PubMed · 6919138
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S Goodwin. 1982-05-19. No more bricks.. https://pubmed.ncbi.nlm.nih.gov/6919138/
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Sixty-eight 3-year-olds received a standard appearance-reality task along with either a trick task, in which the appearance question was placed in the context of a deceptive game, or a reduced information processing task, in which a dual object (e.g., a sponge-rock) was presented along with an object that matched the dual object's identity (a sponge) and one that matched the dual object's appearance (a rock). Children were more likely to pass either the trick or reduced information processing task and fail the standard than the reverse. Thus, 3-year-olds can grasp the distinction between appearance and reality (a) when their goal is to trick someone, which may prime them to think about the other's mental state, and (b) when they do not need to held conflicting object identities in mind at the same time.
OBJECTIVE: To review critically the research on infant developmental risk published in the past 10 years. METHOD: A brief framework on development in the first 3 years is provided. This is followed by a review of pertinent studies of developmental risk, chosen to illustrate major risk conditions and the protective factors known to affect infant development. Illustrative risk conditions include prematurity and serious medical illness and infant temperament, infant-caregiver attachment, parental psychopathology, marital quality and interactions, poverty and social class, adolescent parenthood, and family violence. RESULTS: Risk and protective factors interact complexly. There are few examples of specific or linear links between risk conditions and outcomes during or beyond the first 3 years of life. Infant development is best appreciated within the context of caregiving relationships, which mediate the effects of both intrinsic and extrinsic risk conditions. CONCLUSIONS: Complex and evolving interrelationships among risk factors are beginning to be elucidated. Linear models of cause and effect are of little use in understanding the development of psychopathology. Refining our markers of risk and demonstrating effective preventive interventions are the next important challenges.
The aim of this study was to gain insight into nurses' (N = 8) experience of working in a neonatal intensive-care unit (NICU) that incorporated the developmental-care approach. Although Als's model is family centered, the basic social process identified by nurses was putting the baby first. The process of putting the baby first was uncovered using grounded-theory methodology. The process included three phases: learning, reacting, and advocating/nonadvocating. In each of the phases, four main concepts--encountering, appraising, supporting, and gaining sensitivity--emerged from the data. Nurses appraised the advantages and disadvantages of this therapeutic approach not only to the infant but also to themselves.