In The Cradle of Knowledge: Development of Perception in Infancy Revisited, Martha E. Arterberry and Philip J. Kellman study the methods and data of scientific research on infant perception, introducing and analyzing topics (such as space, pattern, object, and motion perception) through philosophical, theoretical, and historical contexts.

Forward Preface Chapter 1 Views of Perception and Perceptual Development Chapter 2 Physiological and Sensory Foundations of Perceptual Development Chapter 3 Space Perception Chapter 4 Pattern Perception Chapter 5 Object Perception Chapter 6 Motion and Event Perception Chapter 7 Auditory Perception Chapter 8 Intermodal Perception Chapter 9 Perception and Action Chapter 10 Perceptual Foundations of Social Development Chapter 11 Perceptual Foundations of Cognitive Development Chapter 12 Themes and Applications References Index

"Arterberry and Kellman have provided the definitive summary of perceptual development and have updated their earlier edition in a masterful way to capture new methods, new findings, and new trends for the future. All chapters include cutting-edge research from the past 15 years, most notably studies on the perceptual foundations of social development. If there was ever an improvement on a classic, this is it. The writing is clear, the citations are comprehensive, and the treatment of major issues in the field

"Perceptual development not only forms the basis for how we acquire knowledge of the physical and social world, but studies of perceptual development served as the historical gateway for creating laboratory methods to assess the abilities of non-verbal human infants. Arterberry and Kellman have provided the definitive summary of this rich history and have updated their earlier edition in a masterful way to capture new methods, new findings, and new trends for the future. All chapters include cutting-edge research from the past 15 years, most notably studies on the perceptual foundations of social development. If there was ever an improvement on a classic, this is it. The writing is clear, the citations are comprehensive, and the treatment of major issues in the field--from sensation to cognition --is insightful and accessible to expert and novice alike." --Richard N. Aslin, William R. Kenan Professor, Department of Brain and Cognitive Sciences, University of Rochester "In the history of science, 20 years may seem like a blink in time, but yet it is amazing how much we've learned about infants' perceptual development during the last two decades. This new edition is a very welcome update to a book that has already become a classic in the field. It is beautifully written, smart and scholarly in its breadth and interpretation of the research, and serves as foundational knowledge for those interested in developmental, cognitive, and social psychology, cognitive science, and neuroscience." --Bennett I. Bertenthal, James H. Rudy Professor of Psychological and Brain Sciences, Indiana University "Anyone interested in perception in general or perceptual development in particular would treasure this book, including researchers, students, and the interested public. Numerous illustrations enhance a lively text, written in an engaging style. This outstanding revision provides an up-to-date account of what we have learned over the last four decades about infant perception." --Rachel Keen, Professor Emerita of Psychology, University of Virginia "To have this resource available, as a means of digesting where we have come, is significant. To have a resource that is so well able to allow the reader to understand what we know and what that means is, in my opinion, quite substantial." -- PsycCRITIQUES

Selling point: Consideration of infant perception research in light of long-standing philosophical and theoretical positions about the nature of perception. Selling point: Focus on the perceptual underpinnings of social and cognitive development. Selling point: Argument that the traditional constructivist view, emphasizing the construction of perceptual reality through extended learning, has been disconfirmed by experimental data in many domains.

Martha E. Arterberry is Professor of Psychology at Colby College, Maine. She received her BA from Pomona College and her PhD from the University of Minnesota. She previously was Professor of Psychology at Gettysburg College, Pennsylvania, and she is a collaborative investigator at the Child and Family Research Section of the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Arterberry currently serves as a consulting editor for Developmental Psychology, and she is a co-author of Development in Infancy: A Contemporary Introduction, Fifth Edition (2013). Her research interests in perceptual and cognitive development include the study of depth perception, three-dimensional object perception, categorization, and memory. Philip J. Kellman is Distinguished Professor and Chair of the Cognitive Area in the Department of Psychology, and Adjunct Professor of Surgery, at the University of California, Los Angeles. He received his BS from Georgetown University, and his MA and PhD from the University of Pennsylvania. He has received numerous awards including the Boyd R. McCandless Young Scientist Award from the American Psychological Association, and the William Chase Memorial Award from Carnegie-Mellon University, and he has been elected a Fellow of the Society of Experimental Psychologists and of the Association for Psychological Science. His research interests include object, space, and motion perception, perceptual learning, and applications of perception and cognition to develop and optimize computer-based learning technology.

Selling point: Consideration of infant perception research in light of long-standing philosophical and theoretical positions about the nature of perception. Selling point: Focus on the perceptual underpinnings of social and cognitive development. Selling point: Argument that the traditional constructivist view, emphasizing the construction of perceptual reality through extended learning, has been disconfirmed by experimental data in many domains.