Table Of ContentCOMMUNICATION AND BEHAVIOR
AN INTERDISCIPLINARY SERIES
Under the Editorship of Duane M. Rumbaugh
Georgia State University and Yerkes Regional
Primate Research Center off Emory University
DUANE M. RUMBAUGH (ED.), LANGUAGE LEARNING BY A CHIMPANZEE: THE
LAN A PROJECT. 1977
ROBERTA L HALL AND HENRY S. SHARP (EDS.), WOLF AND MAN: EVOLUTION
IN PARALLEL 1978
HORST D. STEKLIS AND MICHAEL J. RALEIGH (EDS.), NEUROBIOLOGY OF SOCIAL
COMMUNICATION IN PRIMATES: AN EVOLUTIONARY PERSPECTIVE. 1979
P. CHARLES-DOMINQUE, H. M. COOPER, A. HLADIK, C. M. HLADIK, E. PAGES, G.
F. PARIENTE, A. PETTERROUSSEAUZ, J. J. PETTER, AND A. SCHILLING (EDS.),
NOCTURNAL MALAGASY PRIMATES: ECOLOGY, PHYSIOLOGY, AND BEHAVIOR.
1980
JAMES L FORBES AND JAMES E. KING (EDS.), PRIMATE BEHAVIOR. 1982
DONALD E. KROODSMA AND EDWARD H. MILLER (EDS.), ACOUSTIC COMMUNI-
CATION IN BIRDS, VOLUME 1: PRODUCTION, PERCEPTION, AND DESIGN FEA-
TURES OF SOUNDS. 1983. VOLUME 2: SONG LEARNING AND ITS CONSEQUENCES.
1983
GAIL ZIVIN (ED.), THE DEVELOPMENT OF EXPRESSIVE BEHAVIOR: BIOLOGY-
ENVIRONMENT INTERACTIONS. 1985
The Development of
Expressive Behavior
BIOLOGY-ENVIRONMENT INTERACTIONS
Edited by
Gail Zivin
Department of Psychiatry and Human Behavior
Jefferson Medical College of Thomas Jefferson University
Philadelphia, Pennsylvania
1985
ACADEMIC PRESS, INC.
(Harcourt Brace Jovanovich, Publishers)
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COPYRIGHT© 1985, BY ACADEMIC PRESS, INC.
ALL RIGHTS RESERVED.
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ACADEMIC PRESS, INC.
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United Kingdom Edition published by
ACADEMIC PRESS INC. (LONDON) LTD.
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Library of Congress Cataloging in Publication Data
Main entry under title:
The Development of expressive behavior.
(Communication and behavior)
Includes index.
1. Expression. 2. Expression--Genetic aspects.
3. Expression in children. 4. Infant psychology.
I. Zivin, Gail, Date . II. Series.
BF588.D48 1984 156'.36 84-12397
ISBN 0-12-781780-8 (alk. paper)
PRINTED IN THE UNITED STATES OF AMERICA
85 86 87 88 9 8 7 6 5 4 3 2 1
For my parents
who indicated the road
and for Craig
who leveled the bumps
Contributors
Numbers in parentheses indicate the pages on which the authors' contributions begin.
Margarita Azmitia (319), Institute of Child Development, University of
Minnesota, Minneapolis, Minnesota 55455
Pamela M. Cole (269), Department of Psychology, University of Hous-
ton, Houston, Texas 77004
Kim G. Dolgin (319), Institute of Child Development, University of
Minnesota, Minneapolis, Minnesota 55455
Saul Feinman (291), Department of Sociology, University of Wyoming,
Laramie, Wyoming 82071
Alan Fogel (249), Department of Child Development and Family Stud-
ies, Purdue University, West Lafayette, Indiana 47907
Harold Gouzoules1 (77), Field Research Center for Ecology and Ethol-
ogy, Rockefeller University, Millbrook, New York 12545
Sarah Gouzoules2 (77), Field Research Center for Ecology and Ethology,
Rockefeller University, Millbrook, New York 12545
Robert A. Hinde (103), M.R.C. Unit on the Development and Integration
of Behaviour, Madingley, Cambridge CB3 8AA, England
Michael Lewis (153), Department of Pediatrics, University of Medicine
and Dentistry of New Jersey, Rutgers Medical School, New Bruns-
wick, New Jersey 08903
Carol Zander Malatesta (183), The Graduate Faculty, New School for
Social Research, New York, New York 10011
Tresent address: Department of Psychology, Emory University, Atlanta, Georgia 30322.
2Present address: Yerkes Regional Primate Research Center, Lawrenceville, Georgia
30245.
xiii
XIV Contributors
Peter Marier (77), Field Research Center for Ecology and Ethology,
Rockefeller University, Millbrook, New York 12545
William A. Mason (117), Department of Psychology, University of Cal-
ifornia at Davis, Davis, California 95616
Linda Michalson (153), Department of Pediatrics, University of Medi-
cine and Dentistry of New Jersey, Rutgers Medical School, New
Brunswick, New Jersey 08903
William Montgomery3 (27), Library of the American Philosophical So-
ciety, Philadelphia, Pennsylvania 19106
W. John Smith (51), Department of Biology, Leidy Laboratory, Univer-
sity of Pennsylvania, Philadelphia, Pennsylvania 19104
Esther Thelen (221), Department of Psychology, University of Missouri
at Columbia, Columbia, Missouri 65211
Gail Zivin (3), Department of Psychiatry and Human Behavior, Jeffer-
son Medical College, Thomas Jefferson University, Philadelphia,
Pennsylvania 19107
3Present address: School-Within-the-School, State University College of Arts and Sci-
ence, Potsdam, New York 13676.
Preface
This volume brings together categories that traditionally have subdi-
vided, rather than enriched, the understanding of expressive behavior
and its development. Chief among these distinctions are human and
nonhuman, emotion and behavior, emotion and cognition, innate and
socialized. This book grew out of the challenge to each contributor to
articulate at least one aspect of how biology and environment interact
in the development of expressive behavior. Across their diverse disci-
plines of developmental psychology, ethology, primatology, history, and
sociology, the contributors share the convictions that expression, ex-
pressive behavior, and other communicative behaviors have been treated
too simply and that we now know enough to clarify the surrounding
issues and to delineate specific features of biology-environment coac-
tion in the development of expressive behavior. The contributors are
also consistent in applying these issues and features, with differing em-
phases, to both humans and nonhumans. This reflects their reasoned
attribution of increased cognitive functioning, social learning, and pro-
tocultural performance to nonhuman animals and human infants. The
authors further concur on many features of the general form that biol-
ogy-environment interactions take over the course of an organism's de-
velopment. In proposing their approximations to this form, the chapters
coincide in noting confluences of elements that are traditionally opposed
to one another.
The unifying ideas that this book presents are not so developed or
explicitly integrated as to be one theory of expressive behavior devel-
opment. Rather, these unities are hypotheses and starting assumptions:
XV
XVI Preface
agreement on the old issues and metaphors that must be left behind; a
reconceptualization of the purposive, instrumental, and cognitively
loaded nature of behaviors that had previously been considered
"merely" expressive in humans and nonhumans; a general approach
to biology-environment interaction in expressive behavior develop-
ment; a general view of the course of expressive behavior development
in humans; and a set of processes that contribute to the socialization of
human expressive behavior. In the organization of the book, the reader
finds detailed focus on the first two points in the chapters in Part I,
explication of the last two points in Part II, and agreement on the general
shape of biology-environment interaction throughout.
In constructing this volume, it has been of major importance to make
explicit and easily available the concurrences and contacts across the
chapters. The aim has been a coherent work that consistently and evenly
illuminates each chapter's contribution to a more unified and complex
understanding of expressive behavior development. The chapter au-
thors were selected to present their areas of concern. Those areas, as
uniquely approached by their authors, combine to form a new, rich pic-
ture of expressive behavior development. The coherence across chapters
is emphasized for the reader in two ways: (1) through an initial framing
chapter, which outlines the old issues that the chapters challenge, and
which suggests the newer views to which they subscribe; and (2)
through brief introductions that relate each chapter to the larger issues
in the field, to the specific issues noted in the framing chapter, to the
view of biology-environment interaction that the chapter exemplifies,
and to important similarities and contrasts with other chapters. Al-
though the seed for this work grew from a symposium presented jointly
by the Ninth International Congress of Primatology and the Interna-
tional Meeting of the International Society for Human Ethology, and al-
though the core of four chapters started there, particular care has been
taken to avoid the variability and lack of cumulative coherence found in
many current scholarly anthologies. The chapters were preconceived and
specifically written and rewritten for this book, guided by a unified view
of the issues that needed to be raised and by the specific developmental
processes that needed to be explicated.
This work does not emphasize theories of emotion, although most
chapters consider the relationship of emotional state to expressive be-
havior. It is nevertheless interesting to note that this book unites the
approaches to emotion that Averill asserted (American Psychologist, De-
cember, 1983) as the two new—and mutually resistant—viewpoints on
emotion in the 1980s: the "biologically based theories with an emphasis
on expressive reactions" and those with a more social orientation (pp.
Preface XVU
1145-1146). It is the uniting, the crossing of old boundaries to present
empirically justified conceptions of a more complex phenomenon, that
is the goal of this work.
Much of the thinking that resulted in this book took place when I was
supported by a grant from the Harry Frank Guggenheim Foundation. I
am grateful to the colleagues whose conversation and critiques helped
shape my thinking for this work. I wish to thank those friends here,
while assuming myself responsibility for any errors that may have oc-
curred in the structuring of this book. My sincere appreciation is ex-
tended to Herbert M. Adler, Klaus E. Grossmann, Robert A. Hinde,
Carol Z. Malatesta, W. John Smith, and Laurence J. Stettner.
Chapter 1
Separating the Issues in the Study
of Expressive Development: A Framing Chapter
Gail Zivin
Relationship to Other Chapters and to the Field
Relationship to the Field
This chapter provides a frame of major issues in the field of expressive behavior
development, through which the other chapters in this volume may be viewed
with consistency. Two very general issues that encompass other major ones are
selected to structure this frame: (1) difficulties in defining the characteristics of
expressive behavior due to assumed consequences of its innate features, and (2)
conceptions of biology-environment interaction that look beyond previous dual-
istic thinking on expression and its development. The more specific issues (such
as the degree and breadth of linkage between states and expressive behaviors,
the theoretical and empirical specification of the referent of an expressive be-
havior, and the methodological choices in studying the phenomenon) that are
subsumed under these broader topics are indicated in the framing chapter.
Besides presenting these framing issues, this first chapter specifies terminol-
ogy for the volume, pointing out its commonality and variance with language
use in the field. It also compares the other chapters' views on these issues and
points out the general model of expressive behavior development they suggest.
Brief chapter introductions, parallel in form to this one, precede each chapter.
The particular relationships of a chapter to the important issues in the field are
indicated in this first section of the chapter introduction.
THE DEVELOPMENT OF EXPRESSIVE BEHAVIOR: 3 Copyright © 1985 by Academic Press, Inc.
BIOLOGY-ENVIRONMENT INTERACTIONS All rights of reproduction in any form reserved.
ISBN 0-12-781780-8
