Our goal in writing this book was to fill a perceived gap in the
early experi ence literature. Most existing volumes on early
experience and development can be dichotomized on a basic versus an
applied dimension. Volumes falling on the basic side are designed
for researchers and theoreticians in the biomed ical and behavioral
sciences. Most existing basic volumes are either primarily based on
infrahuman data or are based on single major human studies. In
going over these volumes, we are not convinced of the generality of
infrahu man data to the human level; in addition, we were concerned
about the replicability of findings from single studies, however
well designed these studies were. As a result, the relevance of
data from these volumes to applied human problems is quite limited.
In contrast, volumes falling on the applied side are designed
primarily for those involved in intervention work with infants and
young children. These applied books generally tend to be vague and
nonempirical compilations of the views of experts and the
collective "wisdom of the ages. " Rarely in applied volumes do we
find conclusions based on solid, consistent, empirical findings.
General
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