperson, Government and Professional Relations Committee, Indiana Association
of School Psychologists, 1996-97
•
State Advisory Council for the Education of All Students with
Disabilities, 1979-present; Chairperson, 1991- 96. (As the longest serving
member of the Council, since I was first appointed in 1979, I have served
under 3 Governors of Indiana, been recommended for re-appointment by three
successive Directors of Special Education and been re-appointed by three
successive State Superintendents of Public Instruction - see attached testimonial
letters. The Council, which is established by State statute and required by ·
federal law, meets monthly to deal with all matters pertaining to the education
of students with disabilities. The Council must review and either approve or
disapprove (with correctional measures) the comprehensive special education
plans submitted annually by all school districts in the State of Indiana. The
Council is also responsible for preparing revisions of Article 7 (formerly Rule
S-1) which governs special education services for all students with disabilities
in Indiana. Since 1991 I have been re-elected four times as Chairperson of
this State Advisory Council).
�Liam K. Grimley
Indiana State University
Department
Currently serving on the following departmental committees:
•
•
•
•
•
Member, Department Chairperson Search Committee
Promotions and Personnel Committee
"Above Standard Performance" Review Committee
Summer Programs Committee
Chairperson, (Director of Training) School Psychology
Committee, 1985-present. (During the past year the committee has
been meeting weekly to make program changes to submit for reapproval of the EeLS. degree program by the National Association of
School Psychologists and for re-accreditation of the Ph.D. program by
the American Psychological Association.)
School of Education
Since 1973, service on numerous School of Education Committees, including:
'
•
•
•
•
•
•
•
•
School of Education Administrative Council1975-81
Teacher Education Committee, 1980-82
School of Education Colloquium Committee 1986-88, Chairperson 1987-88
NCATE Knowledge Bases Committee, 1991-93
Dean's Ad Hoc Program Review Committee, 1993-94
Dean's Ad Hoc Graduate Education Advisory Committee, 1994-95
Graduate Affairs Committee, 1996-present
Member, Governing Board, Blumberg Center for Interdisciplinary
Studies in Special Education, 1989-present, Chairperson, 1975-81.
(The Governing Board holds two-hour monthly meetings to deal with
matters pertaining to the Ben Blumberg and Fannie Blumberg
Endowments involving over two (2) million dollars).
University
Service on numerous University-wide Committees, including:
•
•
•
•
•
•
Doctoral Student Foreign Language (French and Spanish) Evaluation
Committee, 1973-88
Faculty Senate Lab School Feasibility Study Committee, 1976-77
ISU Laboratory School Advisory Board, 1978-81
Chairperson, Graduate Faculty Evaluation Committee, 1985-86
ISU Research Award Committee, 1987-88
ISU International Studies Committee,/1990-91
Most recently:
•
Provost and Vice President for Academic Affairs Evaluation Committee, 1996
•
Chairperson, Multicultural Studies Committee, 1996-97
•
General Education Chairpersons Committee, 1996-97
�---------------------------------------
--------------
Liam K. Grimley
•
Community
•
Board of Directors, United Cerebral Palsy, 1973-77
President of the Board, 1974-76
•
Vigo County Association of National Health Agencies, 1975-79
•
Member, PTA Executive Committee, St. Patrick's School, 1985-87
President, 1986-87
•
Eagle Scout Project Committee Member, Troop #3, Wabash Valley
Council of Boy Scouts of America, 1992-94
•
Chairperson, Fundraising Committee, Troop #3, Wabash Valley
Council of Boy Scouts of America, 1993-94
•
Parish Council, St. Benedict's Church, Terre Haute, 1995
•
Member, Broad-based (Gifted/Talented) Planning Committee, Vigo
County School Corporation, 1993-present. (This committee recently
developed guidelines for gifted/talented programs, grades 2-12 which
have now been approved and adopted by the School Board. The
committee is currently developing strategies to improve the process for
identification of gifted/talented students and for evaluation of
gifted/talented programs in the Vigo County School Corporation).
�Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
005. letter
SUBJECT/TITLE
DATE
Dennis Dunn to Ann Eder [partial] ( 1 page)
3/18/1997
RESTRICTION
P6/b(6).
COLLECTION:
Clinton Presidential Records
First Lady's Office
Nicole Rabner (Domestic Policy Council)
ONBox Number: 15633
FOLDER TITLE:
Early Childhood Development Conference [Loose Materials] [7]
2006-0 198-F
wr709
RESTRICTION CODES
Presidential Records Act- [44 U.S:C. 2204(a))
PI
. P2
P3
P4
National Security Classified Information ((a)(l) of the PRA)
Relating to the appointment to Federal office [(a)(2) of the PRA)
Release would violate a Federal statute [(a)(3) of the PRA)
Release would disclose trade secrets or confidential commercial or
financial information [(a)(4) of the PRA)
PS Release would disclose confidential advice between the President
and his advisors, or between such advisors [a)(S) of the PRA)
P6 Release would. constitute a clearly unwarranted invasion of
personal.privacy [(a)(6) of the PRA)
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon r·equest.
Freedom of Information Act- [5 U.S.C. 552(b))
b(l) National security classified information [(b)(l) of the FOIA)
b(2) Release would disclose internal personnel rules and practices of
an agency [(b)(2) of the FOIA)
b(3) Release would violate a Federal statute [(b)(3) of the FOIA)
b( 4) Release would disclose trade secrets or confidential or financial
information [(b)(4) of the FOIAJ
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIAJ
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA)
b(8) Release would disclose information concerning the regulation of
financial institutions [(b)(8) of the FOIA)
b(9) Release would disclose geological or geophysical information
concerning wells [(b )(9) of the FOIA)
�Dennis D. Dunn
March 18, 1997
Ann Erler
White House
OEOB R122
Washington DC 20502
Dear Ms Erler:
I realize you are in the early stages of planning a White. House
Conference on Early Learning and the Brain.
As you build your list of
.-..-.::>CDtnf"Drc
you ask Dr. Liam Grimley,
to be one of your presente=rs=.='-"-=
Dr. Grimley has been an important contributor to Growing
Child.· He also has a great deal of infonnation about a project
conducted by Dr Se'an O'Conch'uir in Ireland to help parents
raise their infants. He also spent a brief period in China as a
visiting professor on early childhood· development.
He would bring a great deal of insight to your conference.
I have ask him to send his vita sheet to your attention.
Early childhood development and the brain are very important
topics to us since we have been telling this story for the past
25 years in our publication, Growing Child. This' is a monthly
child newsletter, timed to the age of the child. cOpies
enclosed.
If a part of your conference will cover the importance of
getting this information in the hands of parents and
professionals, we would like to be a part of that audience.
Your subject matter is an important part of getting ·a child off
to a smart and healthy start. If we can be of any help, please
feel free to ask.
~L
Dennis D. Dunn
22 North Second Street, P.O. Box 620, Lafayette, Indiana 47902-0620, 1-800-927-7289 FAX (317) 423-4495
-----------·-···----
·······-·-----
.
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--------------------------------
�..
'brochure- ' G;rc':XJ_)/ nj c_ h; Jd '1
��Healthy Children
are Ready to Learn
Now is the time to prepare your child for school.
Yes, right now, even though it may seem that your work consists
mostly of feeding and diapering.
Rese-.1rch studies consistently find !hat the first three years of life arc
critical to !he emotional and intellectual development of a child.
During these early years, 75 percent of brain growth is completed.
The effects of this emotional and intellectual development will not
be seen, in many cases, until your child reaches the third or
fourth grade.
But what you do now will greatly affel1 whether your child is ready
to learn when he or she enters schooL
your children, I don't think
whatever else you do well
matters very much~
·Jacqueline Kennedy Onassis
�-------------
' oom in their hearts and then in their
Consider this:
11> Achild who is held and nurtured in a time of stress
is less likely to respond with violence later.
D> Achild who is read to has a much better chance of
becoming a reader.
f> Achild whose curiosity is encouraged will be a lifetime learner.
:·:·-.
heir children. No poor parent is too poor
How development works
Even before your child is born all the nerve cells he will ever
possess have been formed. These nerve cells are like a mass
of unconnected electrical wires. From the time your child is
born, his brain will constantly strive to connect the wires.
1at, and no middle-class parent is too busy.
But what makes the wires connect and what does the connection mean to a growing child?
houses and then in their schedules
Jesse Jackson
Every time an infant is held, read to, or plays with a toy, these
nerves make a connection.
�During the early years of life, these wires are connecting at an amazing pace, and once-in-a-lifetime windows of opportunity are opening to learn certain tasks,
The wiring for sight, for example, is developed during the third and
fourth month of life. If the visual system is not stimulated during this
time, the ability to form the connections for sight are lost. The same
concept is true of intellectual connections in the developing brain.
Until about 8 months of age, many things a child can do will be
initiated by his own interest. First, he becomes a looker. He shows
his curiosity in many ways-interest in your face, in his hands, in
feeling his clothing and blanket.~.
During the period after 8 months and until the age of 2, L'Very one of
the four educational foundations-language, curiosity, intelligence
and sociability-is developing.
just one thing to parents,
. •,>'''
it would be simply that every child ,, .
l·l«·
needs someone who believes in him
no matter what he does.
Alice Keliher
';•,
�:stabllsh the basic brain wiring during this very
The brain feeds on stimulation. For example:
ing a program to develop genius. Rllther, we ad' can initiate to help your child be ready for school
n.
Vision: There are several ways to stimulate vision. Try a mobile
over the baby's bed, or the black and white picture patterns.
Your baby likes to look at objects held about 8 to l 5 inches in
front of him.
1cludes some basic ideas.
Jur baby.
our baby.
your baby.
your baby.
1
your baby.
;pccially, enjoy and respect your child
tdividual.
Language. Children whose parents talk to them frequently have
better language skill~ than do children of parents who seldom talk
to them. Research studies have shown that babies whose parents
talked to them more had a more extensive vocabulary. At 20 months,
babies of talkative parents knew 131 more words than infants of
less talkative parems. At 24 months, the difference was 295.
Brain Power. Mice and rats raised in enriched environments, With
toys and playmates, have billions more connections between brain
cells and are better learners than mice and rats raised alone in
empty cages.
�Play is a good infant stimulation.
is soon mended,
but harsh words bruise
Toys do not have to be expensive, and can include pots, pans,
and boxes. Toys and books are the tools of childhood. M.D.
Stanley Greenspan's, "The challenging child," coined the
phrase "floor time." It means getting down on the floor and
playing with your child. This starts at a very young age and
progresses into Candyland and kick ball. Raising a child is
not a·spectator sport. Be involved in play with your child in
the lead.
the heart of a child.
Aggression. Early exposure to violence, stress, and other
environmental pressures can make the brain run on a fast
track, increasing risk of impulsive action and high blood pressure in later years.
Longfellow
Achild held and nurtured in a time of stress is less likely to
respond with violence later. There is great emotional medicine in a hug.
- ·-·---····-·- ··---··- -- - - - - - - - - - -
----....L..------·------------ -
�Touch. Touching is the way babies learn. Premature infants whose
sensory systems are activated by being held and cuddled are more
mentally alert and physically stronger than those who are isolated
in incubators. ·
There are many activities and games you can play with your child as
he grows. The aim can be fun, but many such activities will also
help him develop and use his brain.
A positive circle
Apremise in education is that we learn what matters to us. During
these early years, an enriched curiosity and good language skills
will lay the foundation for a child. It is a positive circle. The more a
child explores and is exposed to new situations, the more that will
matter to him and the more he will want to learn.
ears
from now it will not matter what my
bank account was, the sort of house
I lived in, or the kind of car I drove .
But, the world may be different because I
was important in the life of a child.
anonymous
�Awonderful tradition can begin at your family's dinner table by asking your child, "What did you learn
today?" Start now, and as your child grows, it will be a routine part of the meal. Afriend I knew would
send her child to the encyclopedia for a morsel of information if she did not come to the table prepared
for a discussion.
Unique and special qualities
It has taken hundreds of thousands of years to arrive at the birth of your very special child. Just think of
start understanding that
everybody's child is yours,
the world won't be
good for any of our children.
Susan Sarandon
parents, grandparents and great grandparents whose genes contributed to your child. If just one bad
moved to another city or country, the entire pattern would have been changed.
In your child, you have created a new individual, born with her own unique set of special qualities.
Your child is now beginning a journey which could span 100 years. Tbe time you spend or don't spend
with your child during the first few years will dramatically affect his or her entire life. Make the commitment to know your child. There is no greater gift a parent can give.
It is also important to help aU children because many of them will be your child's future friend, fellow
employee, neighbor, wife or husband. Every child is our child.
�more to life
than increasing
its speed.
Mohandas K. Gandhi
�Dennis D. Dunn
Dennis D. Dunn
22 North Second Street • P.O. Box 620
Lafayette, Indiana 47902 • (317) 423-2624
1-800-388-2624 • FAX (317) 423-4495
22 North Second Street • P.O. Box 620
Lafayette, Indiana 47902 • (317) 423-2624
1-800-388-2624 • FAX (317) 423-4495
�c
Here You Are!
omething new and
wonderful has happened
to you: You're probably
feeling happy, excited,
,__ __, elated, and yes, just a
little frightened at the thought of
caring for the brand new baby in
your home and the responsibility
of being a parent.
Don't feel alone. We've just
described what is probably a
universal reaction to parenthood.
During this first month you're
going to be concerned with many
things. Most of them will be new
situations for you, such as adjusting to Baby's schedules.
But after some of the excitement has died down, you're going
to have a lot of questions about
the proper growth and development of your child.
Today there's a great deal of
research being done on infant
development and how to help
stimulate it. Most research
suggests there are lots of things
parents can do to help their child
develop mentally, physically, and
emotionally.
This is the purpose of Growing Child: To emphasize the
importance of development and
to provide you with information
to help you learn about your
baby and about yourselves as
parents.
Growing Child will also he! p
you learn what you can provide
for your child so that he or she
might develop mentally, physically and emotionally to his or
her fullest potential.
A special note for those of you
who have other children: Learning about development is not
restricted to a first child. This
information is just as important
for your second or third child.•
A newborn's skin is often red
and scaling and her little nose is
often misshapen or flat. It also
may be difficult to see her eyes
as they're often tightly closed.
Baby's head accounts for
about one quarter of her size.
Although this makes her look a
little odd, it's a result of normal·
head and brain development.
It is important during the first
few months to provide support
for the baby's head while holding or feeding her, since the
muscles which perform this
function have not yet fully
developed.
Learning head control will be
one of the major tasks that Baby
will accomplish during the next
few months.
From now on the brain will
continue to develop, and the rest
of the body will catch up.
The typical pattern of development is from the head downward
to the rest of the body, and from
the center of the body to the
extremities (the fingers, for
The Newborn
agazines for parentsto-be should publish
pictures of newborns
more often to better
~...;..,;.====:.J prepare new parents
for the shock of seeing their baby
for the first time.
One mother told her husband
in the delivery room, "Oh, honey,
he's beautiful, but we'll really have
to love him hard because he's so
homely!"
She was right. A new life is
beautiful, but newborns are not
the light pink, round babies
smiling from the magazine pages.
- - - CONTINUED ON PAGE 6
�Baby's Birth Certificate
e sure to get a birth
certificate for your
baby. It is legal proof
of the date of y6ur
~__ __J child's birth and
citizenship.
Throughout life, she will need
this proof of identity. It may be
required when a child enters
school, requests a driver's license,
goes to work.
It may be needed to prove her
right to vote, to marry, to draw
Social Security benefits, to hold
office, inherit property, or obtain
a passport to travel in foreign
countries.
If the baby is born in a
hospital, the staff will see that the
necessary information is sent to
the local health department or
registrar of births.
If you have not selected a
name for the baby before you
leave the hospital, be sure to add
it to the official record later.
If the baby is born at home,
the midwife or doctor (or the
parent if no one assists at the
birth) is required by law to report
the birth to the local authorities.
You will be officially notified
when the record of your baby's
birth is on file. Some states send a
copy of the registration.
If any of the information is
wrong, be sure to get it corrected
immediately.
In some states, the birth
certificate is sent only on request
and for a fee. There is almost
always a charge for a second
copy, so keep your baby's
certificate in a safe place.
A birth certificate is legal
proofofthe date of a child's
birth and citizenship.
If you don't receive notice of
the proper registration in a few
weeks, check on it. Call the
hospital or local health department. Or write to your state
health department, which is
usually located in the state
capital.•
The Old-Fashioned Rocking Chair
as there a rocking
chair in your
childhood?
Do you remem' - - - - - - - ber one of the
old-fashioned kind with comfortable arms and a high back to rest
your head against?
Rocking chairs are good for
anyone, but they seem to have
been made especially for parents
and babies.
By holding your baby, rocking
and talking gently to her, you
communicate love, warmth and
security in ways that even a
newborn baby understands.
Rocking chairs are wonderfully
comfortable and relaxing for
parent and child, and doctors tell
us that gentle rocking improves
Rocking chairs are good for
anyone, but they seem to
have been made especiaUy
for parents and babies.
circulation in the legs.
As you rock, the easy to and
fro movement stimulates the
balance and position sensors
deep in Baby's inner ears.
As she lies in the curve of her
parent's arm, she feels the
movement.
When she is lifted and held
upright with her head on your
shoulder, she feels movement in
a· different direction.
If you lay her across your
knees on her tummy, she becomes aware of still a different
kind of movement.
With each change of position,
Baby experiences the rocking
motion in slightly different ways.
But always her nearness to her
parent provides warmth and
security as a background for her
growing awareness of changing
positions and of movement in
different directions.
From these experiences, an
infant learns how to interpret and
to use the sensations produced in
her balance centers.
II
Later the ability to interpret
these sensations will help her
develop and maintain the balance
she will need as she learns to
stand and walk.
So, we say ... "long live the oldfashioned rocking chair, symbol
of love and learning. "•
L'
�(r
(
,.
Your Baby's Intelligence
xperts in child development know that the
right kind of experiences in infancy and
t.===::.J the early childhood
years can increase a child's
intelligence, and there are many
scientific studies which support
this idea.
There also are many studies of
· identical twins reared in different
homes. In general, these studies
showed that the twin who had the
_best kind of early experiences had
a higher intelligence than the twin
who had poor early experiences.
These tests are important, since
identical twins come from the
same cell, which means their
heredity is identical-they have
the same genes.
Heredity therefore is not the
only factor which determines
intelligence. Experience in early
life also plays an important part.
In 1939 there was what experts
call a "classic study." The results
are rather startling, and further
support the idea of early experiences.
The study, by H.M. Skeels and
H.B.Dye, tells about 13 infants and
young children between the ages
of 7 months and 30 months who
were transferred from an orphanage to a school for mentally
retarded children.
After the transfer, these children
were placed in a ward with some
older and brighter girls, who
started playing with them during
most of the time they were awake.
Just by playing with these babies,
the older girls provided many
more experiences and much more
stimulation than was provided for
the children left behind in the
orphanage.
After the new arrivals had been
in the ward for some time, the
people making the study gave a
second intelligence test. All 13
children showed gains in IQ
ranging from 7 to 58 points.
As a check on these results, 12
children who stayed behind at the
orphanage were given intelligence tests. The differences were
amazing: all the children at the
orphanage showed a decrease in
· IQ ranging from 8 to 45 points.
Twenty-one years later, all the
children in both groups were
located and the differences in
their life situations were startling.
Of the 13 transferred to the
school for the mentally retarded,
all were self-supporting. Of the
group that remained in the
orphanage, one died in an
institution for the retarded, and
five were still in institutions.
The differences in education
between the two groups is just
as startling. For the transfer
group, the median grade completed (midway between highest
and lowest) was the 12th grade,
or graduation. Four completed
one or more years of college,
with one boy receiving a
bachelor's degree from a large
state university. For the group of
12 who remained at the orphanage, half did not complete the
third grade, and none of them
went to high school.
Clearly, this study shows the
importance of early learning
experiences for development of
intelligence and for general
independent functioning in the
world.
Heredity is not the only
factor which determines
inteUigence--exjJerience
in early life also jJlays an
imjJortant jJart.
A school for retarded children
is not the best place for giving
these early learning experiences,
but even in this setting, the older
retarded girls who played with
the children seem to have given
the kind of stimulation that made
tremendous differences in the
children's later abilities.
This is what Growing Child is
all about-to help you give your
infant the early experiences that
can have an important influence
on intelligence and independent
functioning.•
Baby Seating
t's now the law in all 50
states that children must
be properly restrained
while riding in automo'-----' biles.
It isn't a pleasant fact, but
1,500 babies and children under
the age of five are killed every
year in auto accidents, and
another 60,000 are injured. In
addition to fatalities, a major
concern is permanent brain
damage which could have been
prevented by a proper child
restraint seat.
There are many excellent car
seats for children that meet or
exceed federal specifications. To
obtain up-to-date information,
II
contact the National Highway
Traffic Safety Administration
hotline (800-424-9393).
Or write to the American
Academy of Pediatrics, Division
of Public Education, 141 Northwest Point Boulevard, P.O. Box
927, Elk Grove Village, Illinois,
60007, for an updated list of
infant/child safety seats.
In many communities, hospitals or civic organizations also
have a rental program for car
seats.
A car seat can be a real
lifesaver, so be sure to buckle up
your baby-and yourself too.
Make every ride a safe ride for
you and your child.•
�I -
I
Breast Feeding
oth professionals and
parents have been
known to become
emotional on the breast
L - - - - - ' versus bottle issue. This
controversy is unnecessary
because the choice is extremely
personal-the choice of mother
and father.
There is no question that
breast feeding is the most natural
and beneficial type of feeding for
the average, full-term infant, but it
must be kept in mind that there
are many factors which affect the
decision on how to best feed the
new baby.
These include the baby's size
and maturity and the mother's
physical condition, occupation,
and home situation.
Many mothers work full-time
outside the home, so there will
be times when they will not be
able to be present when the baby
feeds. However, this does not
mean they cannot breastfeed.
('
Some mothers breastfeed
during their pregnancy leave and
then change to a combination of
breast and bottle (using formula
or breast milk) after they return to
work.
This combination offers some
hidden advantages since it allows
the father, grandparents, and
sometimes older siblings the
opportunity to experience those
special feelings involved with
feeding a young infant.
Also on the positive side, it is
important to know that breast
milk is a remarkably stable and
adjustable (according to the
baby's demands) food supply
that contains some special disease
fighters called antibodies.
These are not absolutely
necessary for good infant health,
but they do add a little extra
protection for some babies who
might lack adequate resistance to
some diseases.
It must be kept in mind,
however, that breast milk quality
is dependent upon the mother's
good health and adequate diet.
Whatever the mother eats or
drinks shows up in some form in
the breast milk and, at times, may
affect the infant's behavior.
This is particularly true of
medications, so a pediatrician
should be consulted before any
of ·these products are used.
Finally, certain infants such as
those born prematurely can still
be breastfed, but they may
require supplementation with
formula or certain vitamins and
minerals such as iron.
LaLeche League, an international organization, provides
support, advice and a wealth of
information about nursing. There
are chapters in many cities, large
and small, in the U.S.
Check the phone book white
pages for the chapter nearest you,
or contact the national office at
Franklin Park, Illinois 60131.•
Bottle Feeding
f you choose to bottlefeed your new baby, you
will have several choices
to make. The first is the
L___
___j type of formula. Most
formulas are available in ready-touse, concentrate, and powder.
Ready-to-use in bottles is
usually reserved for hospital use,
but is extremely convenient when
travelling or visiting.
Concentrate is formula that
must be mixed with water. It is
usually the most economical.
Powdered formula is most
useful as a supplement to breast
feeding when only an occasional
bottle is needed.
Formula preparation and
sterilization is really quite easy.
The simplest method is to mix the
formula and pour it into the
bottles. Then sterilize the bottles,
formula, extra water and nipples
at the same ·time using a stovetop sterilizer.
The same thing can be accom. plished by using boiled water to
mix with the concentrate or
powdered formula and sterilizing
the bottles and nipples separately.
Much has been written about
the relationship of feeding and
mothering-especially in the case
of mothers who breastfeed. While
much of this is certainly true, you
can make bottle feeding as enjoyable and rewarding as breastfeeding by following some simple
rules:
1. Always hold the baby when
you feed him.
2. Talk and coo to him while
feeding, pressing him close to
you.
3. Take your time with feed-
II
ing. If you're pressed for time, let
grandmother or an older sibling
or a helper take a turn.
There is some relationship
between bottle feeding and
extreme infant weight gain. This
is usually due to overfeeding, so
here are some guidelines to
follow.
As a general rule, babies take
three to four ounces per feeding
during the first month.
Following that, add one ounce
per month of age until the baby
takes eight ounces at five to
seven months of age.
Baby's development of good
speech and attractive teeth begins
. as soon as he is born. The tongue
and mouth muscles so necessary
for good speech must .be stimu- - - CONTINUED ON PAGE 6 - - -
c
�(--·
How to Communicate
With Your Child's Doctor
ommunication is not
a one-way street. The
doctor needs your
help to better serve
'----~ your needs.
When your child becomes ill,
the doctor is aware that you are
worried and nervous, but to help
you she must have some idea
what you are thinking, and she
must have facts so she can
determine how quickly she must
see the child.
The first place to start is with
the doctor's receptionist Get to
know her. She knows the doctor's
routine and can guide the message.
Checklist for Calling the Doctor
Fever which rises or returns
after the second day.
Be prepared before calling
your doctor:
Unusual physical behavior
(Does he appear sick?).
Take child's temperature.
Know the specific symptoms.
Examples are:
Cold associated with
earache, hoarseness of voice,
shortness of breath.
_ Stomach ache with vomiting
and /or diarrhea.
Severe headache.
_
Sprain with swelling.
_
Head injuries.
Swallowed something
thought to be poisonous.
(_
_ Deep cuts that might need
stitches.
Broken bones.
In the case of swallowing
poison:
One of the keys to saving
yourself and the doctor much time
and stress is to clearly state your
child's needs. Many times your
questions can be answered
quickly by the receptionist or a
nurse.
Second, when you describe
your child's problem over the
telephone, be prepared to answer
questions. A checklist follows
which gives you an idea of the
information needed.
You should come to the
telephone prepared with this
information.
When talking to the doctor,
make your concern very clear. If
you're upset, don't be afraid to tell
her.•
_ Call the nearest poison
center immediately.
Locate the container with
the substance the child swallowed.
DO NOT follow directions
on the container label until
confirmed by the poison center.
Antidote instructions may be
inaccurate.
Fever
_Runny nose
Headache
_ Nasal congestion
_Cough
Earache or ear
drainage
Sore throat
Abdominal or other
pain
_ Swollen glands
Rash
_Sore eyes
Vomiting
Diarrhea
_ Constipation
_ Changes in urination
_ Changes in sleep
pattern
_ Know the name, address and
telephone number of your
pharmacy.
When calling the doctor:
_ State your name and your
child's name.
Give your telephone number
in case you're cut off
State reason for calling:
_ This is an emergency (leg
broken, deep cut, swallowed \
poison).
_ Keep syrup of ipecac on
hand (out of reach of children).
My child has the following
symptoms (list them). I'd like to
see the doctor as soon as possible.
_ Keep the address and
telephone number of the poison
center near your telephone.
I would like to make an
appointment for a physical
examination of my child.•
II
�- - - CONTINUED FROM PAGE 1 - - -
- - - CONTINUED FROM PAGE 4 - - -
example). As an illustration, in
a very short time Baby will learn
to watch things.
Her eyes do see from the
beginning, but she is attracted by
sharply contrasted or colored
objects that are close to her.
When you lean over the crib
or hold Baby close to you, she
does see your features. And she
will continue to use her eyes to
explore the world long before
she can use her entire body to
investigate her surroundings.
Right now, Baby may move
her arms a little but the fists are
usually clenched tightly and the
movement is jerky.
Later she will develop better
control of her arms and bat at
things. Still later she will be able
to use her fingers to try to grasp
objects.
This is another example of
development from the center of
the body outward (from the
whole arm to the fingers).
If you allow Baby to grip your
finger, you'll be surprised at the
strength of the grasp.
Undoubtedly someone has
provided a new rattle for Baby to
play with. Don't be surprised that
Baby won't take it in her hand.
Her fists .are usually clenched
tight during the first few weeks.
If you unlock her clenched fist
by unfolding the little fingers,
Baby will grasp the rattle placed
high in her hand-but only for a
moment. Then she'll drop it and
show no more awareness of its
existence.
Don't be surprised if you see
Baby startle at a loud noise, an
abrupt change in position or a jolt
to the crib.
It's perfectly normal for her to
startle at any sudden change in
environment-this is a reflex
babies are born with. They prefer
slow movements rather than
sudden ones.
You may need to hold her for
a minute or two after she startles
and cries to reassure her that
everything is okay now.•
Iated and exercised long before
the baby is ready to talk.
Basic muscle training starts
with sucking. At birth, sucking is
a reflex which is provoked by
hunger, or by being stroked
around the mouth.
If the bottle nipple is too long,
it reaches far back into the
infant's small mouth. The milk
then flows directly into his throat,
and there is no opportunity for
any muscle exercise.
If the bottle nipple is the
correct size but has too many
holes (or holes that are too big),
the baby gets too much milk, and
in self-defense he either spits up,
lets the surplus spill out the sides
of his mouth, or chokes.
To prevent himself from
choking, he thrusts his tongue
forward and squeezes the nipple
between the tip of his tongue and
the upper gum, then he swallows.
The abnormal combination of
tongue thrust and swallowing
may become a habit and later
when the child talks, he may
lisp.•
Contributing Authors
Phil Bach, O.D., Ph.D.
Miriam Bender, Ph.D.
joseph Braga, Ph.D.
Laurie Braga, Ph.D.
George Early, Ph.D.
Liam Grimley, Ph.D.
Robert Hannemann, M.D., F.A.A.P.
Sylvia Kottler, M.S.
Bill Peterson, Ph.D.
Next Month
II\ Growing Child issues are
\CCI
printed on recycled paper in
an effort to help maintain the
environment for your children.
Telephone: 1-800-927-7289
© 1994 Dunn & Hargitt, Inc.
22 North Second Street-P.O.Box 620
Lafayette, Indiana 47902-0620
• How Can I TeU If My
Baby Is Okay?
• Talk To Your Baby
• The Reasons for Growing
Child
�'
1
IYJ 0 N .T H
·
,
·:
How Can I Tell If
My Baby Is Okay?
t one time or another
most new parents ask
themselves, "How can
I tell if my baby is
okay?"
Your new baby is important to
you-you want the best for her, so
naturally you want to be certain
she's growing, developing and
behaving according to a normal
pattern. But unless you've had lots
of experience with other very
young babies, you have no way to
judge what is normal.
Briefly, this is the purpose of
Growing Child-to guide you in
the evaluation of your child in
these areas. Because you are
vitally interested in how well your
baby is getting along, each month
Growing Child will describe the
progress of a typical baby, whom
we will simply call "Baby."
Careful study of a large number
of infants has given us a great deal
of information about the average
baby at certain key ages.
Of course, there is really no
such thing as an "average" baby
11
{
'"---
(
''---
since each infant is an individual,
but all babies follow a general
pattern of behavior and development. Therefore, we can compare any individual baby with
this general pattern.
Our discussion begins at the
end of Baby's first month. By this
time you're more used to having
Baby around. She's not so "tiny"
and you're handling her more
easily.
How does Baby look and act?
When you place her on her
back, her head may turn far to
one side and the arm toward
which she's looking may be
outstretched about shoulder
level. The other arm is usually
bent with the hand close to her
shoulder or the back of her
head. Her hands are tightly
closed with the thumbs lying
inside her curled fingers. Sometimes one fist goes to her mouth.
If you gently turn Baby's head
to mid-position (looking directly
ahead) she will turn it back to
the side again when you release
it. But if you turn her head to the
opposite side and hold it there,
she frequently will reverse her
arm position by straightening the
arm toward which her face is
turned and bending the other
arm close to her shoulder.
This consistent position of the
arms and head in relation to
each other is due to a special
type of reflex, called the asymmetric tonic reflex, or tonic neck
reflex (see illustration). This
response varies in strength from
baby to baby and may be difficult
to elicit in the very active, alert or
fussy child. It disappears at 5-7
months of age.
What about Baby's feet and
legs? Still on her back, Baby holds
her hips and knees bent with her
feet turned up at the ankles.
Sometimes her heels rest on the
bed btit more often her thighs are
drawn up close to her abdomen
with her knees slightly apart. Her
feet are close together- sometimes they are crossed.
If you gently press Baby's
knees outward, you will feel
resistance from her muscles. If
you gently straighten one leg she
may resist the pull or kick out
vigorously and then return to her
usual position.
Sometimes when Baby is
awake but quiet (it does happen!)
she will move her arms in and
out and kick her legs, sometimes
both together, sometimes alternately. These movements have
some rhythm but are aimless.
At other times if you put her
on her stomach when she is
awake and active, she alternately
bends and straightens her legs in
a crawling movement and
sometimes pushes her toes
CONTINUED ON PAGE 2
�The Reasons For Growing Child
hose who write for
Growing Child are all
professional people
who work with
children who are
normal and with those who have
serious learning problems.
Most of the children we see
are not "mentally retarded." The
majority have normal or superior
intelligence. But some of them
have one thing in commonproblems with learning in school.
Why is it that some bright
children don't learn in school
even when they try hard? There
are bound to be many different
reasons, but it is often not
possible to know the specific
causes for a particular child's
problem.
D
Children need the proper
developmental experlenc;es
for good early childhood
learning to take place.
In some of the children we
see, however, we find strong
indications that something seems
to be lacking in their development. Perhaps an example will
make the point clearer.
One of the school learning
problems we see frequently is the
child who gets certain letters or
even words "turned around." He
may not be able to tell the
difference between "b" and "d,"
or the difference between words
such as "was" and "saw."
The problem here is one of
knowing the simple directions of
"left" and "right." Typically, when
a child has this type reading
problem, we find (from other
tests) that he doesn't "feel" the
difference between left and right
inside his own body.
Most children have gotten the
feel of left and right sorted out
inside themselves by the time
they go to school. But some have
not, and these children are in
trouble when they try to learn
reading, writing, and math.
Knowing about left and right is
something a child begins learning
in the very first year of his life,
and he refines that learning for
several more years. But why do
some children learn this while
others do not? The answer, we
believe, is that children need the
proper developmental experiences for good infant and early
childhood learning to take place.
Good experiences generally
assure that a child will do well in
school and in other life situations
where he must make judgments
and decisions. Our example of
learning about left and right is
only one example. There are
countless other experiences
which a child must have if he is
to clevelop to his maximum
potential. And this is what
Growing Child is all about.
Good developmental experiences do not just happen. Parents
can do things, and fairly simple
things, to make sure that their
child has the right experiences at
the right time.
We want to spell out for you
some of those early developmental experiences which we believe
are so esst;ntial for your baby
who will later become your
toddler, your young child, school
child, your teen-ager.
In the next few months and
years you will be laying the
developmental foundations for
the whole life of your brand new
baby. As his parents, you will
control the experiences of infancy
and early childhood.
You need to know what to do
and when to do it so that you
give him the best possible start
on his grand journey into life
itself. We see ourselves simply as
your helpers. All we ask of you is
that you let us help.
As a postscript, we want to tell
you about those children we
work with-the children with
serious learning problems in
school. Most of them, we find,
have gaps in their early development. We try to find out where
the gaps are, and to "fill them in."
We are happy to report that
this works very well for most of
the children we see. But we think
it is most unfortunate that many
of these problems could have
been prevented if the parents had
known what their children
needed.
Put another way, Growing
Child wants to help you know
what to do now to help prevent
later school learning problems.•
- - - CONTINUED FROM PAGE 1 - - -
against the bed hard enough to
move her body.
If you place Baby face-down
on her bed, she will turn her
head to one side to rest on her
cheek. Her elbows are bent and
close to her body with her hands
near her head. Her legs are
drawn up under her into almost a
kneeling position with her little
bottom humped up. If you gently
turn her head face-down, Baby
will lift it enough to clear the
surface of the bed, turn it to the
side again and drop it.
Does Baby see you or know
you are there? Sometimes she
seems to stare at a far wall or
window without really focusing
her eyes. But if you lean over her
closely, talking to her and
smiling, she usually will stop
staring and watch your face. More
later about what she does "see."
Just a couple more points-if
you take Baby's hands and gently
pull her up by her arms as if you
were going to pull her up to a
sitting position, her shoulders lift
but her head lags completely
behind.
And what about those little
hands? If you open her fingers (if
you can!) and place the rattle
against her palm, she'll grasp it
for a moment but then drop it.•
(
l'
�Vision: Order or Disorder?
hat does your new
baby see when he
turns that puckered
little face to you
•
and the world? We
used to think the infant's world
was a jumbled blur of lights and
noises, a "great blooming buzzing
confusion," as one famous thinker
called it. Thanks to some careful
experiments we know that even
very young infants can make
some order out of the confusion
around them. For instance, they
will spend much time looking at
face-like drawings, and they
prefer to look at certain kinds of
designs (such as stripes rather
than solids) as though some forms
have greater meaning or interest
for them than others.
From this we might determine
there are ways to give your baby
some pleasant experiences, ways
to make his surroundings more
interesting and enjoyable.
The research findings go even
further. They show that the right
kind of "enrichment," including
special experiences for looking,
can make a big difference later on
in the mental and social growth of
your child.
The trick is in knowing what
your baby's basic abilities are at.
each stage of his development
and then giving him the opportunity to use and expand these
abilities fully.
But we are about to get ahead
of our story. Let's go back and
look at the baby who is less than
one month old-your baby.
Right now he is very nearsighted. Like a camera which is
focused for close-ups, his eyes
see clearly only those things
about 8-12 inches from his nose.
As we shall see, there is one "very
important" object he sees.
His farsightedness is caused by
the same automatic focusing
mechanism that lets you see
clearly at close range or in the
distance. But whenever the baby's
eyes are open, his focus adjusts
itself to about eight inches. This
means that anything closer or
farther away than eight inches
will be blurred and indistinct.
All of this may seem strange
to an adult who is used to seeing
many things dearly at many
different distances; but for the
newborn, it is nature's plan to
give his vision a good start in its
vital early development, because
it happens that eight inches is
also the distance of the infant's
outstretched hand! This is the
"important object" he sees which
we just mentioned.
It works like this: In a world
where most objects are far away
and out of reach,· the infant's
hand, first of all, provides a
stable and dependable object
which he can look at.
Secondly, one eye and then
both eyes must learn to stabilize
upon a point or object, and this
is the hand. This is important
because control of eye movement and two-eyed vision with
depth perception are necessary
later on for the learning process
and the management of objects.
These are things which distinguish humans from animals.
It is also important to note
that eight inches is about the
distance from Baby's eyes to
your eyes when he is being held
in your arms during feeding.
That eye-to-eye contact is an
important part of the develop-
II
ment of the social relationship
between parent and child.
You might now be eager to
help this process with objects of
your own for the baby to look. at.
But notice how completely
Nature is ahead of you, even at
this early stage: even the matching of hand with eye has been
done by inborn reflexes.
You will remember the
asymmetric tonic reflex we
mentioned earlier? This reflex
(also called the tonic neck reflex)
is very handy for putting the
hand into position for the eyes to
see.
Remember how Baby will turn
his head to the outstretched arm?
It may not be a coincidence that
the reflex disappears about the
time the nearsightedness disappears.
The first month, then, is a time
for watching and waiting. Your
baby's activities are guided by his
reflexes, and he has few unoccupied moments for you to capture
his attention. Next month he will
sleep noticeably less, and you can
begin to bring the outside world
a bit closer to him.
In the meantime, here is one
simple way to exercise his vision
and the reflexes that go with it.
Place Baby with his head at one
end of the crib one day, then the
next day tum him around so that
his head is at the other end, and
so on, back and forth. This will
cause light from the window to
fall upon him from opposite sides
on alternate days.
Baby will get practice in
turning his head both ways
toward the light source, and this
will in turn exercise his tonic
neck reflex equally on both sides.
In addition, it is a first step
toward developing the sense of
two different sides of the body,
an appreciation of external
direction, and even a primitive
sense of time.
All of these will be important
to later learning.•
�Your Emotional Well-Being:
Understanding the Blues
he "babyblues"isa
mild depression that.
many women expenence soon after their
babies are born. These
blues can be caused by hormone
changes as well as by the personal
challenges that a woman goes
through after childbirth. They are
sometimes called the "third-day
blues" because they happen most
often from the third or fourth day
to the first or second week after
delivery.
D
Understanding postpartum
depression
The baby blues can be a
normal part of the postpartum
process. But you should be aware
that some women experience a
deeper, more serious depression.
How is this depression different
from the "blues'?
• It lasts longer. Any depression that lasts beyond 2 to 3 ·
weeks could be postpartum
depression.
• It starts later. The baby blues
tend to start soon after delivery. A
depression that beirigs in the
third week or later (even up to
several months after birth) could
be a cause for concern.
• The depression is stronger.
In addition to experiencing
anxiety or doubt, a depressed
You may have the
baby blues if:
ou cry often, and not always for a reason you can
understand.
• You feel tired, or you don't have the energy you need
to get through the day.
•
· • You have insomnia, which can mean that you have
trouble falling asleep or trouble sleeping through the night (even
when you are not awakened by someone) or that you wake up too
early in the morning and can't fall back asleep.
• You have trouble concentrating, or you often feel confused or
distracted.
• You often feel irritable or angry, sometimes for no reason.
• You don't feel hungry and are losing weight too fast, or you are
often hungry and are gaining weight you don't want or don't need.
Don't let these blues get you down. They may last from several
days to a week or more, but they almost always go away by
themselves.
Be open with your partner, family, and friends about your
concerns. Ask them to help you with housework or child care until
you feel better. And most important, be realistic about motherhood:
about how fast you will recover or learn mothering skills, about
how much rest you need, about the support you need and deserve
from others, to name a few.
·
If the blues last more than 2 or 3 weeks and start to seriously
interfere with your life, speak with your health care provider.•
Ifyou are afraid you
might harm yourself
or your babyask a health care
provider you trust
for help-you don't
have to be alone!
mother may feel very alone,
vulnerable, or completely overwhelmed by the experience of
parenthood. She may believe that
there is something truly wrong
with her abilities as a mother. She
may start to distance herself from
her partner, family, and friends.
•. The symptoms are more
varied. The mother may experience headaches or bowel problems as well as the insomnia,
confusion, sadness or fear, etc., of
the "blues." She may even have
trouble producing breast milk .
It is very important that you
pay attention to your moods and
emotions after you've had your
baby. The earlier you catch
postpartum depression, the easier
it can be to recover.
It is very important that you
don't try to take care of everything on your own. If your family
or friends can't help, your health
care provider should be able to
recommend resources.
You can get help with your
physical needs-yours and your
baby's health, child care, housework, financial help.
Help is available, too, for your
emotional needs--discussion or
support groups, for example, or a
personal counselor and/or
psychiatrist who will pay attention to your distress, listen to
your needs, and who may
prescribe antidepressant medication if you agree .
c.
�Test Yourself
AM IBUJE?
C.
Many new mothers feel
anxious, sad or angry about
the changes in their lives
after the birth of their new
baby.
It is perfectly normal to
feel this way, but sometimes
the feelings grow so strong
that they make life difficult.
This quiz lists many
feelings and experiences of
"blue" or depressed mothers.
Mark how strong each of
these feelings or experiences
is for you, compared to what
is normal for you.
For example: do you feel
no anger [0]; mild (very little)
anger [1]; moderate (some)
anger [2]; or severe (very
strong) anger [3] compared to
the way you usually feel?
Add up your total score
when you're finished and
. discuss the results with your
health care provider.
SCORE:
(}-31 = MilD BLUES
This will probably pass, but
pay attention to your feelings
and needs.
32--64
MODERATE
BLUES
You may want to ask for
help from a close friend or
family member, or ask the
advice of your health care
provider.
65-98
=
SEVERE BLUES
You could be depressed; see
your health care provider for
a checkup and advice as
soon as possible.
rll
Anger
Anxiety attacks: periods of very strong fear, shortness of
breath, rapid heartbeat
Increased or decreased appetite and/or weight gain or
loss that doesn't seem normal
Strong feeling that you need to get away, need more
time for your own interests
Problems in a relationship with a familymember, lover,
dose friend, etc.
Crying spells
Less 1mcn::;:,t in your personal appearance
i
Less motivation-less energy or interest in accomplishing
goals
Depression
Fatigue-feeling tired or exhausted
Fear of harming yourself or your baby
Loss of your sense of humor
Nervousness feeling tense or edgy
Feelings of guilt
Feelino.<: of panic
Feeling alone or lonely; without the support of others
Feeling no love. or not enough love for your baby
Feeling forgetful, distracted, absent-minded-having
trouble concenuauug
Frv<:tr::Jt.ion
Hopelessness
Insomnia
Feeling irritable, bad-tempered
Loss of sexual desire and/or pleasure in sex
Loss of self-respect or confidence-feeling like you don't
count or can't do anything right
Feeling confused, uncertain
Mood swings-your moods and emotions change all the
time
Obsessive thoughts-ideas or feelings you can't stop
from repeating in your mind
Odd or frightening thoughts-thoughts or images that
scare you or that you can't control
I
Thoughts of suicide, feeling like you want to die
Feeling sad, unhappy
l.
I
.
TOTAL
©Johnson & Johnson Consumer Products, Inc. 1996 Ali Rights Reserved. Used by permission of the copyright owner.
In cooperation with AWHONN-Association of Women's Health, Obstetric and Neonatal Nurses
II
-
�Talk To Your Baby
oday many scientists
tell us that a baby is
born with all the
equipment needed to
understand speech and
learn to talk. What happens after
he is born depends upon what
his parents and family-his first
community-do to enrich his life
and his verbal experiences.
The first sounds he makes are
cries, his response to body
feelings such as hunger, pain or
other discomfort.
At first, when Baby is content,
he sleeps much of the time. Soon,
however, he will begin to make
sounds of contentment.
When you attend to the
different sounds of contentment
or discomfort, you are helping to
establish a communication system
which works like this: One
person makes sounds and
another person does things in
response to those sounds.
The infant's inborn gifts also
include a tendency toward
listening and responding to the
sounds he hears. Newborns are
known to respond to sudden,
loud noises by moving their
entire bodies at once; or their
breathing or heart rate increases.
Biologists think the infant, like
the very young animal, is born to
respond to a wide range of
sounds which aren't specific.
However, very quickly his
response becomes more specific
to the sounds he hears from his
· parents. He learns to associate a
soothing voice with a smiling
face, caresses, and loving words.
Parents and other caregivers
continuously talk to their babies
during bathing, feeding, dressing
and playing. This talk is definitely
important in shaping the child's
future communication skills, and
language is one of the most
important of those skills.
Much research deals with
infants who are raised in hospitals
and institutions. This research
shows that these babies are
D
delayed in some areas of development, but they are especially
delayed in their listening habits.
While they listen to all the sounds
around them, they do not learn to
choose between important and
not-so-important sounds.
While they may receive good
medical and nutritional care, they
do not receive the tender loving
talk from a parent or other loved
ones, and this in turn affects the
way they respond to the people
and sounds about them.
So, even in infancy, there are
two groups of factors that will
continue throughout the child's
growth: (1) the child utters
sounds and responds to the
human voice; (2) his parents
respond to his sounds and talk to
him.
If either of these conditions is
impaired, the child's language
development will be affected.
We can understand how a
hearing defect will seriously
interfere with a child's language
and speech development, but we
snould also realize that the
absence of tender loving talk will
be almost as serious a handicap.
Parents-talk to your baby! •
Contributing Authors
Phil Bach, O.D., Ph.D.
Miriam Bender, Ph.D.
Joseph Braga, Ph.D.
Laurie Braga, Ph.D.
George Early, Ph.D.
Liam Grimley, Ph.D.
Robert Hannemann, F.A.A.P., M.D.
Sylvia Kottler, M.S.
Bill Peterson, Ph.D.
II\
Growing Child issues are
~ being printed on recycled
paper in an effort to help maintain
the environment for your children.
Telephone: 1-800-927-7289
© 1991 Dunn & Hargitt, Inc.
22 North Second Street, P.O. Box 620
Lafayette, Indiana 47902-0620
Next Month
• Crying & Contentment
• A Spectator Looks Around
• Settling Into a Schedule
�(
Two Months Old
our baby still seems
very small and
helpless at two
months old, but you
~..:=:===..J can begin to feel a
difference as you hold him. He
seems to be more compact and·
somehow more of a person.
Actually, during the past
month, your baby has been
occupied full time in getting used
to his new, open-air world. Most
of this adjustment has involved his
newly functioning organs, such as
lungs and digestive system, which
have developed and strengthened.
A month ago your baby .
seemed always to be "half awake"
or "half asleep." Now the difference between sleeping and
waking is more defined; he is
much more active and alert. He
looks at things and really seems to
be studying them. When you lean
over him closely, he really looks
at you. He has more time to
absorb the sights, sounds and
feelings of his new world.
At two months, when Baby is
lying on his back, he may still
keep his head turned to one side,
but not as much as before. The
arm toward which his face is
turned may still be stretched out
and his other arm bent at the
elbow with the hand held near
his shoulder.
His hands are still closed but
he is gaining control of his eyes
and head. Instead of fixing his
eyes on a large mass such as a
window or wall, Baby now looks
at his outstretched hand or your
moving hand, following it briefly.
When you dangle a brightcolored object over him, his eyes
pick up the movement and he
turns his eyes and head toward
the midline of his body to focus
on the object. More about this
later.
Baby shows this improved
head control in other ways.
When you hold him up to your
shoulder, his head no longer
rests limply against you. He lifts
it from time to time in a bobbing
motion.
When he is lying on his
tummy, Baby's arms and legs are
still usually drawn up to his body
but not as tightly as a month
ago. He lifts his head further off
the bed and holds it up briefly.
As yet this lifting is limited to the
head. His upper chest still
remains on the bed. But with this
improved head and eye control,
Baby's range of vision widens.
These changes may seem
rather slight when put in words,
but during the first two months
of life Baby has been very busy.
He suddenly entered a brand
new world and has been occupied full-time learning to live in
it. Breathing, sucking, and
swallowing had to be stabilized.
His brain and nervous system
I
i
have been receiving and recording countless new sensations, all
of which will serve as the foundation for his later learning experiences. Everything Baby does is
pointed toward greater accomplishments to come.•
Feeding
Your Baby
any doctors now
recomm~nd feeding
young babies
according to Baby's
.__ _ _____,own schedule.
True, it's good for your sake and
for Baby to have some sort of
schedule, but keep it flexible. If
Baby wakes up because he's
hungry, all the comforting in the
world will not relieve his hunger.
Letting a baby cry merely because
he is "ahead of schedule" does
not make good sense.
CONTINUED ON PAGE 3
�Settling Into a Schedule
hat is an infant's
life? It's a bundling in blankets,
a blurring of
'--------' faces, sleeping,
awakening, crying, feeding. And
then the same routine all over
again. Parents know well that as
the events in an infant's life begin
to happen at the same times each
day, everything gets easier. But
the settling of a baby into a
schedule may mean even more to
the baby's development than it
does to the adult's convenience.
Between our parent's generation and our children's generation
there has been a confusing swing
of opinion about schedules for
infants. Thirty years ago the
attitude was that babies had
nothing to say in the daily matters
of their early lives. The four-hour
feeding schedule was only the
beginning of years of training a
child to "good habits." It was
thought that a baby getting what
she wanted, when she wanted it,
was a bad habit. Giving in to a
baby was spoiling her.
Then, suddenly, the attitude
changed and the baby had
everything to say. It was demand
feeding-and if the demands
weren't met it was thought the
baby's emotional development
could be damaged for life.
These· two opinions and the
rules that go with them are still in
the air. Probably no one follows
either religiously anymore, but
we have reaped a crop of guilt
from both. If we feed a baby
every two hours, we do worry
about spoiling her. If we make
her wait, we do worry about
damaging her emotionally.
Perhaps parents could worry
less-and choose their way more
easily-if they understood more
about what is really happening as
a newborn baby and her parents
settle into a routine. Forget who
should call the shots. This is done
by both parents and child.
At first a baby needs to eat as
often at night as during the day.
A mother adjusts to tough nights.
Then her attitude changes. She is
tired of getting up at 2 a.m. She is
less pleased to see her baby then.
She doesn't talk much to her; she
is too sleepy. Not wanting to
wake up herself, and not wanting
to stimulate her baby, she keeps
only a small light on for the
feeding; she doesn't play with her
baby; she diapers her without
elaborateness; she puts her back
to bed. Subtly, her movements, ·
her voice, her manner, tell her
baby the dark time is the calm
time, the sleep time.
But the baby is telling her
mother things too. She may go
five hours between feedings one
night, and even longer the next.
She may drink only half her
bottle, or fall asleep at the breast.
She may wake and fuss at 2 a.m.,
but by the time her mother gets
there be fast asleep again. The
mother and the baby are playing
into each other's hands, telling
each other what to do. The early
routine established between
mother and infant is their first
mutuality, or sharing.
More is happening too. During
the day a sequence of events is
repeated. She wakes, cries. Her
mother comes, she's fed. After
milk comes bath; after bath,
wakefulness; then diapering,
sleep. With repetition, a pattern is
formed in baby's mind: there are
things she can expect; things she
knows will happen next. Once
she cried and cried and cried
until the nipple was in her
mouth. Now when her mother
picks her up, she stops crying.
She knows food comes next. She
can wait for it.
The early routine
established between mother
and infant is their first
mutuality, or sharing.
We can even imagine that with
this expectation comes the baby's
ability to think about the breast or
bottle, to hold off her need for a
few minutes. In time, she may cry
when she wakes up, only to quiet
again if her mother calls to her.
The voice will be followed by
mother, mother will be followed
by foo&
These expectations that grow
with the infant's daily routine lead
to more complicated kinds of
learning. A child comes to understand her earliest time concepts,
like "after lunch," because she
has understood that events occur
in sequence, one after another.
As events are repeated, she
understands they will happen
again. When an infant can trust
that what has happened in the
past will happen again, she also
becomes able to wait. Routine is
the beginning of other kinds of
trust; trust in people that they can
be relied upon to do for her what
needs to be done, and trust in
herself, that she can express what
it is she needs from other people.
She is starting to make sense of
herself in the world.
Let's deliberately distort a
schedule that is mutually agreeable to parent and child. Let's
assume we go back to the old
way of scheduling a baby by the
clock.
CONTINUED ON PAGE 3
II
�Baby Coos
round six to eight
weeks, but usually not
before, Baby begins to
coo. You will hear her
,___ _ __, when she is contented
and it will sound like she is
repeating a string of the same
sounds. This sound is different
from comfort-making sounds.
Baby is playing with sounds
because they please her. She is
playing with and exercising her
speech organs just as she plays
with and exercises her fingers and
toes.
As a result of the oral exercises,
Baby learns to repeat the noises
that please her, and she finds
pleasure in the rhythm created by
regularly repeating a pattern. With
this experience, she is making a
first step in the pre-speech-
- - - CONTINUED FROM PAGE 2 - - -
listening match. She becomes
aware of the fact that the sounds
she hears and the sounds she
makes have a relationship!
From the beginning adults
play an important role in helping
the child master the skills of
language and speech. Whenever
a child does something which
satisfies and pleases us, we
express our satisfaction with
affection and approval.
In the case of the infant, the
adult often reinforces the cooing
by cooing back or by using
words to encourage further
sound production. Together they
play dialogue games. Soon the
child's response is automaticshe produces an expressive
response to the expression of
others! •
- - - CONTINUED FROM PAGE 1 - - -
On the other hand, if you have
just finished feeding Baby, then
his crying is not likely to be due
to hunger. So, look for some other
cause for his discomfort, such as a
need to be burped or a change of
diaper.
If Baby wakes up in the
middle of what is usually a
sleeping period for him, pat him
gently. If that isn't successful, you
may want to try a pacifier. But if
hunger is clearly the reason for his
crying, then he should be fed,
irrespective of the time of day or
night.
Most young babies require a
feeding in the middle of the night.
Within a few months this will be
the first feeding to drop out of the
schedule as Baby develops the
need for a longer period of sleep
during the night. As the number of
feedings decreases, you will need
to increase the amount of each
feeding so that Baby has an
adequate supply of nutrition .
during a 24 hour period.
Some babies get their days and
nights "mixed up." They sleep
more during the day and are more
wakeful during the night. As this
places an added burden on
parents, you probably will want
to change your baby's sleeping
and eating patterns. Here are
some suggestions.
Make sure that your baby
receives enough food during the
day. This may mean spending a
little more time with each daytime
feeding. After you think Baby has
finished feeding, let him rest for a
while and then try feeding him
again but don't force him.
Another suggestion is to keep
Baby in the same location as
other members of the family in
the evening. If Baby is left in a
crib in his bedroom during the
daytime, it is not too surprising if
he sleeps all day since there is
little to stimulate his interest. But
if you bring him to the family
room in the evening he will enjoy
listening to the sounds of the
voices and even with his limited
vision his eyes will be exploring
this new world around him.
By the time the night arrives
he will be ready for a good long
rest.•
II
If Baby gets hungry when it
isn't time, she can just scream. A
baby can make sense of that. It
seems to her that her expressive
cry of hunger has no value. It isn't
followed by satisfaction.The adults
in her life can tell her what to do,
but she can't tell them what she
needs. Or so it appears.
Let's look at this the opposite
way, too. The second a baby
shows signs of discomfort, the
food, already warmed, is ready to
relieve her. A baby could make
sense of that, too. Next time she is
uncomfortable or hungry, she
must be relieved-right now!
Waiting does not happen. And
neither does the trusting expectation that comes of a routine
mutually agreed upon in the give
and take of both a parent's and a
baby's needs.
Luckily for most babies, born
thirty years ago or born tomorrow, parents soon discover that
other people's rulebooks don't fit
their own real lives. Whether they
think it right or wrong, parents
will give in to a screaming baby,
and feed her early-and their
baby will be soothed by that
answer to her cry. And then again,
whether they intend to or not,
parents will frustrate a hungry
baby to answer the door or grab
the telephone or sleep a few more
minutes-and their baby will
soothe her own waiting with the
image of what she knows will
happen next.
As the adjustment continues
over the first months of a baby's
life, a mother is learning a talent
that is more important than any
other. To listen, to guess, to try: to
find a way to satisfy her baby's
developing needs within the
frame of her own necessities.
Parents will take clues from
Baby, and the baby will take clues
from her parents-because,
whether it's basic trust, or team
concepts, or the ability to wait, we
just can't help communicating
with each other.•
�r
A Spectator looks Around
our baby is a spectator right now and will
stare at objects for
surprisingly long
'-------' periods. He will lock
his eyes onto anything that moves
and during this "staring period"
important things are happening.
Your child's eyes are learning to
point together at the same thing.
This fine coordination of his
eyes is necessary not only for
good depth perception but also
for keeping him from seeing
double. Single vision is one of the
first things on the program since
it must be achieved before more
complicated maneuvers, like
reaching, can be learned.
The focusing action of his eyes
is becoming a little more flexible,
although dear vision at all distances will not be possible until
the fourth month. Baby is becoming more accurate at following a
moving target with his eyes-one
of his basic abilities.
While focusing ability can't be
speeded up, experiments have
shown that movements, like
controlled reaching and using
both eyes together, will develop
more quickly if the right experiences are provided at the right
time.
What are these useful experiences? One of them involves a
simple addition to the crib. It is a
device used by one group of
researchers in an experiment that
caused controlled reaching and
grasp to occur in the third month
for most of their subjects instead
of the fifth month as would
otherwise have happened. It also
made the experimental infants
more visually attentive to their
surroundings.
To make this device: Paint
some bright red dots on the white
shield of a pacifier, then tie it by
the ring to a crib rail about 8
inches above Baby's shoulder.
Thread the string through the
center of an 8 inch diameter
circle of white cardboard so that
a uniform light background is
provided. (See the picture.)
Ideally, there should be two of
these devices, one on each side
of the crib. This gives the baby a
stationary object to look at just
above his hand. Its shape and
Observation Skills
t's never too early to
learn how to observe
your baby. During the
next twelve months she
,___ _, will go through more
developmental changes than at
any other time during her life.
The changes usually are
gradual and each month will
bring new ones.
In addition to helping your
child progress through these
developmental stages, it will
increase your thrill as a parent if
you have attained the observa-
tiona! skills needed to detect
growth and development.
To help sharpen your observational skills, each month Growing
Child. will tell you about the most
important- developments that will
normally be taking place.
Every baby is different and
each one will progress at a
different rate.
The more you are able to
develop your own powers of
observation, the more you will
know about the individuality of
your child.•
·a
color are intriguing and invite
more complete investigation.
Sometime during the month,
probably toward the end, he will
take a swipe at the object, first
with his fist, then (next month)
with partly opened hand. Finally,
in a couple of months with his
hand opening in anticipation of
contact, he will reach for the
pacifier, coordinating his arm
movement with vision as he does
so. The achievement of his
coordination has enormous
significance, as we shall see. We
want him to discover his hands
and their use at the earliest
possible time.
In addition to alternating his
position in the crib as we discussed last month, there is more
early visual training to which
your child can be exposed. Once
or twice a day take a small rattle
and move it in front of his eyes
(about 10-12 inches away) until
you catch his attention. It may be
necessary to make little shaking
movements as you go. When he
looks at your target, move it
slowly to the side of his field of
vision and see if his eyes follow
it.
If Baby is in his tonic neck
reflex position (eyes turned
toward outstretched arm) start
with the rattle on the mattress in
front of his eyes and try to lead
him up toward his body midline.
At first you will see large jerks of
his eyes as the target gets away
from him and his fixation reflex
moves to recenter it. .Later, he will
follow more accurately and
actually anticipate the continued
movement of the target.
Let him follow the rattle for a
few passes, then reward him by
placing the handle of the rattle in
his little curled hand. Don't worry
if he holds the rattle without
looking at it; the different channels of experience still act
separately and they need a little
exercise separately before getting
together. In other words, he'll
learn.•
�Learn to
Observe
(
bservation isn't easy.
If you don't know
what you're looking
for, it is impossible.
,___ _ ___. Observation involves
consciously attending to what
you're looking for. For example,
the mother of a coughing baby
might consciously attend to the
number of times the child
coughed in a given period of time.
Most of the observations about
your child will not be that specific.
In fact, if you were to sit down to
observe your child methodically
for sixty minutes, the chances are
that nothing would happen during
that hour. This type of observation
is more appropriate for the
research laboratory than the
home.
The type of observation we're
talking about is mainly incidental.
For example, when did you first
notice that Baby found her mouth
with her fist? When did you first
notice Baby staring at her hands?
When did she first join her two
hands together?
There are various important
milestones in Baby's development
that you won't want to miss.
That's our job at Growing
Child-to make you aware of
these exciting developments in
your child, so that you may learn
to observe them.•
Know What to Look For
he most important
thing about observing
is knowing what you
are looking for.
.___ __, Sometimes when a
mother brings her baby to the
clinic the doctor asks some
questions to which the mother
may not know the answers: Does
the baby respond to the mother's
voice? Does Baby make cooing
or babbling noises?
The reason the mother doesn't
know the answers to these
questions is that she simply
didn't know what behaviors to
look for.
Leave her with her baby for
another hour and she'll be able
to tell anybody exactly how the
infant responds to her voice.
As you read Growing Child
you will learn what to look for in
order to know more about your
child's growth and development.
If you want to learn more
about your child's individuality,
you may want to develop some
additional questions of your own
that will focus your observation
on specific behaviors.
For example, does your child
constantly wiggle when awake or
asleep, or does she lie quietly
most of the time? Does she have
a regular schedule for eating and
sleeping or does this vary from
day to day? Does she appear
happy most of the time or is she
a "cranky" baby?
The questions are endless. But
by considering them you have
taken the first step in understanding your child.•
Keep a Record
ust watching your baby's
development is quite an
experience, and how
precious the memories
will be years from now.
,___ ___,So, record what you see.
Buy a diary, one with spaces for
each day. Then each day, write
some little thing about Baby.
How does she look? What did
she do? How do you feel about
her? Some parents keep a diary
for each child until they're grown
up. If you miss a few days, don't
give up; everyone has busy days.
Instead just skip a few pages and
continue.
In addition to providing a lot
of fun for you as you read it
over, a diary may be of value to
a doctor if your child later
develops some medical problem.
And don't forget pictures! It's
often been said you could support a second child with what's
spent on pictures of the first.
Regardless, you'll never regret
even one picture that was taken.
These are some things you
II
can do to develop a good photographic record of Baby's growth.
Decide to take a weekly picture
for a few months. Later you'll
want to change to monthly
pictures.
Be sure to put a sign near
baby that tells her age. Or when
an important news event occurs,
like a presidential election, take a
picture of Baby that includes the
front page or headlines of a
newspaper.
Keeping a photo album for an
adopted child provides an
excellent way to talk to him or
her in later years about adoption.
Take some photos of your arrival
at the adoption agency, including
the baby in your arms.
Many parents of adopted
children have found that having a
photo album encourages children
to seek information in a very
natural way about things they
might otherwise be afraid to ask.
Whatever pictures you take,
just remember to keep your
camera handy! •
�Crying and Contentment
hat a thrill it will
be the first time
your baby
responds to your
'---------' patient coaching
by saying his first recognizable
word! Will it be "dada"-or
maybe "mama"? In the meantime
Baby is making small talk of a
sort. His first sound-making is
related to how his body feelshis comfort and discomfort.
Most mothers soon recognize
their child's sounds of contentment or calls of distress and can
distinguish between them because of the differences in pitch
and tone. Almost from the
beginning, Baby has an awareness of the relationship between
the sounds he makes and how
his body feels.
Let's look at the steps in Baby's
sound-making which begins immediately at birth and continues
beyond the first few months. The
discomfort sounds appear earliest
and they emerge in three stages.
The first noises sound to us like
shrill nasalized vowels; we hear a
lot of e's (teeny), eh's (pen), and
a's (Annie). Very shortly the
consonant-like sounds emerge.
They include friction noises,
clicks and trills. Finally we hear
what sounds like "m" and "n".
In acquiring comfort sounds
Baby also progresses through
three steps. The first sounds of
comfort are vowels also but they
are very different from the crying
sounds. They are cooing sounds
which come from an open,
relaxed mouth, are lower in pitch
and rarely nasal. They sound like
"ah," "oh," and "oo." Next the
consonant-like /gland /k/ sounds
appear. And finally, sounds
resembling those made in the
front of the mouth /p/b/t/d are
produced.
Two points can be made. First,
these sounds are physiological
reactions. Second, at this stage
these sounds are primarily noises,
probably not features of the
sound system that the child will
eventually develop.
It is no accident that the
sounds Baby makes follow such
an order. The development of
these sounds coincides with
physical state and his abilities to
respond to how his body feels.
You will notice the vowels come
first and then· the consonants. An
abundance of consonant sounds
occurs when Baby is content and
relaxed and here's why: The act
of sucking brings the lips together-and remember Baby
doesn't suck only when he's
feeding-he sucks for pleasure
during sleep and wakefulness.
Therefore, when he's relaxed he
brings the lips together to suck
and makes a variety of lip
sounds-p/b/m/w.
Now, during this early period
around the fourth week, the
infant begins to make primitive
relationships-he learns that his
·mother comes and relieves his
· discomfort when he cries. She
soothes him with her hands,
loving words and pleasant voice.
These characteristics of Mother's
voice affect the baby's response
and this certainly has an influence
on his later listening attitudes.•
Contributing Authors
Phil Bach, O.D., Ph.D.
Miriam Bender, Ph.D.
joseph Braga, Ph.D.
Laurie Braga, Ph.D.
George Early, Ph.D.
Liam Grimley, Ph.D.
Robert Hannemann, M.D., F.A.A.P.
Sylvia Kottler, M.S.
Bill Peterson, Ph.D.
/!1)tra Growing Child issues are
W
being printed on recycled
paper in an effort to help maintain
the environment for your children.
Telephone: 1-800-927-7289
© 1991 Dunn & Hargitt, Inc.
22 North Second Str~et, P.O. Box 620
Lafayette, Indiana 47902-0620
Next Month
• Dance With Your Baby
• Baby Talks Back
• Don't Push the Panic BuUon
�Three words to enrich
all your relationships
By Victor M. Parachin
t was the movie Silverado
which launched Kevin
Costner's acting career.
But first he had to weather
~=:.J a huge personal disappointment and a major professional setback.
After completing his role in
1be Big Chill, Costner was called
to a meeting with Lawrence
. Kasdan, the film's director.
Gently Kasdan told Costner he
had to cut out the ending and his
part was eliminated completely.
Kasdan explained he felt terrible
about the decision, but it had to
be done.
"To my amazement, Costner
was totally cheerful, sanguine,
delightful," Kasdan recalls. "Larry,"
he said, "this has been the experience of my life. It has shown me
what kind of actor I want to be,
and I wouldn't trade it for anything. You have nothing to
apologize for-you have given me
a great gift."
It was at that moment that a
strong friendship began between
actor Kevin Costner and director
Lawrence Kasdan. "I was already
planning Silverado and suddenly I
thought, I'm going to write a part
for Kevin Costner in that movie,"
Kasdan says.
Through Costner's classy
response he communicated this
important three-word message: I
appreciate you. As a result,
Costner and Kasdan became good
friends.
Some of the most significant
Or, if there has been a death in
the family and you phone an old
friend, the blow of grief is softened by the words, "I'll be there."
"Being there for another person
is the greatest gift we can give,"
says writer Karen O'Connor.
"When we are truly present for
other people, important things
happen to them and to us. We are
renewed in love and friendship .
We are restored emotionally and
spiritually. 'Being there' is at the
very core of civility."
I MISS YOU
messages humans deliver to one
another often come in just three
words. When spoken or conveyed, those statements have the
power to forge new friendships,
deepen old ones, and restore
those which have cooled. Here
are some three-word phrases
which can enrich every relationship.
I'll BE TIIERE
If you've ever had your car cut
out and frantically called a family
member from a phone booth to
pick you up and help, you know
how good it is to hear the phrase,
"I'll be there."
Or if a late night illness means
taking a child to a hospital
emergency room and you call on
a friend to come and sit with other
children, it is tremendously
reassuring to hear that friend
immediately respond, "I'll be
there."
Perhaps more marriages could
be salvaged and strengthened if
couples simply and sincerely said
to each other, "I miss you." It is a
powerful affirmation which tells
partners they are wanted, needed,
desired, and loved.
Consider Sharon and her
husband, Bill, married nearly 25
years. One spring after a long day
of raking leaves and pulling weeds
at their weekend home overlooking a lake, Sharon hobbled
exhausted into the house. Shortly
after stepping into a refreshing
shower, she heard a rap at the
bathroom window. Peeking out
she saw Bill smiling at her, his
face smudged from the yard work.
"What's up?" she asked. "Not
much," he answered. "I miss you,
that's all. The sun's almost down,
and I'd like to have you beside me
to watch the sun set." Bill's words
CONTINUED ON PAGE 2
�- - - CONnNUED FROM PAGE I - - -
made Sharon feel ecstatic. His
gesture was so slight yet the gift
he presented Sharon was so great.
I RESPECf YOU
Respect is another way of
showing a person your love.
Respect conveys the feeling that
another person is a true equal. It
is a powerful way to affirm the
importance of a relationship.
One father and son relationship which benefited greatly
because of respect was that of
Henry Winters Luce and his son,
Henry Luce, founder of Time-Life.
Although Luce, one of the
wealthiest and most influential
publishers in history, met many
fascinating people, his thoughts
often went back to his father.
The elder Luce was a missionary-educator in Shantung, China.
During the evenings father and
son would go for long walks. On
those excursions the father talked
to his son as if he were an adult.
He spoke of the problems of
administering a school. Henry
Winters explored philosophical
matters and political issues with
his young son.
"He treated me as if I were his
equal," said Luce. As a result, their
bond was tight. They transcended
the father-son relationship to
become.. good, close friends. Both
father and son were nourished by
the relationship because it was
based on mutual respect.
MAYBE YOU'RE RIGHT
This phrase is highly effective
in defusing an argument and
restoring frayed emotions. The flip
side of "maybe you're right" is an
act of humility which indicates
that maybe I'm wrong.
A good example is George
Washington. When the future
president campaigned for election
to the Virginia State Assembly in
1755, one of his speeches offended a proud man named
Thomas Payne. The hot-tempered
Payne grabbed a hickory branch
and knocked the much bigger
Washington to the ground. The
next day Washington went to a
restaurant frequented by Payne,
demanding to see him. Payne
thought he was going to be
challenged to a duel. Instead,
Washington apologized, retracted
his offending comment, and asked
to shake hands in friendship.
PLEASE FORGIVE ME
Many broken relationships
could be restored and healed if
people will admit they are human
and ask for forgiveness. All of us
are human beings vulnerable to
faults, foibles, and failures.
"A man should never be
ashamed to own he has been in
the wrong, which is but saying, in
other words; that he is wiser
today than he was yesterday,"
noted Alexander Pope, the
seventeenth century British poet.
ITIIANKYOU
Gratitude is an exquisite form
of courtesy, People who enjoy the
companionship of close friends
are those who don't take daily
courtesies for granted. They are
quick to thank their friends for
their many expressions of kindness.
.
On the other hand, people
whose friendships are severely
constricted often do not have the
attitude of gratitude. Movie and
television actor Benjamin]. Stein
notes that people who are "routinely rude" not only have a
limited personal life but are also
professionally unsuccessful. "I can
tell when someone will complain
about the food," Stein says. "If
he's a failure, he'll have a condescending attitude and not thank
me for dinner. If he's a success,
he'll be happy with almost anything and thank me graciously."
COUNT ON ME
"A friend is one who walks in
when others walk out," observed
Walter Winchell. Loyalty is an
essential ingredient for true
friendship. Loyalty is the emo-
II
tiona! glue which bonds people.
Those who are rich in their
relationships are steady and true
friends. When troubles come, a
good friend is there indicating
"you can count on me." If
tragedy strikes, a loyal friend will
provide whatever support and
comfort is possible.
Angela Lansbury is a person
whom friends know they can
count on. After ten smash
seasons as Jessica Fletcher on
CBS's Murder She Wrote,
Lansbury had clout as star and
producer of the show. She used
her influence to ensure guest
appearances for her unemployed
friends from film days.
When she learned that actress
Madlyn Rhue was suffering from
multiple sclerosis and needed a
part so that she could qualify for
Screen Actors Guild benefits,
Lansbury quickly signed her to
play a librarian in an episode.
Loyalty and dependability are
always characteristics of people
who place a high premium on
relationships.
LET ME HELP
The best friends see a need
and try to fill it. When they spot
a hurt, they do what they can to
heal it. Without being asked,
they pitch in and help.
Consider this letter of appreciation written to the editors of
People Magazine by Maria
Moriarity of Calabasas Park, CA.
after the magazine published a
feature on actress Jamie Lee
Curtis.
·
"While working on the set of
Tme Lies in Florida, my sonwho was the key grip-and his
wife had to rush their baby to
the hospital due to a high fever.
Jamie Lee Curtis baby-sat their
two other sons all evening in
their hotel room. I always knew
she was a star, but when I heard
about this I was impressed with
her graciousness."
CONnNUEO ON PAGE 3
�- - - CONTINUED FROM PAOE 2 - - -
I UNDERSTAND YOU
People become closer and
enjoy each other more if they feel
the other person is accepting and
understanding of them. John
Gottman is a psychologist at the
University of Washington who has
studied more than 2,000 married
couples over two decades. In his
new book, Why Marriages Succeed
or Fail, Dr. Gottman stresses the
importance of acceptance and
understanding. Although his
comment is directed to married
couples, his advice is applicable to
any relationship. "Letting your
spouse know in so many little ways
that you understand him or her is
one of the most powerful tools
for healing your relationship."
GO FOR IT
Some of your friends may be
nonconformists, have unique
projects and unusual hobbies.
Support them in pursuing their
interests.
"Rather than urging your
loved ones to conform, encourage their uniqueness. Everyone
has dreams, dreams that no one
else has, and you can make
yourself loved by encouraging
those aspirations," says Alan Loy
Back sleeping position
for infants reaffirmed
n a revised policy statement, the American
Academy of Pediatrics
(AAP) reaffirms that infants
'----' should be put down to
sleep on their backs to prevent
Sudden Infant Death Syndrome
(SIDS).
In 1992, the Academy recommended that infants be put down
to sleep on their backs, rather than
the traditional practice of placing
them on their stomachs (prone
position) after reviewing published
data linking prone sleeping and
SIDS.
Recent data from the National
Institutes of Health and National
Center for Health Statistics now
show that the prevalence of infant
stomach sleeping has decreased
significantly and, simultaneously,
the death rate from SIDS has
dropped substantially in the United
States.
In response to these data and
other recent information, the
Academy has reaffirmed and
amended its recommendations to
the following:
• Infants should be put down
for sleep in a non-prone position. The supine position
(wholly on the back) confers the
lowest risk and is preferred. The
side is a reasonable alternative
which also carries a significantly
lower risk than prone (on
stomach), but a greater risk than
the back sleeping position.
• If the side position is used,
caregivers should be advised to
bring the arm that the infant is
lying on forward to lessen the
likelihood of the baby rolling
into a prone position.
• Soft surfaces and gastrapping objects, such as pillows,
should not be in an infant's
sleeping environment.
• The recommendation is for
healthy babies. It may be
appropriate for infants with
certain medical conditions or
malformations, as defined by a
pediatrician, to still be placed
prone (on stomach).
• The recommendation is for
sleeping babies. A certain
amount of "tummy time," while
the baby is awake and observed,
is recommended.•
II
McGinnis, author of The Friendship Factor.
Although Mary Jane, 31, a
midwest hospital administrator had
an MBA and an excellent position,
she always wanted to study law
and provide legal services for lowincome people.
"When I told my family I
intended to give up my job, return
to law school and, after graduation, work with the poor, they
were quick to voice their objections. Their harsh comments and
hasty judgments about my future
really strained our relationships.
"However, the lone supportive
voice came from my youngest
brother. Quietly but consistently
he said, 'Mary Jane, go for it.
Follow your dreams.' I graduated
from law school two years ago
and find great fulfillment in my
work. Not surprisingly, it is my
brother and I who have the
tightest bond within our family."
Strategies such as these can
reduce and erase conflict and
tension between friends. They will
result in closer, warmer, and more
intimate relationships. They apply
equally to friend and friend,
husband and wife, and parent and
child.•
:;~~~i·~~l~':'·;,~~chihi~·~~:o}d~:i~,e~::/·.' .
;, cminister, freelance writer;and.author; .···'
His.'nlostrecent bOok. is "Ties That.·,.·. :..
Bind:.Remainin9:HapiJy as'.li couple ,··
V;{AftEi'r the.Weqdirig'~ (Chalice:Pre~s): ,· ·
', '<:• •;\;.~ :/ ,' <:y,}/.' </ ,· :,·::.:~/: ~";.';:~.:~ :I:';~.·: .··,r(\:;.< ·~~~:~~' . -: ; ''•'
·Moving?
The post office will NOT
forward Growing Child to your
new address ... so to keep your
issues coming, please let us
know your new address as
soon as possible. Give us a
call, toll-free: 1-800-927-7289.
Thank you!
�~~~~Wrl'fit~<rsJig;gg:rtf~~~~~m
Wednesday
Mil
•
Thursday
Friday
[!]
May Day.
Make a May basket of
flowers and take it to
someone you love.
~
A Di>'UIOn oiD""rl. H•rg<n,/nc.
[I]
Snack: spread
applesauce over bread
squares.
For children
6 months to 6 years
GJ
w
~
Fresh fruit for breakfast.
Sing a lullaby together
before bedtime.
[ZJ
Read "Pat the Bunny."
0
Wear something red.
Practice crawling
backwards.
w
Sing "Do-Re-Mi."
cfJfdJ
Saturday
w
Make a puppet. Glue a
piaure from a magazine
to a piece of cardboard.
Then glue a popsicle
stick to the back. Tell a
story using your puppet.
IT2J
Visit the library. Bring
home a book of
fmgerplays.
[D
~
~
[!±]
@]
~
[!2]
Mother's Day
Snack: stick bread sticks
in favorite dips: honey
mustard, peanut butter,
jam.
Praaice zipping and
unzipping .
Give the baby a gentle
massage with baby
lotion.
Make a tower of 10
blocks. Count them out
loud; knock them down,
then start again.
Make noises like these
animals: duck
dog
cow
cat
Eat lunch outside.
@2]
@I]
~
~
~
Talk about when to say
"please" and "thank
Check the batteries in
your smoke alarm(s).
Practice a home frre drill.
Make some red]ello.
Count the cars on your
street.
Go fly a kite!
~
~
~
~
~
Pat baby's hands
together and repeat
"Patty Cake."
Find these numbers on a
calendar and draw a
circle around them:
Praaice making noises:
loud, soft, slow, fast.
Eat a green apple or
some green grapes.
Use a small ruler arJd
measure:
I. Your toothbrush .
2. Your big toe.
3. A cracker.
•
~
IT2J
Go outside with a
camera and take piaures
of each other.
Find 3 things in your
house that are red.
~
~:~wo.,o
Sing in the bathtub.
yoo.·~
7
.ti
20
13
29
Gn>wlng Oilld isaues are being primed on recycled paper with 110y-bascd ink in an effort ro help maintain the environment for your children. Gn>wlng Oilld and
GnJwlng Parent arc publiahcd monthly by Dunn II: Hargill, Inc. 22 N. Second Succt, P.O. Box 1100, Lafaycuc, IN 47902-1100 C 1997 Dunn II: Hargill, Inc.
All riehr. _,....,.. Anril 1QQ7 Vnl ?c; Nn A Snh.rrinrinn r•u,.
-'?0 M
v~rlv
Thirl'l rl~~ou f"'n4.t210"" reairl
11t
l.!ll(!lvr:rt"". IN 47Q02 ISSN: n1Q~~7
•
•
�LAFAYETTE
- --*****
-- -
Vol. 123, No. 39
Weekend Edition I September 27, 1996
Single Issue Price $1
Growing Child
celebrates 25 years
He was taken to the Achievement
Center at Purdue, where he was diagnosed as having a concentration disorder. A remedial program was begun.
That boy is now a college graduate
and father himself, but Mr. Dunn felt
at the time that, had he known what to
look for when his child was an infant,
the learning problems might never
Growing Child is a household word have occurred.
·
in millions ofhomes across AmericaWith that idea in mind-that parand in China, where the popularity of ents should have access to information
the translation proves that child de- which will help them to know what to
velopment is a universal process.
expect from their child at every stage
"Children develop along the same of development-Mr. Dunn invited
lines no matter what the language, no several child-development professionmatter where they live," says Growing als to join him in his publishing venChild founder and publisher Dennis ture.
Dunn.
The original writers group included
"But it's how much and what kind of Sylvia Kottler, Miriam Bender, Phil
help and encouragement children are Bach, and the late George Early.
given in these early years that influContinuing contributors include Inences how well they do in school and diana State University professor Liam
later in life," he says.
Grimley and local pediatrician Robert
Hanneman, who serves as the
Problems at school
newsletter's medical consultant.
Dr. Hanneman is also president of
The idea for the newsletter goes back the American Academy of Pediatrics.
25 years to the time when Mr. Dunn's
The result is Growing Child, a series
· son, Phillip, began having problems in
elementary school.
Over three million
families have benefited
from the advice in this
made-in -Lafayette
newsletter
JoAnn Darling/lafayette Leader
The Growing Child newsletter has provided child development information for
parents for 25 years. The company also sells age-appropriate toys, including
Blocks in a Box being played with here by Sadie Francis and her mother, Colleen.
�"
; TIP-P.ECANo:E•,couNTY~s WEEKLY:coMMUNrrv-mwsPA.PER .
. ·. ·. . -.
.
.-
~....
~· ~
-
..
.
'
.
'.; ·,
..
- .
-·
>
·- ·· :. ': -·
-.
•. :
. . THEL-·EA·
LAFAYETIE -· . -- _
· Vol. 122, No. 19
Weekend Edition I May 12, 1995
Single Issue Price $1
Hannemann elected to· academy
Local physician earns national
leadership position in American
Academy of Pediatrics
By Lillian Price
Special to The Lafayette Leader
The newly elected vice-president of the American
Academy of Pediatrics is someone who lives and
works right here in Lafayette.
He is a man well-known in our community, especially by one segment of it--parents.
He is Robert E. I:Iannemann, who has been delivering care to children at the Arnett Clinic·since he
arrived in 1962 to set up its pediatric department.
Besides ministering to the health needs of children and adolescents, Dr. Hannemann is keenly
interested in medical research related to his field.
He is also a visiting professor in the chemical
engineering and psychology departments at Purdue.
Dr. Hannemann majored in chemical engineering at Purdue. He realized early on that it was not to
be his life's work, and after graduation, enrolled in
medical school.
·
The Korean War intervened, but when he was
discharged he began his medical studies at Indiana
University.
After completing his residency at Riley Hospital,
he chose the position at the Arnett Clinic. Its proximity to his alma mater was a big factor in the move.
He wanted to get the university involved in the
JoAnn Darling/Lafayette Leader
Robert E; Hannemann is the newly-elected vicepresident of the American Academy of Pediatrics.
field ofbio-medicine. He was also interested in sports
medicine, a new field at the time.
While establishing himself in his practice, Dr.
Hannemann actively explored these other avenues,
eventually being asked to teach an introductory
course in bio-medical engineering.
He brings problems that come up in his practice to
his students, and the cross-fertilization of ideas has
borne significant results.
·
.
"' found my engineering background helpful in ·
medicine," he says now. "I understood the mechanics
ofthings.Theheartisjustapump,andihadstudied
pumps!~
-,
.
Besides enticing. engineering students into medicine every fall, he teaches a course at Purdue in
pediatric psychology every spring.
.
· He also directs a pediatric psychology practicum
which allows four graduate students to spend a year
with him at Arnett Clinic.
It's not surprising that someone who practices
and teaches his field likes to write about it as well.
Dr. Hannemann is the assoCiate medical editor of
a parenting manual and guide entitled, "Caring for
yourBabyandYoungChild,"publishedbytheAmerican Academy ofPediatrics.
. ,And for the past 20 years he has been a contributing editor to "Growing Child," a series of monthly ·
new$ letters on child development published by Dunn
and Hargitt, also publishers ofThe Lafayette Leader.
·"It may be the oldest child development magazine
in the country," says Dr. Hannemann. "It's important
for newborns and' a good reference, especially for
p~ple who don't have parents or a doctor close by." ·
Dr. Hannemann has seen many changes in his 30
years of practice: families growing smaller, mothers
working, teen-aged pregnancies, television becoming the national babysitter.
.
He cites an improvement in general nutt;ition and
see HANNEMAN on page 10
�...
HANNEMANN·
from page one .
dental health, and a drop in serious
infectious diseases because ofimmunizations;
Asked ifhe has a philosophy which
guide~ him in his work with children,
the doctor answers:
"I look at them and ask, 'How would
I want my children or grandchildren
treated?' That attitude makes you con-·
servative and careful about how you
approach things."
He tries to make parents understand their child's problem and treatment, and wants the child to understand as well.
· _ Often parents will tell him, "Oh,he'll
never let you do that!" Says· Dr.
Hannemann, "I find ifl talkquietly, say
what rm going to do, they'll cooperate."
Dr. Hannemann's work with children extends into the community. He
has been involved with the Boys and
Girls Club, and is the team physician
for Harrison High School.
He was president ofthe county medical society and a consu1tant at Cary
Home. He gives presentations to parent groups, speaks to bereaved parents, parents in need of pre-natal
classes, and childcare providers.
Asked which ofhis accomplishments
he is proudest of, Dr. Hannemann.
speaks first of his election to the vice- .
presidency of the American Academy
ofPediatrics, the professional organization of50,000 certified pediatricians ·
in the United States and Canada
He values, also, his educational
achievements, and his writing work.·
He credits "the nurses, and a lot of
support from home" for these aecomplishments.
Dr. Hannemann and his wife,
Eleanor, have three children and four
granddaughters.
"My wife and I devoted as much time
as possible to our children when they
were young," he says. "I tied in my
practice with what the kids were doing."
Perhaps the proudest role of this
man is that offather.
�_,..·
THE INDIANAPOLIS NEWS
1liE INDIANAPOLIS NEWS
TUESDAY, JUNE 6, 1995
FAR LEFT: Michaellnfalt, 8V2.
enter.tains his brother Chris,
who Ia enjoying his awing.
Chris is three months old.
Their mom, also named Chris
built an inexpensive crib
mobile based on a itory in
"Growing Child."
'Joe YoungfThe lndianap.olis News.
LEFT: Eric Shaw is almost 3
yeara old. His parents, Bob
and Suzanne, liked a
newaleHer article about
tricycles.
Gary MoorefThe Indianapolis News
�Nancy Kleckner is
executive editor of
"Growing Child,"
based in.
Lafayette, Ind.
Parents
say it's
helpful
. Several
Indianapolis
parents who
examined issues of
"Growing Child"
appropriate to their
childrens' ages
said they liked the .
· newsletter and its
fonnat.
· "I thought the
fact they were
- short was very,
very helpful. Short
and to the point is
very Important
because no parents
have a lot of time
tO sit down," said
Lisa Harris, mother
of three.
She reviewed
· iSsues applicable to
her two yoUngest
children, aged 10
months and 31f2.
Local parents
were also reassured
by what they read
about child
development.
·For example,
Harris found an
article about
"disequilibrium"
helpful with her
son, Nick.
"A 3-year-old is
real bizarre and
hard to figure out,"
dangling favorite toys from a yardstick. "That beats $20 or $30 that
some of the mobiles cost, and this
says Harris,
·
. · way the toys can be changed too,"
Sqe experienced this during a she says. The Jnfalts also have
.recent trip to Wal-Mart. Everyone two older boys, and want to resist
was rested and In a fine mood spending money on trinkets that
· or so Harris thought.
the baby will only use a short .
At the store, Mom spilt a pretzel time.
between Nick and his 5-year-old
Eric Shaw Is nearly 3. and his
sister, Julie. "His sister hands parents, Bob and Suzanne, liked
him a piece. and It Isn't Uie piece . an article that explatm;d the best
he wants. He throws a fit and has . type of tricycle to buy and what
a huge tantrum. He's screaming children learn from riding.
and kicking, hitting me In the
. The piece called the tricycle a
middle of the store."
"learning machine" and discussed
· Nick was just out of control. so how the toy helps a child learn
they went home. Harris put Nick balance and timing and how those
In his room. where he promptly skills will help' later In school.
feli asleep. He woke up later.
For example, as a child rides .a
"sweet as pte," says hts·mother.
tricycle, he or she Is Is learning
the difference between right . and ·
The "dlsequtitbrlum" article de- left and shifting from side to side.
scribes how 3-year-olds' physical The article noted that these are
and emotional development often · skills the child will apply In school
aren't In syric; and that can cause - for example, when trying to see
outbursts like Nick's. The article the difference between letters like
didn't · gtve any magic answers, b and d.
but Harris said she was reassured ·
Nancy Kieckner, executive edtto realize her son's behavior was tor of "Growing Child," says edunormal.
cation Is the newsletter's atm.
' Parents also say they apprectat· "We want to gtve parents a lot
ed that the publication dtdn:t ad- · more confidence In being parvocate expensive, high-tech toys.
ents," !)he says. "And It's like
Chris lnfalt particularly liked anything, If they're educated
an Idea for how to build a simple about lt. they're better able to do
crib mobile. An article described lt." .
Company produces other newsletters
The lndlanapoll• New•
In addition to "Growing Child" and
· "Growing Parent," Lafayette-based
Dunn & Hargitt produce these publica. tions and products:
·
e "Growing Child Research Review, a monthly newsletter of s~:~mmar
ies of current research findings.
e "Growing Together," a parents'
newsletter for child-care centers to
send home with their children.
.e ''Growing Up," a set of 12 boeks,
one for each grade from 1 to 12.
. Includes information for parents
about a child:s personal and academic achievement at · each grade level.
Usually marketed to schools, which
send copies home with children.
e "The Later Years," a ·monthly
newsletter for nursing and retirement
homes that discusses older people's
chan9ing psychological, social and
emot1ona1 needs.
. ·
e Toys, books and records selected for educational and developmental
value. These are marketed by catalog
and through the "Growing Child" and
"Gro~ing Parent" publications.
.
For more information, call Yvonne
Terry, customer service manager, or ·
Nancy E. Kleckner, executive editor, at
1-317-423-2624.
�I thought you would be
interested in this ...
Dennis D. Dunn
22 North Second Street
Lafayette, Indiana 47902-1100
317/423-2624 FAX 317/423-4495
�>-
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Scientists 11nraveling the myriag mysteries of the brain
By Ronald Kotulak
Seeing stars, it dreams or ctcmity. Hcnring birds, it makes music.
Smelling flowers, it is enraptured.
Touching !Ools. it tnns!Orms rhc
Earth.
Out dcpri\'cd or these sensory experiences, the human bruin withers
aml dies.
Scientists long have wondered
how the brain can do all the things
that make one person a poet, another a builder or musicinn and
still another a criminal or social
dropout.
Until recently. medical researchers never thought they could un-
i~~~a~~u11~e !:iti!ti~~c~"r~~\~ro
is loved ;:md given stimulating experiences usually turns out to be a
bright, aiTablc person, while an
abused child often becomes an
abuser. Dut no one knew what hnp-
pcncd inside the brain that made
one person a success and another
antisocial.
They. wen:: resigned to measuring
what went into the brain and
stUllying what came out. The brain
simply was considered the "black
box."
Out now many secrets an:: being
revealed. In the past 10. years,
scientists .have learned man:: about
the human brnin than in all previous history.
Two of their most surprising nnd
profound discoveries are that the
brain uses the outside world to
shape itself and that it goes
through crucial periods in which
brain cells must have certain kinds
of stimulation to develop such
powers as vision, langua~e, smell,
muscle control ~d reasontng.
The new discoVeries are overturning the old concept of a static
brain-a self-contained unit that
slowly begins the process of learning from a preset, unchangeable set
of rules, like a tape recorder tbat
stores whatever words it happens
to hear.
Now, thanks to a recent revoiotion in molecular biology and new
imaging techniques, research~rs telicvc thnt o:eneo;:_ thl! chemic:1l
Tihle brain: IHl~w at works 2nd c;Bevelotis
. · < .
·
. · .·
.
.
..
·
NeW~ OiSCoveri_~S. ~r§t ~h~ngirig Old_ ~_ncept_s ~! ~~....; t~S bral6 dev.~lops a~ wOrl<s. J~o. ot th~· ~:ost surp;ising discov~ries i~dicate that i.he brai!:l uses
the· ~utside w_o_rld t~ shaP.e itself. 1!-_nd th~t it ~oe~ thrc_:mgh critical periOds in w~ic~ brain cell~~r.equire specific types ~f stimulation to develOp_ such
powerS·as v_isio~,l~nguag8, s~~ll.fT!US~Ie co.ntrol anCI reasonlrig. A related di~qlv~ry is l.hat t!Je brain h_~S t~e ~bility lo ct!ange rapidly as it
physically ·ra~hap_~s i~elllnto a kind of biologic~ map ot the OUtsid~_Wo~ld. Research~rs no~\i _}leliave l~at ~enes eslab!ish the framework of the
··~rafn_~· butt_he ext.~r~~l e~v!~~n!ll~·nt P~~vi~~s th"~ _c~stomized f!ni~hi~g touche~~-·· · · ·' · ·· :
·
·
-·
·
Mapping the cerebrum
Areas and their knmvn functions
Motor eortox: Muscles
Premotor cortex: Complex movements ~ausing voluntary movement.
Prefrontal
_...,.....-:-:-~
Concenlration,
/r~-:'_ ...... 1 ~~, -"JJ ·.. :"'t.._
Primary 5 '?maUe s~nsory
cor1ex:]
.
- ·
~A¥50CJ~citiO~n·~aro·as:~
---- ·--·--·.: ..-··· -·
Areas that l~rf:h~r
interpret Information
received by Primary
·~
-~
··
i~;~ =~~~~~.ff~2,~1ff~~·=~:~~:~•oon. ~~~~~:~~:~7;mpte ·~
·f''j\
~· {; .-: ( -._:._-.;_;t+-::-~
i,.:;.:
area (taste)
1.~~-:~~:;;·,.;.:f ~"-(·~~/;..-;·<:~: 'i~ { -~~t)'L Primary visual
Detects
""';~.,:~-:S/ : . .1' . · ::_"':,.. ·, ' '.. :_;;!! cortex: Processes
qualities
'4J ..
·--~-,; L · •
t·
visual images.
of sounds.
- · '~."'
such
Wernicke's
........
as tones: area:
.
~-AiidttOii·~·~: ··somaucsensOfY} .~VJ.iuiF..
""!l:."";."?
loudness. lnterprelalron
:·a·saoetou6ni ·as;QcJatiOii'.~~·r..1.~ : 8·s~uon~
of sensory data :,.,;rtAV:":·~-~ ;£~~~¥£S1;~;~~A ;,~~~~~~~1
Pr'g;ary
~~rt!~;'
C.;
•'-
sounds such as.pttch
and_volume, w~il~ the
auditory asso~1ahon
~ortex a~alyzes that
mformatlon and
enables recognition of
whole sound~.· such
as spoken wo~ds.
···
The growing brain
Major structural developments
5I Fetal development: Billions of brain
cells are formed in the first months of
felallife. Hall of them die as hormones
and other stimuli eliminate and organize
them to form the brains basic
scaffolding, i.e. male or female.
!I After birth: Trillions of brain cell
connections are established and form
the brain's pl)ysical umaps~ that govern
such things as vision, language. arid
hearing.
II Age 4 to 10: New learning
reorganizes and reinforces connections
between brain cells. New connections
are farmed as new things are learned.
II After age 10: Still able to undergo
physical changes, the brain learns and
remembers throughout file.
~
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UnBocking
the m~nd
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This is a reprint of a Chicago Tribune series exploring
r}ew insights into the workings of the human brain.
For years, the brain was
considered to be a static
"black box," more or less
just a processor of information. In the last 10 years,
scientists have learned
more about the brain than
in all previous history, and
these discoveries have revealed a brain that is far
~~t?o~~npa~~a~~~
old con-
''When we look back now and
think about how superstitious they
were and all that kind of stuff, it's
not that dissimilar from the way 8or 9-year-old children today think
about things and view the world.
"In the same way that we
evolved a certain co~nitivc abstract
capability a.s a funcuon of our capacity to read, there is eo.;cry reason
to believe that then:: are other untapped abstract c.1pabilitics of our
brains that are not bcing developed
by our traditional educational system."
In their quest to learn how the
brain works, scientists bavc found
that the 3-pound, walnut·shaped
mass of gray matter goes throu~
~~~ ~{f~P~~~~ ~erc~i~~~du ~
0
1
ing ·the years 4-10 and thereafter.
Starting from a few cells at the
tip of an embryo, brain ceUs multiply at an astounding rate: About
200 billion arc crcntcd in several
months.
.
Their job is to get in touch \vith
t~e body_t~at is developing aroun~
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,blueprints Or lifC, establish the·
framework of the brain, but then
the cn\•ironmcnt takes over and
provides the customized· finishing
111~!11
touches.
0
0
pr~din~ ~cib~i{d1~~b~~~ca nd
the enVironment, acting like an onthe-job foreman, providing instructions for final construction.
The discoveries are· chaneing the
way we think about thinking and
arc unraveling the biologicaJ causes
of behavior.
"Within a broad ran&c set by
one's genes, there is now mcrcasing
understanding that the environment can affect where you arc
\.\ithin that range," said Dr. Frederick Good\\in, director of the National Institute of Mental HcaJth.
~UI,;l;C!..'U.
~fJlsj,~~li~f 1i~~o b~hJY.b~~~ ~~~
''You can't make a 70 IQ person
into a 120 IQ person, but you can
change their IQ measure in different ways, perhaps as much as 20
mones. Sex hormones arc especially potent because they can physi·
cally shape :l male or female- brnin
and influence its skills, favoring
such things as language in females
imd spati:Jl abilities-mathematical
concepts, for example-in males.
It is also at this time that alcohol
and drug abuse can interfere with
growing brnin cells, jamming their
genetic performance and increasing
the risk of mental disorders. Alcohol-induced binh defects, for instance. are the leading cause or
mental retardation in the U.S., affecting I in 500 newborns.
Long thought to be a clean slate
to which information could be
points up or down, based on their
environment."
The discovery that the outside
world is indeed the brain's real
food is truly intriguing. The brain
~obbles up its external environment
m bits and chunks throu~h its sensory system: vision, hcanng, smell,
touch and taste.
Then the digested world is reassembled in the fonn of trillions
of connections between brdin cells
that arc constantly growing or
dying, or becoming stron~cr or
weaker, depending on the nchness
of the banquet.
"Just as the digestive svstem can
adapt to manv types o( diet, thL!
brnin adapts tO many types of experiences," says H:Jn•ard University
child psychiatrist Felton Earls.
How a newborn learns either
English or Hindi. adjusts to being
raised in Sweden or Ghana, or to
eating a diet of beef and potatoes
or raw fish and seaweed, is due to
the brain's great flexibility.
"(\11 infants require mill; before
they can cat solids," Earls said. "Is
there an equivalent sta.te of affairs
for the brain'? The ;mswcr is clcnrly
an affirmative one. It requires stimulation: touch, holding, sound and
vision."
Several rct:cnt animal e.\p!.!riments h~1vc dcmonstr;Hed how
brain cells can rcammgc their 500
ilHU Lilt:}' t:UIII()ClC lU
HrJf of the brain- cells die off by
'the 20th week or fetal life because
th~:y fail to connect to some pan
of the awakening bod~··
This o.,·crproducuon of brain
cells is imponant: It is evolution's
way of m~king sure there arc
enough cells to handle the development of new skills, just as bram
cells did in past generations to de·
velop upright walking and
language.
During the winnowing-down
phase, the brain ls organized into
more than 40 different physical
"maps'' that broadly govern such
things as vision, language, muscle
movement and hearing.
How these maps arc organi1.ed is
innuenccd by electrochemical sig-
trillion or so connections in response to the stimuli they arc being
fed.
1!2 Vision. Magrinka Sur of the
Mass.1chusetts Institute of Technology convened brain cells that interpret sounds into ones that c;m process visual images by reconnecting
them to the stimuli coming in
through the eyes. The experiment
demonstrated the interchangeability
of brain cells in early development.
II Touch. \\'hen monkevs were
allov.-cd to usc only one finger to
perfom1 a task, neuroscientist Michael Merzenich of the University
of California at San Francisco
found that the brain cells that had
been committed to the now-useless
fingers S\\itched their function to
other pans of the hand. Amazingly,
even mature brain cells can perform totally new tasks.
B! Smell. Eal?er to learn from the
moment of b1nh, an infant first
bonds with its mother through its
sense of smell. Mich<Jcl Leon of the
University of Southern CalifOrnia
discovered that within seconds of
the first time a newborn ~melb its
mother's bodr, inddihk nctwmks
rapidly form in its br<Jin.
111 Sountl. Without propc1 stimu·
lation, the connections that allow
hrain cells to process sound, and
Day 1
Scientists. who long have wondered
why the inner workings of the brain
make one person a success and anoth-
~~e a~~~~~~'St;~~sb~fit~~n~ati~. unravel
thus, i:Jnguagc, become scrambled.
They don't form the neat columns
of cells that arc so charncteristic of
the brain's architecture. According
to Manha Pierson of the Baylor
College of Medicine, such scrambling may cause childhood seizures,
epilepsy and language disorders.
Pierson's remarkable experiment
showed how experience, or the lack
of it, can physically change the
brain and cause mental disorders.
"It's just phenomenal how much
experience determines how out
brains ~et put together," Pierson, a
ncurobmlogist, said.
"If you fail to learn the proper
fundamentals at an early age. then
you arc in big trouble. You can't
suddenly learn to learn when you
ha\'en't first laid do\\11 the basic
brain wiring.... That's why early
education is so important, why
Head Stan is so imponant," she
~i~r~~~~np0 ;op;~c~~~r:~.Y fimdEssenti&~llv.
a human comes
equipped witli a brain for all places
and all age~. It takes in stride the
tr.msition from horses and buggic~
to jds, moon tmvel and TV in "
single lif~timr.
Uut what the br.tin can do de·
p!.!nds on whether or not it is used.
It is thl" ullimalt:' usc-it-or-los!.!-it
machine, and it is eager tu learn
Day 2
~~~!;~sa~ ~~~~~~~~0~~~ ~~~t"i!s n~~~~
absorbent from binh to about the
age of 12.
,......,
~ ~:~fntr~~l~i~~~~h;d a~g~o~n;~~~~ J~sf~~afh~ P~fJ~~~fv:ns~ieg~
adapts to different diets, ltle brain adapts lo many experiences.
new skills.
The abilit\· to rorm abstrac.t
thoughts, for "instance. is now seen
as a consequence or tin~ brain'!'
learning to reaJ.
":\ thous.>nd )Car~ ng.o in mcdi·
Day 3
Early and continual mental stimulation ~~In discovering the secrets of how the
is crucial to brain development, accord-, brain learns to talk, researchers find
!~fh~o b~~~~cn~~s.1 so~~a~f Y~~o~a;;Y~- -}~~! t~~e ti;'b~ ~h~enar~h~a~~~~g~sism~~i
_ use it or you lose it."
receptive to learning.
cval Euglnnd most people did nut
thinb: ab5tructly," said Dr. llmce
Perry, a University of Chicago nett·
roscientis!. ''Thr .majority of peo·
pic viewed the world very concretely.
Day 4
I
I
Thus, the brain can rcorg:Jnize
itself with panicular case early in
life during crucial learning periotb.
Jnfom1:Jtion flows easily into the
brain through "windows" that arc
open for only a short duration.
Then the windows close, and the
fundamental architecture of th~
brain is completed.
"A kind of irreversibility sets in."
Han•<Jrd's Earls said. "There is this
shaping process that goes on early,
and then at the end or this procc.s::.,
be that age 2, 3 or 4, you have
csscmi<~lly designed a bwin tlmt
prohably is not going to change
Scr Drain, pg. 2
Day 5
Today's epidemic of violence and Scientists are finding that by pushing
stress is damaging children's brains, .• the right biological buttons In the brain,
increasing their risk of aggression. de~' they can bocist 10 levels and even re:
pression and other mental and physical 1 duce mental retarda:tion in children.
disorders, researchers find.
·
�>" -:- ''"" .. ·:·;
,-( ···::·-
' ', B >Ronald· KotulaK. . . . .
1
·
I
: . ..
1.'·'
·
·
'. u;~:::gi:runs.:cir: ~d
Beach';woril~ have been
:on ·
·.' Wier'l.but".then':Univefsity
, cago :'neurobiologist:~ Peter
UI··LI!I•,'"
.
.
Jocher worildn't: have.·J:Iiscavered a
., :' ,· key:to:unlocking one-of.the brain's
f ( ~: .deepestsecrets.'' . , , · .· ·
' · ,. ' ..:·:~cering .into-.the: lens ofa new,
·.poweiful electron microscope, Hut, i .: .tenlocher :Was cOunting for the. first .
' '
·:. 'time'the conneetioris betWeen brain ·
1 i.
·1ceU,s,:..;.the· tiny, ·.nu~crous liJlka~es
.that make .the bram a thmking
f i
·H ·
Li
, ' '::.;organ... . .·
' ' . '' :· The ''brain
; !'
! : · ·· ·
' ··
· ! _; ·
·". ·...'· .
samples, which had,
been removed durin~; autopsies on
fetuses, .deceased babies and elderly
people; .contained·. rriore than
70,000''ce1JS each; even···though they
i
were only the size of a 'pinhead.
·As he focused -on one sample and
· 1 -. then another; Huttenlocher was as·
• toriished by the. sharply increasing
,
't 'i' ' ': number' of brain-cell connections;
e~e·:, l!!~er coin pared : th~ , sight to
,;
, watchmg the 1slow7mot10n frames·
'.
· of'asrexplosion; ·• . - . ·
.
·i
. A: sample~from:- a· 28-week-old ·
fetus totaled· 124 million conneci!
'.lions -between ,cells;·. the sample
i:
.from· a newborn, :253·inillion; and
i j.· . .: the.Sam,p!e from an ~-~onthold_; .
7
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.'}: f·:::·tiriri~
1
! c·.'
.•
;.tiona! SCten
,·:··
~'It"~
· •he
.a·
~a~ffi£~A·~. .·. _
. ·.
1c WiSdom.
St~ie .. thing
:
to ·see/'
said, "The ·number of connec-
; i ' ' ' tions kept :going up and up and, up '
1
and then they staned to go:down.'
. ' o.:-,Brain connections; he soon
· - learned; start ·to· fizzle toward the.
·
f the ·first year, of •life;.stabilat 354 millioil'-'.per speck of.
tissue by age.'l2i·-·· · . .
w
• ·.:.By .the.time he .was done with his bi
Peter Huttenlocher first documented the
· ·.census, ·Huttenlocher· not only brain-cell connections.
stunned neuroscientists·. with his
demonstration of how fast the · The genesis for these insights tion's way of fmding a home for
brain initiallr develops, he also dates- back decades to when scien- everything.
But nature overshoots' its· mark
. provided a glimpse of the. brain's tists, puzzled by the mysteries of
.. :raw power. to· create· ·a powerful learning problems and physical dis- with humans. In only 36 hours. of
.._.learning machine. · .
.
abilities, began looking to the brain embryonic development;. the
, •.::- :•1 stumbled-on the-whole thing,'' for some answers. No one suspect-· human brain makes 10 timcs•more .
. : ·said'. Huttenlocher, who .launched ed that the brain was as changeable cells than a monkey's. . -::• · '· · ·:
· ·.the census"about a ·decade ago. "It · as science now knows it to be.
Having 100 billion· cells puts'.'the
something that nobody expect- ··The first brain cell, or neuron, is human brain into a 'class by; itself.
_ed. It took· quite a ·long time until thought to have appeared in That kind of computing 'power.alpeople began. to accept. ~at this animals about 500 million years lows us to leapfrog irito·.. new
:·really happens."-·
·
··
· ago. Able to form flexible connec- realms: self-awareness, language
. ' Huttenlocher's :pioneering ccrisus tions with .other cells to send and and abstract thinking. We can 'rewas the first hint· ·of something. that ·receive electrochemical messages, member the past and anticipate the
has evolved· into accepted scientific the· neuron marked a crucial leap future so as to better. guide: our- :
··
_ fact. today: The brain is': not a static in evolution, second only to that of selves in the present.
:organ; it is a constantly changing the DNA molecule that app~d
That is what is generally :called
. mass- of cell connections that are some 3 billion years earlier.
consciousness. With less· capacity, 1
•. · deeply affected- by experience and
Just as DNA gave binh to life in 0 th
· al
1 k d
th
. :to human mteII'
· ·
all 1'•• "
corms, the neuron made pos- presentamm s are depend· 111: in~ .
er
' hold :.thc key
.
Igence.
. ...
.
forced to oc e. on· e ;
··.. By.' probin& funhcr into Hutten:, Sible compl~x functiOns and, even- stinct. '
·
. · ·: ;
. Jo'cher~s. insights, .scientists have tually, creative thought.
.
-..
:
.. .
:.since developed measurable .biologiScientists discovered that the
Dunng ~eta! dev~Io.pm,ent ~he :
· ( ··:i:~·~1·cal";explari·ations•.·for-"imprinting>: · power of" a brain· groWs ·in :direct···· hu!llan ·br:lni,goes·.\Yil~;'fli)?~UCu~g-'
' ·. 'bonding and other-critical periods. relationship with the number of twice the number of ce. s It Wlllt
, of learning: that. parents, educators cells it has
, eventuaUy keep. Before binh about:•
··
and ..
·
·
·
· "0.
··
· -~
· half of these cells· are .-killed· off,.
. :. .· .
SCieh~is!S · could only ·guess .at ·
ur brams are. built .rom the when they fail to fmd a.'job to;.per- .
...befo~. .·....
. · ....·
sam~ molecular bricks as th!! other form.
.
, · . ·,. . . . .. . · ;
·
At the University, of Illinois,· for· -spec1es, but we have a different,
.
. · ·. ·: · , . ' '
example, Willialn T. Greenough, .a .. building, a new archictectural
Brrun cells compet~, to .c;onnect .'
psychologist and:·cdl biologist, structure with more bricks," said to some P~ .of tht; body:, TI,tose ·
found that. rats raised in enriched neurobiologist Pasko Rakic of Yale cells that fail. to hook up ~o,~ot ·
:environments with· toys and other UniversitY. "The secret is in the get the prop~r feedback, -w~i:h-,,m- ·
anii:nals to 'play with had .measur- total number :or brain ceUs and the c1u9es _chCIIU~als .that nou!"~- and
-"ably· more connections between number of connections between mamtam ~rrun ·C!'llls. · Left ·Wltho~~ ·
bram cells and were· better.leamers them.'"
. ·
.
sue~ nounshmel!t or a sense of di~
than those.raised in less stimulating --A fruit Oy has 100,000 brain recuon, they pens~.
· . ''' ..' ,
cells, a mouse 5 million and a
About halfWar through fetal ·Iif~ •. ;
surroundings:
: · ·
· Scientists also are zeroing in on monkey, man's closest relative in when so~e brru~ cells stan to •.d!e ·;
the idea that aggression, violence the animal kingdom, 10 billion.
ll!ld a uruque bram takes shape;s~x
and- crime are rooted in the brain's
Each is equipped with the brain d1fferences and temperamen~ be~m
biological reactions to violent and power it needs to live in a particu- to emerge, says Harvard Umvci:nty ·
stressful experiences.
lar environmental niche, evolu·
See Power, pg. 3:
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·f' Aiao rat is out throuoh its paces at the University of
Pholo by BID W1egana
student Jeff Kleim. Greenough found ~hat rat.s-raised
�'Just as the digestive systerra can adapt .. ~ the brain adapts to many types of experiences.'
Brain
Continued from page I
very much more."
That's not to say that all is
if this early learning period is
optimized. Using the tools
over from shaping brain cells
lost
not
left
and
suit of stimuli from its environment.
One of the most striking examp!es of this ability to change was
shown recently by Bruce McEwen
of Rockefeller University. During
the four-day reproductive cycle of
a female rat, he found, new connections are created and old ones
are destroyed as hormones prepare
'You can't make a 70 IQ
person into a 120 IQ person,
but you can change their IQ
measure in different ways,
perhaps as much as 20
points up or down, based on
their environment.'
-
Di'. Frederick Goodwin,
National Institute of
Mental Health director
their connections, the brain gives
its owner a second chance.
There is, however, a price to
pay. Instead of being easy, learnmg becomes harder later on, as
any adult who has tried to learn a
foreign language knows. For a
child, foreign languages arc a
breeze.
The brain learns and remembers
throughout life by employing the
same processes it uses to shape
itself in the first place: constantly
changin(l its network of trillions of
connections between cells as a re-
their brains for pregnancy.
"People hear that and say, 'My
God, that's amazing!' and these
are neuroscientists," he said. "A
lot of people arc surprised at the
rapidity with which connections
can be made and broken down in
the brain.
"It especially comes as a big sure
prise to peO()lc who take a more
psychological view and separate
the mind from the brain. They nrc
pan and parcel of the same thing.
It doesn't degrade your ability to
talk about higher cogn:.~ivc func-
tion [when you] realize that there's
a brain under there that's doing
the work."
Surprisingly, almost anything
can cause physical changes in the
brain: Sounds, sights, smells,
touch-like little carpenters-all
can quickly change the architecture of the brain, and sometimes
they can tum into vandals.
"The new thin~ is that the brain
is very dynamic, ' said Dr; Robert
Post, chief of the National Institute of Mental Health's Biological
Psychiatry Branch. "At any point
in this process you have all these
potentials for either good or bad
stimulation to get in there· and set
the microstructure of the brain."
Post and his colleagues were
startled to find that outside stimulation can permanently alter the
function of brain cell genes. Stress
and. drugs like cocaine, for instance, can produce biochemical
changes that directly affect the
function of some key brain-cell
genes, in effect laying down permanent, maladaptive behavior
patterns.
Faced with the new evidence
about how the brain develops and
functions, many scientists arc concluding that society is wasting a
tremendous amount of the brain
power of its young, and creating a
lot of unnecessary problems-including crime, aggression and depression-later on in their lives.
"We are undcrinvcsted in our
children," said Goodwin of the
National Institute of Mental
Health. "We spend seven times
more per capita on the elderly
than we do on children. Now that
we have better concepts of the
plasticity of the brain, it is obvious
we arc wasting a tremendous resource."
Understanding the role of the
environment .in altering brain plasticity has opened the door to prevention, he said.
"The question now is if we can
identify the .kids who arc the most
vulnerable .to being damaged by ·
their environment and get the plasticity of the· nervous system working for us to. prevent ·such damage," GoodWin said.
Recent research shows that
proper· stimtilation affects such
brain functions as:
B Langu~ge. Children whose
mothers talk to them frequently
have better language skills than do
the children·· of mothers who seldom talk to: .them. After about age
lO the abilit}; :to learn new languages declines rapidly.
Iii Vision. Lack of visual stimulation at birth will cause those brain
cells designed to interpret vision to
dry up or be diverted to other
tasks, making perfectly healthy eyes
permanently iinable to see.
Iii Brain power. Mice and rats
raised in c.nrichcd environments,
with toys ai1d playmates, have billions more connections between
brain cells .ttian similar mice raised
alone in empty cages.
Pioneerinf studies also show that
the IQs of children born into poverty, or of those who were premature at birth,. can be significantly
raised by exposure to toys, words,
proper parenting and other stimuli.
li§ Aggressicm. Early exposure to
violence, stress and other cnvi
mental pressures can cause
brain to run·· on a fast track,
creasing the ; risk of impulsive actions and high blood pressure.
ml Emotions.. Animals exposed to
unpredictable: 'stresses while still in
the womb deVelop an,.ious personalities,. whereas "handling" of
newborns instills them with confi·
dence and the'!· urge to explore.
I! Touch, ::Premature infants
whose sensory systems arc activated by llCirig held and cuddled
are more meiitally alert and physi~1:
cally stronger than those who are
routinely isolated in incubators.
~ Education. The best time to
learn foreign languages, math,·
music and other subjects is between I and about 12 years of age,
yet these years are usually put on
pause, given over to youngsters to
"enjoy their childhood."
·
"The aspects of brain develop-
oping brain throu!lh these critical
periods could be mstituted in the
1mmediare future if the collective·
public conscience realized that the
actual stmcturc of the brain can be
adversely a!fcctcd by neglect," she
said.
What can parents do to ensure
that the brains of their children develop properly?
'At any point in this process
you have all these potentials·
for either good or bad
stimulation to get in there
and set the microstructure
of the brain.'
-
Dr.liobei'lt Post, chief
of biological psychiatr)l
branch. National lnstiil:ute
. of Menta! Health
ment !)10St closely tied to human
behavior can be afTcc!Cd for bclter
or worse by the care we give
cbildrcn," said Yale University
ologist Martha Constantine-Paton.
Such knowledge provides the
moral and social imperative to prevent or cure brain damage caused
by the lack of proper environmental stimulation during the brain's
cmcial periods of development in
fetal life and childhood, Constantine-Paton said.
"Legislative and educational efforts aimed at nurturing the dcvcl-
·'
"lf you want to si~?.nificantly innucncc a child's ab1lity to think
and to acquire knowledge, the early
childhood years arc very critical,"
said neurobiologist l>cter Huttcn·
Iocher of the UniversitY of Chicago, whose studies helped open the
door to understanding the brain's
plasticity.
Rockefeller University's McEwen
says: "The most important thing is
to rcalizr that the brain is growing
and changing all the time. It feeds
on stimulation and it is never too
late to feed it."
AdOOOlOHd AHW811 NO.LN\10
�Chicago Tribune
__ __ __
g_s_e n_s_e_of_s_o_u_n_d
____________________________ it
.-~--a-ki-"n
Researchers discover secrets
of how the brain learns to talk
By Ronald Kotulak
The words came slowly, and at
first they were a little diffi.cult to
understand, but the children who
spoke them had crossed into a new
world and they beamed.
For those who witnessed the
scene, there was no mistaking that
a medical miracle was taking place
at the Indiana University School of
Medicine.
Children who were born deaf and
never learned to speak were
hearing and using spoken language
for the first time with the aid of
surgically implanted devices that
sent sounds into their brains.
"I couldn't believe it," said Dr.
Mary Joe Osberger, director of research in the department of otolaryngology. "We thought we might
be putting sounds like pops, buzzes
and clicks into their brains. But
their brains heard them as words,
and as words they came out."
The experiment is just one example of science's quest for insights
mto the relationship between the
brain and language, the "gift" that
scparaies ·humans from all other
species and. enables humans to
bring. form to their imaginations,
ideas and needs.
The implications of the inquiries
arc breathtaking. If science can develop a better understanding of
language development problems,
experts believe that strides can be
made in dealing with a host of
other emotional, social and behavioral problems.
Armed with new tools like the
artifical car and imaging devices
begin looking for otlicr signals to
process, such as those' from visual
stimuli.
. .
The critical period ::ror lciuning a
spoken language is' :totally lost by·
about age I0. Children who grow·
up alone in the wild, never hearing
another human, cannot Jearn to
speak if they are introduced to civilization afl:er that dcildline.
By using an artificial ear called a
cochlear implant,. though, the
scientists at Indiana University and
several other mediCal centers activated some of those disconnected
'Don't wait. You don't get nerve pathways, eriapling rough
sounds of the human voice to
another window of opportu- reach the brain. . ·
"The first thing the implant does
nity like that.'
is to start chat)ging. their brains,"
said Michael Merzenich of the UniDr. Paula Tallal, versity of California;:at San Franof Rutgers University cisco. "The fact that the implants
work at all is amazing, but clearly
deaf people could process even they are seeing reasonable results.
simple sounds into language-if It's miraculous, actu!illy."
the sounds could find their way
So eager are brain cells in the
into the brain.
auditory cortex to; do their jobs
"These are children who arc not that they jump at' the meager
partially deaf, they are totally soun?s coming ~hrough the cochdeaf," Osberger· said. "Until now, lear implant, usmg·· them to contheir ability. to. speak was zero, no struct a vocabulary, grammar and
matter how intensely they were syntax-the rules of language.
From what scientists at Indiana
trained."
In a child who is born deaf, the and other research 'centers around
the country now know; language
50,000 nerve pathways that normally would carry sound messages appears to have. been acquired late
from the ears to the brain are si- in genetic evolution; It is so new
lent. The sound of the human that it acts like a· guest, not yet
voice, so essential for brain cells to claimin11 a permanent position in
learn language, can't get through the bram as does vision, smell or
hearing.
··
and the cells wait in vain.
While 90 percent of right-handers
Finally, as the infant grows older,
See Talk, pg. 4
brain cells can wait no longer and
that can peer inside working
brains, scientists hope to gain in·
sights into how language development affects reading problems,
learning disabilities and problemsolving.
Despite the pervasive role of
language in society, science knew
little of how humans developed
language until recently.
Until they conducted the experiment at Indiana University, for ex·
ample, scientists had no idea that
3
~g
When a child's brain hears a voice, it encodes the words and physically rearranges its brain cells into networks necessary for producing language. 11 the brain
Implant components
does not hear a voice by the age of 10, it dedicates the waiting nerve cells to other Transmitter , @\\
functions, and the child never learns to speak. Cochlear implants give children
Wo~ hoo~ed){ · :~/u
d~ff~ WO»o - · - """"''" - p "-""'"""foe_,.,_
;:
:::,' cc'Cn~-~ • j
- 1 Mlcrophone9 ,•,
fh.J·'~
Can be molded
to fit within ear
•
, ' •"'
Receiver/
stimulator,
Speec-h]·
processor
Implanted
. ,.;~,
beneath
· . ·.:
skin above :;:v
ear
,~.,..__)·
Sources: American Medical Association
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Chicago Tribune/Laura Stanton, Julie Sheer
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Power···
: Con~iJi~ed fro~ ~age 2
·child psychiatrist Felton Earls.
After birth, another wild ·spurt
of growth occurs ·as the ·brain
races· to . make ·the · connections
that Huttenlocher measured be-:
tween all of its cells; a. profusion
that happens so .fast that' it would
be easier to count the drops of
water in a rainstorm. ·.
· ·· • '
:.. ·Then anothennl'iissive ilie~off ·
..· occurs. as: half of .the: coriiu~c1:ions: .
. disappeai'by:puberty. ·' ·
This' tiine the 'death
·· outside ·
. are .. riot strengthened by
.·tion. from the ·environment
.off. ·.
·
· ..
Left behind in ·the average
brain are as many as 500 trillion 1
wiggling . conduits·. that are .ready ·
to flash ~essages between brain
· , .. .
cells. ·:. . .
.. : The: number of connections
. ·,could:easity:go.up or down by 25
. percent or more, depending upon
\Vhether a child grows ..uP in an.
. enriched environment· or in· an·
. · ..
· 'impoverished one. · . · ·: .
The net effect is that the brain
produces· many 'moie .cells and
,connections than· it could ever ·
·
>
· •
is ~· iti~riiei'<~t · :
netic frugality, requiring· only a·.
small·number of genes to·make a
· profusion of interchangeable.cells
, for. the parts of the brain in. volved in. perception · and learn-.
Ph'oto .bY Aob•ort·l,elchert
ing.
·· ·
Instead of having genes pro- Torsten Wiesel, now president of Rockefeller University '. New :
··. gram cells to 'do individual jobs, York, shared a Nobel Prize for experiments that showed how sen- •
the brain lets· the· environment sory experience, or the lack of it, affects brain development.
teach the cells what they need to .
·learn.,· That is because it would
· ....... :take .inorc genes than a. person
The trillions of connections shown by children who grow up
has· to .tell each brain cell what to that survive the great die-off owe alone in the wild.
d~;The" genes y~u're born with their survival in large part to
Appropriate early stimulation ,
[ab.out .100,000) d. on't necessarily whatdecade. learns·in his ·or her opment ·of crucial and· .the 'devel- '
is likewise vision for other· senfirst a child
·mean· you're· automatically· going
Le. iuning foreign languages is a · sory functions. Scientists now be- :
to become a Rockefeller Univer- clear example. Before puberty lieve that everything else that the
becile," ·said genius or an im· sity neuroen.d. ocrinologist Bruce most children can easily learn a brain regulates-learning, memo- ,
McEwen.
. ·
.
language without an accent. The ry, emotions, physiological rc:·' ~'What happens is:that the envi- excess supply of connections that sponses like reaction.·to stress
ronment is going to have a lot to· are available to be called into ser- and high blood pressure-are ,
do :with how much of your inhcr- vice enables a youngster to learn molded in earty'·developmcnt .
itcd capability can·.be expressed," the slightest nuances of sounds as when the brain changes the most.
said·. McEwen, whose studies . ·they are spoken.
In adulthood, the brain finally.
·. show that hormones .released as a
As these connections dwindle, settles down but it is not idle. It :
· · r'esult .of. early .experiences can however, languages become hard- will keep building and"dest'roying:
etch. behavioral patterns into the er to learn, and they are almost connections and strengthening ·
.young.brain:
". ·
·
always accompanied by an ac- and weakenin~ established :ones:
. ·The .interchangeability. of many ·cent.
for the rest of 1ts life· as it adjusts.:
.brain :cells is most dramatically.
Language development helps it- to the continuous changes ·in its
···seen in .childhood when the abili- Ius t rate how· the brain is environment.
· ·. · · '
ty to· talk' can switch to· cells on genetically pro~rammed to re"The fetal brain and the devel- i
the· right side of.tlie: brain· if the spond to stimuli at certain criti- oping brain are very different.!
normal speech center on the left cal periods.
structures from the ·adult. ·brain;
·: i ·
'side has be.en damaged. .
The sounds of words, for exam- and the developing: brairi: of· a i
' Findings··like these• ·have com- pic, are received by receptors in baby is really not a small version '
:.
. pletely changed· the':cnitlook for the ear and converted into elec- of an adult brain,'~ ·said Carla J...
·stroke .victims.• Until recently, it. tro-chemical signals. The signals Sha~z, a. ncurobiolo~ist ·af·thc:
. was.thought .that the toss of 'travel along nerves to specific Un1vers1ty of.Cahfornia at'
.. ·speech or the inability to walk parts of the· infant brain where Berkeley.
.
·. .
. , after a stroke was permanent and they awaken cells to their poten"That takes people :by ·sur-;
· .little;· if ·anything, ·was done to tial to process language.
prise," she said. ·~They always'
: ::· hetp· these ~ilctiins.'" ..
Millions oflanguage cells swing' think the brain just get~.bigger.' :
. . , "But now •that 'scientists know into action, generating new tenGreenough of the University of;
.. that the jobs of: dead' brain cells drils to.' connect with other brain Illinois found that·:he could;
·. · can be·taken"over by>other cells,· cells.
quickly increase the·.. number 'of.i
· ·even in advanced age; :rehabilitaWithout exposure to words, connections in animal: brains by:
· tion has taken on ·a new urgency cells that allow the brain to con- 25 percent simply by. exposing;
'in helping . people: regain lost struct meaningful sentences do them to an enriche,d .environ-;
speech and other.skills.
. not develop properly. They die mcnt.
.
··
,
: · These astonishing• findings are on the vine or their function is
"What we know from· animals:
·providing new·. insights into how usurped by. more aggressive cells suggests that the harder you<usc'
easily the brain can be physically in other parts of the brain.
your brain, whether it's· thinking'
changed and how it learns, how
In the process, their owner is or exercising, the more in shape·
it can be hurt and·· what its limits c_heated of the brain's full poten- it's going to be," Greenough said.'
are,jf any.
,,.
· ual t<7 use language, as has been · Ar•d 'that's· exactly what ·'seems:
\
,:
. .
CLINTON LIBRARY PHOTdc'OPY .•.
�'\f~~~~P;~,~i~~~~rairl'~~e~~J:~;:;,;.."v'
. ·as -drugs.:.in'·correetirig-:.errant.
Baxter and his colleagues stud- effective in curbing 'unwanted '
' brain pathways. that are .'causing ied the brains -of' obsessive-com" ' thoughts through' a mechanism '
some mental diseases,. according .pulsive. patients with ;pET [posic that is little understood; .but
·to researchers··.aL ·the··.·University 'tron, emission tomography] which involves raising thdt:Vel of'·
... c.if-California·at:I.:O~}I.ngeiJ:S; .'<.':
scans, ·a technique· that measures an 'important brain :chern,ical :·
.• : •_. l:Jsi9"g;~hi~-tecli: il11ligin( ~e- the activity oLceUs in different messenger. caUed ~rotomn.:. :' •. -'· · ..
· vices· that ':can ' "see'?. the . hvmg ·. areas .of .the. brain.. They found
Behavior therapy; _whien· is .also' ··';'·
' .bciin'·.:at' work;. ·UCLA•'scientists' that an:.area called the caudate effective -in brcaldng• un\V~ntep,:'::
: '; showed.for.the::lirs'ttime.that'.bec ,. nucleus·'.'was; overactive in. these habits, involves gradual exposure<?·.
. to a fear-triggering agent, such as .. ;
:::,.,havior>therapy ;'prod)iced -the patients: . · . , · . ·
:!:· Same kind •of physieal changes in : The caudate nucleus acts as a dirt, and teaching a patient not ' .
:'{~~c<~~~-.as•~sy~hp;t~t.i~~-dr.':'~·· ..; : gate: keeper' ··that prevents · ~i\~ · to' :respond to· compulsi~ urges:·.~:··;
: ·· Expens·oope·:tharthe·lindings ·· wanted thoughts from establishAlthough the two .treatments >
: .·· wiiLShed new li8hf'on the 'process ing self-reinforcing circ1Jits in the · appear to be: highly ·aissimilar; . :·
,.-·by,-.yhich psY,chothe~aP.Y;•!n·· .. brain; . Like a .record stuck in the PET scans showed that they pro~'-'·' .
· cludmg the .so-called ~- talkmg .. same groove, unwanted thoughts duced identical changes in cal_nf ', ~ .
''Cure," cim physicaUy change the keep repeating themselves and ingdown caudate.lluclelll;-actiV!,'.·,: .. '
brain· and that they Will lead to drive compulsive behavior.
ty in roth groups. ·
·. , · •. · / _ :
. better:;t~chniq'ues. fot treating· · In some cases patients are
Both .therapies appear4o···eor-•.
mental d1seases; . :·. ·· ·.· . . . ·afraid of diny objects and repeat- rect the abri.ormar Circuits· ..
· i"Anytimei.you.have.a cliange.in edly wash their hands. Others causing unwanted thoughts': by;.' ..
behavior., you have -a change' in. may be fearful of violence and changing connections betwt:en ':
. ;.the-brain;~· isaid, UCI::A. -psychi-- check their door locks hundreds brain Cells in the. caudate.:nuclil-:. _,,.
:; afrist:·Dr: Lewis Baxter: -"Behav- . of. times a day. Obsessive-com- \IS, Baxter said.· ·
.. ? :•-'·:·' .· ..
'ior.:th~py. and drugs•'appear to pulsive -disease affects 2 percent
·' ·
·
· ·'_r~a9'llllge br,ain c_ircuitry' in the ofthe population.
"to -·be5happeriing. in'Jhe· human .. When they opem!d the eyes a brain cells really are up·to: ·
. braia;:Scientist~·at·.the·University . few· weeks later, the eyes were
The brain, it seems, is the u_l- ·
of California. at Los -Angeles re-· not. able to see. The. eyes that bad timate reductionist. It' redu<;es . ,
· • cent
:. in: .li\lt_()psy,· :.StiJd.ies_._., .. r~111ained open _col)!~ .a(;[uaiJy se_~; .: the world toits elemerital_•par.ts..-:::- · ·'
·., that
s•:oflirilVCTSlty;gnid,:·:. better than normaJ:eyes;-' < .•.:;: . :' pmhoelt\O, .nSsO:U:onfd··~.·_JWigahvte;Sc:_,.m··v·_ol.bl.ef·_·a.(;tU _l~n'sS;J,ip . :_.:_; '.~-~- .· -~.!~-~-·_:
.
'.Jf
:uate . . remained mentally. ac~ . Something' strange had.- hap> 5
·
tive.:had.'up,tc.i 40,.percent_more pened: -The brain cells that nor- touch-which send:electrochemiC?nnectlons than- the :brams of. m~lly would have ~een ~om-· cal signals to individual. brains . ·,;
hlghschool•drop_outs. .
. mltted to processmg VIsual cells thantore information.about· ·
.!ITbis is the human equivalent stimulation from the closed eye lines, movements, -colors; sin ells
·i
. of.. the ·animals. exposed to ·en- had failed. to learn that task. But and other sensory inputs:·· ·· ', ":: .::·• · i
· riched environments having they had gone off to help the
Wiesel and Hubel ·discovered .·
. smaner, brainsi'· said UCLA neu- . other eye, and no amount of vis- this when 'they' imphin te<! :tiriy ....
·roscie'ntist Bob. Jacobs;· "We· ual coaxing could get them back.
electrodes into cells--of the·.visual':
Wiesel' and Hubel had made cortex of-cats and monkeys. One'. ·
:Cound,:that'a5:you' go up the edu: ~a~ionaLla4der ther!! _is ~ dra!lla~ ,.. _two important discoveries for set' of ~ells recognized 'perpendi;_'.:' ._:
·tc.mcrease:m•c!enc!ntlc matenal. · · which they .won a Nobel·. Prize. cular hnes. Another. :set of cells..
·Dendrites sprout ·.from brain They showed that sensory experi- next. to them only. recognizee!(., ..
'cells:like·..;tree' branches .. Studded .. ence is· essential for teaching lines slanted·at a !'o'clock· angle,: ·
. along the branches' like leaves are brain. cells their jobs, and after a the next set recognized .. linesat·2 ·
·junctions' called synapses that certain critical period, brain cells o'clock and so on.
·
connect· to other brain cells. Just lose the opportunity to learn
As a data-storage strategy, it
as leaves:·receive·'light from .the those jobs.
.
was brilliant. A.countless number
That failure to learn is well of images could be disassembled·. ·
sun ·to .. enable· .a tree 'to grow,
·;synapses; receive' information .. known in real life. Even if a per- into their P!lrts and,stored :in'spe- . ·
from·other brain:cel_lsto increase. son's brain is perfect, if it does cialized bratn cells. ·One cell<then·
. not process visual experiences by could be used many ·times-to· re::
the brain's power .to.: think.. ·
·:But education alonds no ·guar-· the age of 2, the person will not call similar lines. fouiidHni~a·• ·
antee··;pf·a ..:better•.brain, the . be able to see, and if it does not building, book or car.;'.'.::·_
'
·.lJCLA scientists.·found;_.Unless. hear words by age 10, the person
With hundreds of. trillions···of
·connections to work . . with, th'e· ·.
the ·brain ._is '-continuously chal- will-never learn a language.
"These are very important in- brain can establish. flexible cir~. ·
··lenged;-•it'loses ·some:• of. the ·con-·
_..•.:nections that grew out. of a col- sights,''' said Wiesel, who is now cuits between groups of cells that
· lege··.experience:. The ··brains of .. president of Rockefeller Universi- capture the variouS: 'parts of an
:_university :lir_adu~tes·who 'led·.· ty. '':fhere _is a yery iJ!IP<?rtant experience, whether it .be a face, · ·
·:men.tally ·macttV(! •ltves·had fewer time m a child's hfe, beg~nmng at · sunset or meal.
· ... ··. · ': · _:.:
· c'onnectionS'-than:those,of gra~u- · birth, ~hen he spould be livi!Jg in
Thus, there are no: .. ptctures ·•.
·.ates Who neyer. :stopped, letting ' an ennched envtronment-VlSUal, . Stored in the .brain,. aS WaS .'once;·. ·
, ':the-lightin.: ·· . : ·.
·. '.': . · auditory, language and so on- . thought. There. are·-patferns of': .
. .:"The bottom limiis:that .you because that lays the foundation connections, as 'ch'angeable as•· .
. they are numerous;' that~•,:wnen:.: ·
. . have'.to: '!lse .it. o~ you,.' lose it,''. for development later in life."
.. J~cobs:sa1d: ·.· . ..... :.: :·
·what was true for the cats was triggered, can reasseljtlilc:--i:ne·-nio.:.. ·:
' '! ··An.·unantiCipated.,bonus 'of an. · also . true· for humans. Babies
lecular parts that·•. make. up. ·a ·
· :·educated:·brain -is·.-that. it. inay be:· born with cataracts, clouded lens- memory. Each brain ,cell-·has . the.·
'·· be~ter·pro.tectcd .. a~~iri_sf.Aiv es. that- prevented. visual expe,ri· capacity to store. fragments. of,·
".hetmer's,dJsease, ·sc•enttsts• are·. ences from reac_hmg the bram, many memories, .ready :to· be·,·.
'finding; ·With more·. connections. also grew up blmd because the . called up when a ·particular· net" ·
._serving' as:·fro.nHine .defenses, brain cells that normally would work of connections -is•.activated:· ·
.':educated" :·brains 1can. better. ·process vision were called to duty
How many connections -are::·. ;
kept depends on the .learning _e_x"<: · . ,
•'withstand ttie ·destructive •attacks ··elsewhere. ·
. ,of.Aizheiiner's. ··.:.
Based .on the discoveries of periences the,brain .is-eiposed•.to>:
j
,., :'The 'power ofexperie'nce to Wiesel and Hu.bel, sur_geons The evidence· indicates'itliat\the~::.
:-shape ,the ~rain s~_ruck: like:a . ab!l!Jdone~ the1~ practice of· more conneetions,.Y,ou·)~il~e,;Jtli~'".i'· ·.
: thunderbolt': in .'the ·1960s ·and ·wattmg. until a child was several smarter you are. · • ·. -'': ;· :·:·:.:_': :x·,::_.·::: J ·
.
. :.'70s and it.took•·many_:years. for: years old· before removing cata"We do waste a lOt. of..:.brain·":· --:
· 'scie~tists to believe it. It stai:ted · racts. They began removmg cata- power .because w:e~re. no(;qu_ite:r •·
.:'with' a'landtnarK ·series. of. experi~ ' ra_cts early, ther~by P.reventing sure how to explOit our;.brams to : ·..
. ments'in which' Torsten 'Wiesel·. b_hndness by aHowmg VJ.sual expe- the maximum,'". saidJ:tawrenc~·"·.,, · .
and David Hubel sewed shut one nences to reach the bratn.
Garey of the University:of'l:.oil"~·,:·,_ ·:
. :eye of newborn .kittens to test the
On a more fundamental level, don. "We're just :learning:,how-.'to-·i ..:.,!
· effects·!)fsT~sory deprivation. · Wiesel an,~· Hubel showed what do that."~:
;~:.~·::.,·.·
::i
10 0
>·,,:.... .
({·:.D:/
CLINTON LIBRARY PHOTOCOPY.
··
�speech Into distinct unilS.
When the brain is unable to
process sounds quickly, its ability
to rearn language is seriously im-
>
a.
0
(.)
~
a.
ii2
~
:::::i
z
~
paired. Between 3 and 10 percent
of children, have just such o language disorder, caned developmental language disability, Tallal
·found.
"They hear and sec perfectly
wcU, but there is a problem with
the way their brains process sen~
SOT)' information. Jt's as if the
bram is running in slow motion,''
she said.
Whereas a normal 6- to S·rearokl can distinguish between 1ba"
and «dau in ctght thousandths of
a second, children with the slowmotion brains take 300
thousandths of a second.
"These kids arc in big troubfc in
ul •UU
4JIJII;"*l
tV
u..:: ... VUJIO
!Slft.::l,,.ldl-
ized during fetal development.
The right hemisphere grows faster
and favors more primitive characteristics, like emotion. The lefi
hemisphere starts growing later
and is in charge of newer aCquisitions. such as Songuage.
Scientists believe that all fetuses
-
~ ~ ~--••
- - "'~"' 0 -
,.,.,.
0 0 "' «•"''-'""'0~·..-
0
Rutgers' TaHal agrees. Studies
kicks in do male fe~turcs such aS sh~\\' that language problems· iil
a penis, develop. The sUme sex · cluldren arc a~soeiated with
hormone exerts a profound influ- strc;ss,ful pregnanaes, she said, e~
ence on the brain physicallv gJurnms that not onl}' cnn thc·sex
shaping it into a mnl~ brain,
·
.ormonc go awr)' during this
u~o you have to make a boy umc, but other compounds, s,ueh
brJin out of a girl brain at about as stress hormones .. c.,n be ra1sed
the time in prenatal development to abnormal levels.
the two hemispheres have
"Having a very stressful preg§rcatest difference in nancy is highly correlated with
• said Judy L. Lauter, an the failure to show the expected
communications dis· structural t~teralization (left and
before they can even speak
o develop teaching programs
to coax the brajn into ]earning
appropriate language ski lis.
~It's possible to find out how
the brain works best and to head.
off future problems by designing
for n tb~il~~s:c~~ ~ar~fut~~
i.ftcr said.
Scientists arc looking for more
efficient ways to learn language
by stud)'ing how birds learn new
1
z
a
vn ... ~,;~;u
........ J.<¥Y<.<i.Uf';
Dr. Mary .lo& Osb&rg&r,
Indiana University School of Medicine
~~re s~xash~:;;.a!~e ~!;'t;~~~o~hee
0
" ' ' • '.'"'c-~4V
sounds like pops, buzzes and clicks into their brains. But
their brains heard them as words.'
A~ i1 r~un, only male finches
sine. But when females arc given
a s1mHar hormone boost early in
development, their brains change
to the male pattern and they are
able to sing.
During human fetal development, brain cells are created and
assigned general jobs. After birth,
a second wave of structural
changes occurs as an enormous
number of connections. called
synapses, are made between brain
cells.
Between birth and about age I,
the number of connections skyrockets from about 50 trillion to
1,000 trillion. This vast
duction of connections, l
ensure that the brain can
any environment it finds
then starts to dwindle,
Connections not reinforced by
what the baby is experiencing in
its world-voices~ sights, smens.
touch-shrink and perish. Left
behind arc brain cells that form
"'maps ..-a kind of biological integrated circuit-of those cxperi~
enccs.
How the brain puts its early
learning capacity to usc to store
words was discovered by psychologist Jancllen Huttenlocher of the
University of Chicago.
In a pioneering study that
struck down the old notion that
some children learn words faster
than others because of an inborn
capacity. HuttenJocher showed
that when socioeconomic factors
were equat, babies whose mothers
talked to them more had a bill!lcr
vocabulary. At 20 months, bab1cs
of talkauvc mothers knew 131
more words than infants of less
talkmivc moms, and at 24 months
the difference wt~.s 295 words.
The babies were listening. Although it seems thai ir1fants Dre
oblivious to words, the vocabulary
thev arc e-xposed to makes an impreSsion on their bmins.
"This
lll..:
l.tl;(t::.
01
~
ano
IU
wht:n the brain seemed tO glo,.;
like a nuclear reactor, pulsating at
lc\"cls 225 percent higher than
aduh brains.
What was happening? Was the
brain burnjng up or melting
down?
Neither, it turned out. It is a
time when the. brain is deciding
whether to keep or eliminate con-
nections.
In the process of keeping eonncctlons. the brain eagerly seeks
information from the senses.
Any c'>pcricnce sticks. laid
down in the connections that arc
retained, and there is room for a
virtually unHmitcd number. Conncclions th;H arc not reinforced
by stimuli from the outside world
arc pruned away. dead branches
that no longer nower.
Learning a foreign langu3ge~
math. a musical instrument-anythin& is easy during this time. Put
a child in a foreign country and
he lcnrns the language nu~:nlly
while his parents struggle and
have an accent.
Beyond the age of about I 0,
when the brain's .. maps" have
been made, learning a language
involves the buildirig of new connections and the tearing apart of
old ones.
"\\'ho's the idiot .who decided
)Utd learn for~
high school?''
're not payin_g
~\~nt~fn c~~~~~o~~~¥t!~alti~n~n~~
learn languages is when the brain
is reccptlve to these kinds of
things, and that's much earlier, in
preschool or elementary school."
Chugant bcHevcs that the new
disco\'Cries about the brain require a fundamental change in the
nation's educational curricula.
"Thl.:'re should be more emphasis
on eadier cducc:ition for key
areas-language, mu~lc, math,
problcm-so1ving,n he s.1id.
countries ha\·c
with lhc
nt~nfT
"Mothl"I"S who talked a lot used
the same kinds of words as
molh~::rs
who talked \'CI')' little.
Mothers tend to talk in very short
~~,'dtc~~\~·~· r1:~~:~gf;r;~ctt~!1~h~~~~
Dr.
Tallal. who st~di';" language disorders, displays ;~orne of the tools of t11e neurodevj'lopmental pla~room
-···
.
'
.
.
""
,.
they nrc talking ahout and rarely
mention objects !hal aren't
around. Early TV \\•OJtching is
words without content."
A thlrd critical restructuring of
the brain Ulkcs place between the
ages of 4 and 10. Educators suspected that something dranuuic
was happening during this period
because -~~}he ~~-~e in lc~~ing..
t
11~ 0h~~~~i ~n~ ~ i ~~~~gV;.:}jy \\~~e;:
1
11
equipped 10 learn is expected to
have a major impact on society.
"Undcrsl:.lnding how the
ronmcnt tunes up the brain
ing certain critical periods opens
ui> a new frontier," said neuroseicntist TaUaL "It gives you a
powerful reason to say, •non't
wait. You don't get another win~
~-~.:~~frtunity Jike th.at.:.
J
�'The fact that the implants work at all is amaz:ing.
it's miraculous, actually.'
it
the early stages of learning to
talk." Talla1 said. ''If you're luwing trouble distinJ:luishing s.pc~ch
sounds, that's gomg to have an
imllliCl un how you learn gram·
mar. on how you eventually learn
to read. on aU sorts of things:•
Tall\:
Continued from P!lf.!C .l
speech and
side of lhcir
30 percent
8
t;t,:
I:?
~
c.
When
hm~m,gc
~
br;uns.
ii
co
::i
~
::i
nm a
The symbols used for
seem too simple. From a
number of sounds-vowels
consonants-a large number
words can be formed to create nn
inexhaustible number of sentences, cnch with a diiTercnt meaning.
A chitd can !earn a language
merely by hearing it, thereby shar~
ing the most complex idc.1s anc.l
emotions of a culture without
having to lc:~rn to read or
language has become so
impor~
tant to humans that the brain win
not iet it ~o. Unlike vision or
. touch~ wh1ch stay in specific
areas. langu;:tge can shift to differl!nt ceUs at opposite sides of the
brain when need be.
Otildren
age on the
from accidents
stance. can acquire language using
the right side of the br::ti11s.
They don't need special teach~
ing. After about age 7. however)
that tremendous ncxlbiJity to
~i~i~is1~~;.uaf~~~o~~~:~~i~~i~
language as a result of br.1in damage becomes more difficult.
si!~ ig~t~~~~ tfa~~r~~g ~:~~~~
scientists. Dr. Paula Tatlal, co-director of the Center for Molecular
anti Behavioral Neuroscience
~,~t?~~~dut~~v~~~~·r. believes
' to~~~Jy ~hi\d~~a!ij~~ !~~~~~~
language disorder~ Tal!al found
that the left side of the broin "Processes information faster than rhe
- right side, a skill that is important
for
~cparat.~n~
the .sounds •Jf
0
or \'(
door to new ther"apies: 'f <~ilal said.
Corrccling language disorders is
vilally important. ChiJdrc11 who
do not develop normal l::mguagc
at the expected age arc at high
risk for all kinds of prob!cmsacndcmic. social, behavioral-that
1
1
r:n~;a~ e ~~~arr~~i~t~s~he ~~~~ to
Studies show that a high percentage of children in psychiatric
and chlh.l~guidancc clinics, or who
nrc being seen by socinl workers,
have problems with delayed Ian·
gung.c development.
Using such brain imaging de~
vices as MRI (magnetic resonance
imaging), which provides detailed
views of brain structure. and
EEGs (electroencephalographs),
which outline locabzed brain ac~
tivity, researchers have found that
children with normal language
skills have lopsided brains-the
left side is bigger and more active
than the right side.
Such lopsidedness shows how
the brain has partitioned·itsclf to
~i~~d~r;/:r~~~z~u{?~~~h~,~~~~
ing its owner in space; the Jeft
prC?ccssing language. math and.
log1c.
fo~~~d:~~t b;{,eT;/!f~s ·~l c~i~~~.';;
with language disorders had bal~
anced brains. Both sides, the right Ear specialist Or. Mary Joe Osberger works with Garrett Chance, who
and left hemispheres. were of
equal size and activity.
The problem with having both orders at the University of Olda~
~~;j¥'a~i:lcsa~~~crcnces] in
sides equatly active meant that homa Health Science Center.
During this crucial period,
the left hemisphere was underThe new findings emphasize the
many things can go wrong. cspe~ importance of reducing stress durpowered: It was not fast cnou~
to adequately process the rnptd cially with the lillc·blooming left ing pregnancy, say the researchhemisphere, Lauter said. These ers.
staccato of speech.
To these children, the sounds of problems show up Jater as an in
Dut the discoveries also make it
SJ>CCCh race !hrough their brains creased rate of language problems possible to diagnose infants who
hke a rapid stream of water, in~ ~~ ~:J)a~::a; J~J!~~~ngt dyslcxw
nrc headed for language problems
stead of the individual drops that
make up the sounds that the
brain of a normal child perceixes.
The !eft and rigttr ':,:li~s tJr" ·the 'T ....~uJ,l,"';' h.oJ;~ucr. ;f. ~Vi:
might be putting
brain appear to
·
lost his hearing at age 1'h and has
songs every year.
Songbirds follow a
brain development
humans "and they m
ravel the biology
speech.
"
Both the male and female
finch. for instance, are born
the same brain structure. But an
extra shot of hormone during development enables the song~pro
dueing part of the male brain to
grow. while <l similar area in
females
that takes place then.
But ncurol<JIIist HalT)' Chugani
of the University of California at
Los An~elcs was the rirst to see it
happcnmg inside the brain. Using
PET scans (positron emission
tomography) to follow the broin's
consumption of sugar~ the
that cells use to carry i
workt he measUred the
level of brains rit' all 'ages,
infancy to old age.
There was a big encrg)r• Spurt
between the ages of 4 and 10,
...t......
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... ............. ~
._..,
-·~···
�'«<
w
•rnm:mr:~
'
Epidemic of violence and stress de\?astating children's brain~
By Ronald Kotulak
~
A new kind· of epidemic is
ravaging our childr~n, scientists
warn. h is not CliUS~tl by gcnns or
poor diet~ but by a !icourgc that is
only now ~ing r~..~ognizcd by rncdi~
cine; brain damage Gll\Sctl by bat!
8
g
~
ex pcricnct.-s.
~
Such dmnaGf!.
cutes, can increase
oping a \...ide variety
from llggrcssion 1 !anguage
III
::i
dcprcssion :111d other
disorders to as1luna, eplkpsy,
blood prcs.<ourc, immune-system
function and diabetes.
,\U of these pmb!cms arc on the
~~~~~~Pao~f{:Ybr~~~~~~c~~~~i~~i~
These bmJ experiences. pouring
into the brain through the senses-
sight, smell, rnstc, touch~ sound~
can organi1..c the trillions of const.-mtly active connections between
brain cells into diseased networks.
"That puts a Jot or importance on
parenting because that hns a big im~
~~~~d~~ ~t;:id'~~~l~t~;hi~r bC~e~~
University of Wisconsin psycholo~
gist who has shown that infant
monkeys deprived of parenting have
deficiencies in key bmin structures
and suffer numerous !mmunorogical
disorders.
"There is a social <..'Ost if you
don•t have good parenting;• Coe
~,r!" rc~~~~d·"~~~
lflcnts, rat pups
their cages for 15 minutes a day
~md th~n immediately returned.
The tliffcrcm.:c is that the worried
mothers showcn."d attention on the
handled rnt pups after they were returned to the cogc, thereby turning
down lhc amount of stress hor~
mones their young brains would
otherwise have b<.:cn making, McEwen said.
"People nc'--d to be aware that the
brain is doggone '"'Uincrnble/ 1 he
snid. "If something happens early in
life it can have permanent consequem:es for haw a kid develops and
l~rns.··
For an incrcasin& number orchildren. bad C.'tpericnccS arc on the
rise.
The Census Bureau reports that
in 1991· there were 14.3 million
~~·v;~~aiafo;ret~~~: 1fr~tf~~Pn~~ ~:C~r ~iv~~~ ~:~§9o~n
only in tcmts or lhcir behavior and
emotions, but literally their predisposition for dise.'l.Se.''
One of the more astounding dis~
CO\'eries is that the stresses caused
by bad cxpcriCnccs actuaJJy can affect genes, S\..1tching thcrn on or off
at the wrong times, forcing them to
build abnom1aJ networks of
cen connections.
..This means that the
brain~
environ~
mcnt-cxtcrnal influences from
conception onwards-has a major
role in shaping our individuality bX
shaping the expression or genes,
said neuroscientist Broce McEwen
of Rockefeller University.
&d experiences affect the bnUn
primarily through 'the stress hormones such as cortisol and adrcna~
~~~ia~~S::~pl;~si:p3.::.~:. t~~
hormones prcpo.re the body far r.ght
\ pr flighL
Normally such changes are
smooth: The brain nnd body arc
prepared for action when nt.-cl be
· and then put bacl( on an even kcci
wh_;~. the..~~ng_ct _i~ o~_er.
~
rne on
newborns grow up in
y: calm, cool and
increase os the fmcc:s that gcncrHc
•.
drugs. lack of good stimulation, too
much ur the wrong kind Qf slimula~
tion-~continuc to escalate.
z
can,
inViolence has become an over~
whelming and mind-shattering way
of life for many youngsters. A study
of more than I ,000 students from
poor O.icago neighborhoods found
that 74 percent of them had witnes&.."d a murder. shooting, stabbing
or robbery. Nearly half or them
·were themselves. victims of a rape.
shooting, stabbing. robbery or some
other violent act.
'"The brain responds to experi-
ence," said Dr. Rkhan:l Davidson, a
professor of psychology ond psychi-
~~ii~~ ~h~ve~ty ~~~"f~
poverished conditions ..• are at
high risk for having impoverished
brains..,
The magnitude of the problem
was revealed in a recent nationwide
study showing that one child in five
under age 18 has a learning. emotional, hehaviornl or dc:v<:lopmental
problem that. =bers say can he
tr-Jced to the continuing dissolution
of the two-pnrent r."Ullily.
Forty-two percent oft '-.S. famH!cs
with t:hildrcn start · 1: , •• :H~ ••n"'
h•""" ..... h ........
~t-.;1.. ....
,., .• ; ...-.~ ......................... ~·· - · - - - - -
Bad parenting may 'stamp
an individual for their
lifetime, not only in terms of
their behavior and
emotions, but literally their
predisposition for disease.'
- Christopher Coe,
University of Wisconsin
and violence.
The main culprit is stress. Many
children are raised in violent,
abusive surroundings over which
they have no control, says neuropsychiatrist Bruce Perry, a leader
in the work at U. of C. who has
since moved to the Baylor College
of Medicine.
The ontidote is gi-;ng children a
sense of sclr-worth and teaching
them that they are not helpless.
"If there•s somebody out there
who makes you feel like you're
special and important. then you can
internalize that when you're devel~~gs;,{i~ur view o( the !world/'
"When you look ·at children who
come out of tcmDie environments
and do well, you fornl that someone
in their lives somehow instilled in
them the attitude that they an:n't
helpless, that they aren't powerless,
that they can do something.."
ti~e.ant~~~ft~ ,!!:-1..
~'\';te;~
paverished on the one hand, but are
:~:~~yth~c!h~~,' =~d~x~~
are above average in reading
non~
verbal cues that tell them when
others may he threatening or vulnf'ftl~~ ..
.-." .....;n, '"'"'"
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stresses cnoountt."letJ uunng lt:WJ ut:·
vclopment or early childhood, they
can take over genetic regulation like
• band or terrorists.
The terrorized genes then set up
aberrant networks or connections
between brain ceUs, imprinting how
the brnin has mi.s!eam'ed: an epileptic seizure instead or a clear signal
between cells, a depressive _episode
..
o-·-
;;;.g~ nii~ti~~ th8t' Siu~ii~;-;o~i~i fos.
cbanges affecting children.
The protein made by the C-fos
The flfllt strike is lack of educa- gene attaches to a brain cell's DNA,
tion: The mother has not finished turning on other genes. that make
high school by the time she has her receptors or more connections to
first baby. The second strike is lack other cells. (Receptors are little
of commitment: The mother and doorways that sit on a cell's surface
father are unmarried when they to let hormones and other chemical
have their first child together. The messengers in or out.)
third strike is lack of maturity: The
The ~roblem is that these new
woman is ·under 20 wben she gi'<CS : connecuons and receptOrs are abbirth for the first time. One new nonnal. They e<~use a shon circuit
compromise.
"We can now see how a lr;arning family in nine has all three strikes in the brain's communication networks that can give rise to ,seizures,
disability could arise from a child's against it
These statistics peint to the fact depression, manic~deprcssivc epbad experiences,... said neuroscientist
that many young parents today may isodes and a bost of mental probMichael Merzcnich of the Universibe less prepared to care for children lems, Post said.
ty of California at San Francisco.
Stress, for instance. through its
"It's not just by being born with a than were their pre<ltcesSors.
"The biology of our species honnonal intennediaries, turns on
bad gene or a brnin defect but by
ha,ing a bad learning strategy from makes necessary a huge parental in- genes that !eave a memory trace of
infancy," he said. H'A'e can see how vestment in order to achieve the a bad rec~ng. Then along comes a
the brnin can become unstable and fulfdlment of each child's potential," lesser stress that triggers the same
memory trace and reinforces it.
why that instability should result in
Now, instead of a lousy feeling, the
:k~i!>;:~~~~~~:i:~itions °For all the atrociries. now being person gelS depressed.
Finan~·. after repeated reinforceHow these bad experiences pro~ committed on our children, we are
·
a great deal • . • in ments, the memory trace takes on a
duce their damaging effects is only
loss of pro- life or its own, flnng willy-nilly and
now bCJtinning to be understood,
. high health producin& depression Without any
and it JS not w:itJmut_ controversy,
care costst growing prison costs and ouiSide tnggcr, Post said
especially when genes arc involved.
"The idea that you can learn bad
f'Many people don~t w.mt to hear a badly ripped social fabric," he
things like depression and epilepsy
that your brnin may be biologically said.
New research is redefinjng the and that they arc encOded through
different if you ·grow up in one en~
vironmcnt or another," said Dr. roles of nature and nunure i.n deter- the genes into the physicaJ structtJre
&lui Schonberg, a Duke University mining how a child v.ill tum out. Jn of brain cells is new and c:~citing,~·
the past, scientists argued thar one he s.1id.
biologicatrsychiatrist.
.. lt provides some of·thc molecu"One o those differences may be or the other WllS more important,
that [a stressful] environment has but the contemporary view is that lar mechanisms to explain what
scientists arc bcgining to suspect
caused genes important for survh'al both are constantly in play.
Such information is beginning to and fear can happen to people wbo
•.. to become ovcrexpresscd, makhave horrendous developmental ex.~
~~t,Jh~ :d~ aggressiv~ and vio.
pcricnccs.'' Post said.
Such findings already ha\'C paid
The brain is very resilient and these children and altering the demaintains an even course in the trimental experl~nces as early as big dividends. Anti-con\"lsant drugs
possible can change the cou"" of used to stop epileptic· seizures arc
face of the most outrageous experinow routinely used in manic~
ences. That's why most children their lives.
Jerome K..1gan, a Harvard Univer~ depressive patients to. block the
born in conditions of poverty and
sity psychologist, has been trying to short circuits that precipitate their
violence come out OK.
do just thaL His studies of middle- highs and lows.
Scientists suspect that the
Marth:1 Pierson, a n~urobiolo~lst
some children. rcg(lrdtess c
class lloston children revealed that
social or economic status, come out about one in three had psychologi- at the Ba:tlor Colb:gc: .of Mcdieme
with damaged brains may be that cal problems primarily relat\!d to a in Houston, dcmonslriltcd how she
llils discovered that bad de'-eloptheir bad experiences are not neu- bad environment.
tralized br a caring parent or in"The causes are always in the bi- ahcnt~d cxpedences c·an produce
ology or the child, either a certain dead!)' seizures I00 percent of the
volved adult.
·'The things that arc associated neurochemistry you inherited, struc- time m labomtory animals.
She found thal if newborn r.1Ls,
with resiliency hav~ to do wlth pro- tural abnormalitjes that occurred
which start h~:aring on day 13, arc
tective factors like the quality of
h~e:i~n?:A~d; ~~~ c~~~~~:;:::= prcvcntL-d from hearing sounds for
hom~: life, the parcnt·chikl relationship or another relationship that strife at homcf atm.st!, bad peers, the first hm day~ of th.1~ erilical peprovides some sccurit~· for the lack of role models-is always the riod, the connections ·among their
brnin cells do not org.1ni1.c into norchild," said Megan Gunnar, a child moM flTC\'<Ilcnt causc.n
dc\·clopmcnl ps>·chologist at the
Discoveries in the last fl\'C years mal paHcms. When an nnim:d fmal·
Univcrsitv of Minnesota.
revolutionized how scientisrs ly hctlfs a norm;1l soum.l, it gets an
Anin.lilf experiments dearly show
about the impact of such neg- immense input of signoils, like heing
the protective power of a littk· secuexperiences on brain develop- in a gnrb01gc can "'ith someone
rity, and the: brain damage that can ment. One of the most profound. is bangin& on the lid.
"Tiu:tr brajn wiring is scrnmblcd,''
oc..·t."Ur when it is absent.
the finding that environmental
stress can activate genes linked to Pierson said. "They stan a m1ming
Ne''"born animals that
depression and other mental attack for five to I0 seconds and
privcd of nurturing by their
then go into con\'Ulsiclns. They
become dysfunctional.
problems.
Y.'Ould die in another Seven seconds
Such damage also occurs before
1
birlh, a period in wbich the fetus ch~~s~tr~~c ~atY~~a~~~~~i\u!~os~r if you didn•£ rc\'ivc .them with car\\'aS once Lhought to be protcctt!d.
Mental Health's biological psychiadia=;:;~1~~.. inck of ·sound during
For exnmplc, rats stressed during try branch~ found thai stress or
............... , ........ u .............
"'·~·--
~
::r~ 0~~1~ ~'::t~~~'f;
:;i!i\re~~~ ~:;~~~N~~~~
~j~~~~e~:"'ns~· f~~n3/~:. ~~~~~
a criticaJ period in development
c one type of epilepsy, she
means thnt wtth bad c
ences, you c."\n fail to learn
you can develop a disease."
TI1e new findings are helping to
explain the big lncrl!aSC in mental
problems among America's youth.
and to refocus the goals of the National Institute of Mental Health,
"How tl\e brain intcmcts "ith the
C0\1ronmc:nt, L'Spccially during the
critical periods of development. 1'4"\S
become ccntml to our mission bcmml mcntnJ disorders have
onscl in childhood or adolcs~
ccn~;· saki the instiluh.·'s di.n.."Ctor,
Dr. Frederick Goodwin.
An epidemic of mental problems
has caught .n..-scarchers off guard. In
the last 25 year.;, Goo{h\oin points
out, there has been a doubling of
the rates of tlcpn:ssion, suicide,
crin1cs of viol!!ncc, drug abuse and
alcohol ahus,.
This dmmatic increase comes nt a
time when the world of many chiJ~
drcn is unraveling-the di\'orcc rate
is doubling. parenting time is rc~
duccd because both parents are
more: Hkcly to be working. the
mobility of the population has increased, poverty is growing.
~'These trends may be more cxag~
ger.:ned in the inner city but, in ract,
they arc across the board.''
Good,-.1n said. ''You only have to
look into some of our suburban
~~~~:.~oods to see the same
Understanding how the bmin cmt
be damaged from bad experiences
gives scientists a new opportunit~ l~
prcvem th~! dtrnagc and to repmr n
once it has occurr~.~.
'(The question is nol only,
'What's \yrong with the environment and whal can Y.'C do about it'?•
but, '\Vhat makes some kids more
vulnerable than othcr;s and how can
we develop ways to protect them?' "
Goodwin said. "That's the new di·
rection we ha\'e to go in. 1f "'C did
that, we'd need fewer prisons."
At the University of Chicago,
~;~~~~~~l~;e j~:~~~ntt~~~~~di~~;
a br.lln down a path of aggression
· misinterpreiin& some of these visuaJ
rues, he explained, like the student
who throws a tantrum or drops out
of school because he views a
teacher's criticism as aimed at his
self-worth rather than as an effort to
help him learn.
"Their brains are different because
of bad environmenLal experiences,"
Perry said. ''That makes them at
risk for the development of a variety of cognitive, behavioral and
emotional ~roblems, and puts them
at greater risk for developing certain
neuropsychiatric disorder.;,"
St= hormones racbet up all of
their reactions so that their hearts
beat faster, their blood pressure is
hjgher and they arc more impulsive
than a nonnal youngster.
The findings may explain the high
rate of hypertension in black males,
he said. Medical .....,.,..,ben; used to
think that it \YilS genetic, but now it
appears to be eauscd by stress, he
said.
"These'.kids are doubly at risk,"
said Perry. ''ThC~; dorl't have the
tO. learn the tradition~
' ·which we normally
r society, and their
hat are involved in
mood Snd impulsivity arc poorly
regulated.
"As they get older, these kids
have fl:\'er coping skills and fewer
ways to solve problems, Thot predisposes them to use aggressive and
vioJcnt strategies to try to solve
rroblems."
But just as anti-convulsant drugs
can control manic~dcpressivc episodes by quelling shor1 cirruits in
the brnin, Perry has found that an
anti-hypertensive drug can reduce
aggressive tendencies in these super~
charged ~oungsters as well as lower
their blood pressure.
Preliminary resuhs indicate that
the drug, called clonidinc, blocks
much of the action of adrenaline.
Adrenaline is a major stress hormone that increases blood pressure)
speeds the heanbcat, dgtltcns muiide:s and in other ways prepares the
body for .action in emergen<:_ics,
When the emergency ts over 1
adrenaline nonnally recedes and the
body c.1lms down. ln these children,
however. the hormone is kept on
high nlen.
Studifs show that C\'erv dollar
spent on earlv childhood dcvdO]l·
mcnt progr.lms trans~ates into
saving $5 later in social services,
mental health services, prisons and
other programs intended to deal
with the aftermath of aggression
and violence, he said.
"Developmental experiences dctenninc the capability of the bmin
to do things/' Perry said. ''If you
don't change those de,.·clopmcnta!
experiences ,., , '" ~'U end up buildmg more pnsol:'f's.'
-~
..:"1
�Scientists learn how
to avert retar(lation
"f
(1111
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{kj
it
8
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~
not the man 1 'iOHK:·
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University of Miami researcher Tiffany Field found that touching and holding premature babies helps them grow
Children:·Bt:ain de_velopment at risk
\Vhen Grccnou&h exposed rnts to
ltn enriched cnvlrontucnt fun of
toys, food •. c:tcrdse devices and
playmates:. he found, ~m au£opsy,
that they had super bmms.
brains of the c:<pcricncc-cnrnts had about 25 percent
cdnncctions between brain
than those or rnts raised in
standard, drab labomtory cages.
Tests showed that the cnrkhcd mts
w~rc a lot smarter than the de~
privcd ones.
Ramey of the
1 found that
s.1mc thing with
produce :similnr results.
Wil h. 1h.:w high-h..-ch irnaging dcvk..:s lhat can peer jnto the living
brain, scientists arc beginning to
-'~CC what is going wrong, nnd they
smrting wi!h chiklrcn as young
as 6 weeks. he cxpos~o.-d a ~roup of
impoverished inner-dry chtJdren to
an enriched environment-lcarn-
::::tcf~~~~~il~~it~~n~p t~l~n~rJ~~
were used as.controls.
Ramey tested their fQs after 12
yea~ of age, and the benefits of
early intcrvcntion.cndurcd: Thc.cn~
richcd youngsters had significantly
higher IQs than the control group;
PET SOlOS, which
at::tivity. sho\',rcd !hat
the children c.'\poscd w
environments w~re
nt a more efficient
of !h~: cOn trot 'children.
n~cnt ~PPOri~~itT~:·
But the grcntcst emphasis is
placro on rhc children who spend
five d:"tys a \'r""CCk in a_special educational progmm umil age 5.
The first d-ear evidence rhat
Ramc~·~s interventions were working came after three years. Chil-
dren in the intervention group had
IQ sco«:s in the normaJ range,
around J00, whereas the average
tQ score of childr!.!n in the cuntrol
group was 20 points lower.
Early cnrich1ng experiences also
werc'able to thwart the mind-stunting effects of little or no stimulation. AU of the children in the in~
tcrv~.:ntlon. group whose mothers
had !Qs below 70 climbed the intcllectuaJ ladder as a result of the
stimulating experiences and had
normal!Qs.
The elfet:t of nut intervening be~
cnmc trngically evident in the
group of control children. The children of Jow~IQ mothc~. \\-·ho were
mired in the same intellectually imptwerishcd ~nvironmcnt as those
mothers, likewise became border..
1inc mcnrally ·retanlcd.
;'Early intervention nppears to
ht~\'C had a particularly powerrut
prcv_cntivc
cf!c~t
on_ ~hiltlrc~
wh<;~se
Checklist for brain
development
1. Encouragement to
explore ancf gather
information.
2. Guidance by a trusted
adult in developing basic
skills, such as labeling,
sorting, sequencing,
comparinQ. and
emphasiztng relationship
be1ween cause and effect.
3. Reinforcement and
celebration of developmental accomplishments.
4. Guided rehearsal
and practice of n~wly
acquired skills.
5. Protection from
inappropriate disapproval,
:~:~g:hfv~~~~h.,~':!,~r
normal for learning about
their surroundings.
6. A rich and responsive
language environiT)ent that
Is both verbal and written.
�lll31
Ul!.! IJU!:l<Hf\1... \,lhH•tJI'· ............ _
seeing on the behavioral level ar~.
in fact. undergirded by an incru."lSC
~"rnfJ~R::.~ R~n~~~~id~s
between
uonucauy, sooaHy or t.:uu~.:<Lmm~un
disadvnntagcd backgrounds/'
Ramey "'id.
The benefits of intcr..,cntion
1
ric~~o~~ Ypr::~~n~~c~~~to1~= ~n~,~~~ ~t;etll~~~~;~r:;.:~~
~
0
0
0
b
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a.
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tardation. ChUdrcn in the control not receive intervention failed one
group, whose environment re- or more grades bv the age of 12,
mained impoverished, had .a high only l3 percent.of thlj intcNention
children had similar fallurcs.
rotc of preventable retardation.
The ~mnual cost of such early in~
"The bottom line is that we now
'We can headoffalotofthc
ha\·e clear and strong evidence that tcrvcntion is between $7,000 and
problems ... by beginning
if we begin early intervention, in $1 0,000 for each child. But costpre~
the first year of.Hfet we can pn..,•vcnt
early to teach kids all kinds a very substantud nmount of men- benefit analysis sJlows that by and
venting mental retardation
tat ret.1rdation and developmental school failure, such programs fl!~
of things, such as a second
turn an estinutcd $3 for every S I
dis;.tbitities," Ramey said.
language, math and musical
\Vhal Grccnought Rnmcy and spent on them, Ramey said.
If foilow~up studies determine
others arc showing is the biological
instruments.'
basis for carfy learning-Green- thilt interventiOn reduces crime and
ough showing why lt is true, unwanted pregnancies, then the
- Harry Chuganl, Ramey sho\\'ing that it is true for snving.s to society from such pro~
UCLA pediatric neurologist humans as wciJ as animals..
grnms would. be much higher, he
said.
"Our wort: gi\'cs· a kind of bioarc figuring out which buttons
Sevcnty-fh·c percent of aU lmprishaven't been pushed-and need to
oned m;,;lcs in America ht"l\'C poor
be-to make the brain work right.
brain reaUy is sensitive lo the early school r~cords and low IQs, Ramey
"We're goin~ to be ab1c to iden- environment and tht>sc early CXPI.'- said. Tracing their backgrounds
tify th~sc Ibr.un-impair~d] children ricnccs arc llkcl\' to underlie the tums up a famHiar pattern: They
within thr first live \'cars of Jif~: and kinds of intelleCtual pcrfonnano:- begin as children from disndvanmake intcl'vcmions "w chang\! thdr that we sec on the behavioral side taged families stan.ing school aca·
demically behind. Th~y don't know
brains right !hen and then: ... said in humans."
Dr. N~d Kalin, chief of psychiatry
l11c new findings are c~pcctcd to how to r~.,-ad or do bask math; beat the Uniwrsily of Wisconsin.
ha\'C a rc\·otutionary impact on cause they arc in poor school sysw
carl>· child~n:aring pmcticcs and ed- tctnsf they get linJc help.
ucation. and provide further sup~
Their growing frustration often
port for such lnter\'cntion pro- turns into truancy, school faiturt:,
gr.tms as Head St.1rt.
aggression and violence, Ramt!y
said.
''11tcrc·s no rco1l mvst~rv about
this/' Ramey said. ''Wh'Cn you
h.·wc high conccntnnions of P!..'opte
who don·t hllvc bask social skillsand being able to succccU in schoo1
is a univer;saUy rcquir~d bnsic social skill- -you have chaos:·
The
~~i~:io~.~·Ji3~n;~;; ~~~~d~~
i
!
Nol onJy arc more womcu
working than ever before, bul men
arc working longer hours. Children
arc often left to fend for them~
scl\-cs, surrcnckring to lhe passive
habit of watching TV, instead of
"intcrncting with their cnvironnlcnt.
.. We have a situation in whi~h
parents in
social classes have
less time to put into the manage·
mcnr ana orchestration of what a
child needs during this critical period of time,~ Earls said.
Day care must be upgraded na~
tionally to provide the best kind of
learning cnvironmcm to children
when 1hcir parents are unable to
do .so, he "'id.
'"Good Qa)' care can solve a Jot
of thl! probJcnts because childr~Jn
interact a lot with other children,"'
snid Martha Constantine~Paton, a
Yale Uni"ersity neurobiologist.
'"People nrc desi~ncd to interact
with olhcr people. •
nn
Dr. Norman Krasnegor of the
National Institute of Child Health
;uid Human Development says
there is a special kind of "dance''
bi.!tWecn a mother nnd her b'nby
tha't is missing in many families.
''What we haYc learned is that
human babies elicit behavior fron1
their parents and the parents, in
wrn, give of themseh'Cs." he s."lid.
«tt 's n~n a one-way stn.'Ct. Ies a
kind' of a dance between mother
and c·hild."
Man}' parents do that intuitivciv,
using mobi!cs, talk and other di!vkcs or activities to stimulate
reactions from their babies, h.:
said. But if lhc mother is a teen~
ag.:r, li\'cs in poverty or is on
drugs. then she may not be re·
sponsive to wh:u the baby is trying
to elicit, and tht.' child's brain m;ty
receive the ~timuhu.ion it
to d~vclop, he s11id.
But no matter how. well th<."
preemies Wt!rc fed and their medi-
ca} needs tended tot they didn'l
grow. The)' were stuck on pause
and manr became physically and
mentally rctnrdcd, or didn't make
it at aU•
In a series of experiments,
Schanberg and Field found out
why.
Separating newborn rats from
their mothers caused the pups to
go into a sur\'iva1 mode. To con~
serve food and energy, their bodies
stopped growing. Stress hormones,
rclc:ISCd to subdue the body's need
for nourishment. actually turned
off genetic activity so th:ll cells
could not divide.
When the mothers were returned. the stress hormones in
their pups subsided and they
began ~rowing again. But, when
the SCJcntists anesthetized the
mothers before returning them.
the pups failed to re\<lvc.
·Eliminating one possible cause
after another. the scientists fou~d
that it was the mother's licking
that kept their newborns happ\'
and the stress hormones in check.
Licking was the signal that told
the pups that they were not in
~~~:drpu;~n~~:~ ;~~~~~~:ri~t b~~h
could do the same: thing, beCause
it mimicked the mothers' licking
and allowed the newborns to
thrive.
When the rcscrthers looked at
preemies, sure enough, th~ same
chemical chan&es were happening.
Cortisol, a major srrl.!ss hormone,
was up and DNA synthesis was
down.
Human babies arc not licked,
~: :!;bb..~~ '~~l~dn a£~h~~~rg~,~
Field trictl that on the premature
babies, tht• inf.1n1s s.tartcd to grow
stronger and thriw.
the
I
I
:I
i!
il
:!
lj
So m:w is the evidence linking
··":
Ramey's lntervcnlion program
includes good health cmc. not only
for the child bui aho for the
Isolated in incubators bearing
.. Do Not Touch'' signs, preemies
struggled to survh•c. Since they
were so tiny, doctors felt that they
should not he disturbed. An}1hing
,.
'~
As with the rats, the Jack of
touching serves as a signul that a
m:wbnrn's mother and lhod supply
art not available, thereby kicking
in the cortisol-driven survival
mcch~nism, Schanbcrg s:tld.
c:!!11l'
OlCOIL'<HI)
iH.:t.:Cp\.<LVtt•. ,
no..
said. "Thh wasn't just being nice,
this Y.'a.S, 'You bcucr damn well
have it or e1sc.' ••
Good news like th.ar spread rapidly. Most hospitals now have a
program involving grandmothers
and others who regularly touch
and massage e;uremely Jow·Y.'Cight
infants.
·
At the University of Wisconsin,
Dr. Richard Davidson, professor
of psychology and psychiatry, is
using· brnin imaging devices to
look for -particular patterns of
brain organization that may pre·
dispose a child to be happy or
fearful.
So far, he can accurntely predict
whether a lO·month·old infant will
cry or not in response to a brief
period of separation from his ·
mother.
Those who cry have less clcc1ri~
~~~ ~~~\~ilb/.~\~;lC l~~/r~hn~~cc,~~~~
don't cry. They also arc mort." retkent and Jess wHlins to c;>ptore
th;.m infants who have a h1gher
level or electrical activity in the
len sides of their brains.
01
Thesc individual dilfcrcnces are
stabll.\ trait-like attnbutcs," David~
son said. ' 1Thcy show up early in
life and ther arc consistent over
dmc.~•
Da\1dson hopes that by making
pictures of these brain traits it
may be possible to detect children
who nrc prone to dl.'\'Cioping men~
tnl disorders. such as depression,
long before the symptom!:t show
up.
t1\:u~o~~~~~i~? 1!ha~15tJ:~;~c~i~iJ;
5
~~~~~rk nrC:inngbccxc~1~~i~~dc~!~r~~~~
wirin~ that gt.'ts _established in the
brain and mal:cs a chilli fc;uful .
and hesitant may h" undone; thl'n
rormcd again into ncl\vmks th'at
mal;c lh~.: child more outgoing and
trust ill£.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
First Lady's Work on Children’s Issues and Women’s Rights
Creator
An entity primarily responsible for making the resource
White House Office of Records Management (WHORM)
Caligraphy Office
Chief of Staff
Domestic Policy Council
First Lady’s Office
Management & Administration
Millennium Council
Public Liaison
Special Envoy for the Americas
Women’s Initiative and Outreach
Date
A point or period of time associated with an event in the lifecycle of the resource
1995-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36054" target="_blank">Collection Finding Aid</a>
Identifier
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2006-0198-F Segment 4
Description
An account of the resource
<p>This collection contains records regarding conferences and events attended and hosted by the First Lady, Hillary Rodham Clinton. The key events in this collection consist of the United Nations Fourth World Conference on Women, Vital Voices, Beijing +5, and the Early Childhood Development Conference. The records include background materials in preparation for each of these conferences.</p>
<p>This collection contains records from the following offices: White House Office of Records Management, Calligraphy Office, Chief of Staff, Domestic Policy Council, First Lady's Office, Speechwriting, Management & Administration, Millennium Council, Public Liason, Special Envoy for the Americas, and Women’s Initiative and Outreach. The collection includes records created by: Ann Lewis, Harold Ickes, Cheryl Mills, Linda Cooper, Ann Bartley, Lisa Caputo, Lissa Muscatine, Marsha Berry, Eric Massey, Nicole Rabner, Shirley Sagawa, Christine Macy, June Shih, Laura Schiller, Melanne Verveer, Alexis Herman, Ruby Moy, and Doris Matsui.</p>
<p>This collection was was made available through a <a href="http://clinton.presidentiallibraries.us/freedom-of-information-act-requests">Freedom of Information Act</a> request.</p>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Clinton Presidential Records: White House Office of Records Managment
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Date Created
Date of creation of the resource.
11/14/2014
Extent
The size or duration of the resource.
301 folders in 30 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Early Childhood Development Conference Background [Loose Material] [7]
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 7
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/2006/2006-0198-F-4.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1766805">National Archives Catalog Description</a>
Creator
An entity primarily responsible for making the resource
First Lady’s Office
Domestic Policy Council
Identifier
An unambiguous reference to the resource within a given context
2006-0198-F Segment 4
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
11/14/2014
Source
A related resource from which the described resource is derived
42-t-20060198f4-007-003
1766805