How deep do we have to go to rehabilitate evolutionary psychology? Reply to Bjorklund et al. (2022).

Disciplines like evolutionary developmental psychology admirably focus on trying to rehabilitate narrow evolutionary psychology (NEP) from within, by adding a developmental focus to NEP's tenets of adaptationism and computationalism. We argue, however, that these tenets are fundamentally incompatible with taking psychology and its development seriously, and that the kinds of modifications introduced by evolutionary developmental psychologists do not go deep enough to qualitatively change the nondevelopmental outlook of NEP. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Evolving evolutionary psychology.

Which evolutionary theory can best benefit psychological theory, research, and application? The most well-known school of evolutionary psychology has a narrow conceptual perspective (a.k.a.

The Development of Preschoolers' Living Kinds Concept: A Longitudinal Study.

Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers' living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty-five English-speaking 3-year-olds from middle-class families in Albuquerque, NM participated in four testing sessions over 1 year.

Eating pathology in female gymnasts: potential risk and protective factors.

Although participation in sports that emphasize aestheticism, such as women's gymnastics, are associated with higher rates of eating pathology, little is known about the risk and protective factors involved in this process. We established and tested a model proposing that body surveillance and body shame are processes by which pubertal development and training may uniquely contribute to pathological eating by sampling 100 competitive female gymnasts via questionnaires. We further tested whether self-esteem moderated several model relationships.

The role of locomotion in psychological development.

The psychological revolution that follows the onset of independent locomotion in the latter half of the infant's first year provides one of the best illustrations of the intimate connection between action and psychological processes. In this paper, we document some of the dramatic changes in perception-action coupling, spatial cognition, memory, and social and emotional development that follow the acquisition of independent locomotion. We highlight the range of converging research operations that have been used to examine the relation between locomotor experience and psychological development, and we describe recent attempts to uncover the processes that underlie this relation.

Embodiment and agency: toward a holistic synthesis for developmental science.

Relational, systems-oriented approaches are strongly positioned to advance theory and research in developmental science and to cement a process orientation to development at all levels of organization--from the biological to the psychological and sociocultural--despite continued prominence in the field of biologically reductionist explanatory accounts. However, the inclusive, explanatorily pluralistic ontological framework involved in adopting a relational perspective on developing systems is not always fully appreciated, explicitly articulated or even followed by devotees of the perspective. In this chapter, we highlight the importance of holistically couching interlevel relations--those that obtain vertically between levels of organization, such as between the biological and psychological levels--in terms of wholes and parts and of recognizing the different modes of causal explanation that obtain depending on whether the relations move from parts-to-whole or whole-to-parts.

The epigenesis of wariness of heights.

Human infants with little or no crawling experience surprisingly show no wariness of heights, but such wariness becomes exceptionally strong over the life span. Neither depth perception nor falling experiences explain this extraordinary developmental shift; however, something about locomotor experience does. The crucial component of locomotor experience in this emotional change is developments in visual proprioception-the optically based perception of self-movement.

The nature of preschoolers' concept of living and artificial objects.

This study investigated preschoolers' living kinds conceptualization by employing an extensive stimulus set and alternate indices of understanding. Thirty-four 3- to 5-year-olds and 36 adult undergraduates completed 3 testing phases involving 4 object classes: plants, animals, mobile, and immobile artifacts. The phases involved inquiries participants generated, what biological properties they attributed and their assignment of "alive" to the 4 classes.

Frameworks for understanding emotions and their development: functionalist and dynamic systems approaches.

In recent years, both functionalist and dynamic systems approaches have assumed increasing prominence in the study of emotion and its development, but the similarities and differences between these perspectives remain largely unexplored and open to more systematic examination. In this article, the authors argue that both approaches share a systems view of emotion and regard emotion in relational, process terms. However, each approach adopts a distinct level of analysis and distinct types of explanation for emotion and its development.

Responsiveness to terrestrial optic flow in infancy: does locomotor experience play a role?

Human infants show a peak in postural compensation to optic flow at approximately nine months of age. The current experiment tested whether the magnitude of visual-postural coupling in 9-month-olds increases when terrestrial optic flow is added to a moving room. A secondary objective was to explore whether locomotor experience plays any role in enhancing responsiveness to the additional terrestrial information.

Avoidance of Heights on the Visual Cliff in Newly Walking Infants.

Work with infants on the "visual cliff" links avoidance of drop-offs to experience with self-produced locomotion. Adolph's (2002) research on infants' perception of slope and gap traversability suggests that learning to avoid falling down is highly specific to the postural context in which it occurs. Infants, for example, who have learned to avoid crossing risky slopes while crawling must learn anew such avoidance when they start walking.

The Development of Prospective Grasping Control Between 5 and 7 Months: A Longitudinal Study.

By 7 months, infants, when reaching for an object, visually guide their grasp by preorienting their hands to match the object's orientation. Evidence at earlier ages, however, for prospective grasp control via anticipatory hand orientation is mixed. This study examined longitudinally the development of anticipatory hand orientation in 15 infants, seen every 3 weeks between 5 and 7.

Mothers' behavior modifications during pretense and their possible signal value for toddlers.

An important issue for understanding early cognition is why very young children's real-world representations do not get confused by pretense events. One possible source of information for children is the pretender's behaviors. Pretender behaviors may vary systematically across real and pretend scenarios, perhaps signaling to toddlers to interpret certain events as not real.