The recently reported findings of cognitive competence in young infants are, in several ways, puzzling. Phenomena that hundreds of years of study had not revealed have been displayed in our journals over the last decade. This paper explores the displays as part of a pervasive loss of confidence in science in general and in positive developmental psychology in particular. The full infant may have been constructed to save us from the disorder of no longer having shared conceptual models, or even assured research procedures.
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