This seminar will focus on the question of continuity in development -- what can we conclude from spontaneous preverbal
measures of knowledge (in infants) that later in development are unambiguously present in verbal or voluntary motor behavior
(in children and adults)? The conundrum is that older children often fail to show an ability that was "present" in infancy
based on looking time measures. Does this mean that the ability was falsely attributed as present in infancy, or does it mean
that the underlying organization of the ability is transformed with age/experience? We will read widely in the domains of
infant cognitive, motor, and language development. We will also discuss what neural measures can tell us about
continuity/reorganization across early human development, the distinction between implicit and explicit knowledge in adults,
and what studies of non-humans can tell us about how best to interpret data from pre-verbal infants.
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