Contents: Part I:Introduction.R.G. Barr, P.R. Zelazo, Do Challenges to Developmental Paradigms Compel Changes in Practice? An Introduction. Part II:Developmental Assumptions and Clinical Practice.P.H. Wolff, The Concept of Development: How Does it Constrain Assessment and Therapy? D.P. Waber, Rate and State: A Critique of Models Guiding the Assessment of Learning Disordered Children. R.G. Barr, Recasting a Clinical Enigma: The Case of Infant Crying. Part III:Perceptual-Cognitive and Language Development: Biological and Environmental Influences and Their Assessment.A.N. Meltzoff, P.K. Kuhl, Infants' Perception of Faces and Speech Sounds: Challenges to Developmental Theory. P.R. Zelazo, Infant-Toddler Information Processing and the Development of Expressive Ability. G.J. Whitehurst, J.E. Fischel, M. Caulfield, B.D. DeBaryshe, M.C. Valdez-Menchaca, Assessment and Treatment of Early Expressive Language Delay. Part IV:Neuromotor Development: Environmental Influences.P.R. Zelazo, M.J. Weiss, E. Leonard, The Development of Unaided Walking: The Acquisition of Higher Order Control. F. Katona, Clinical Neuro-developmental Diagnosis and Treatment. Part V:Emotion and Temperament: Biological Contributions.J. Kagan, N. Snidman, J.S. Reznick, J. Gibbons, M. Johnson, Temperamental Inhibition and Childhood Fears. M. Lewis, Culture and Biology: The Role of Temperament. Part VI:Developmental Paradigms.M.J. Konner, Spheres and Modes of Inquiry: Integrative Challenges in Child Development Research. M. Gopnik, Reflections on Challenges Raised and Questions Asked.
