ABSTRACT
Two main aspects of the legacy of nineteenth-century developmental psychological research form the focus for this chapter. One is the division between social and `non-social'. The second is the priority accorded to biology in accounts of infant and early child development. I will explore the forms these take through discussion of classical (iconic and widely cited) studies, to consider how these link with recent themes of developmental psychological research, ®nishing by evaluating some efforts made to escape the terms in which these questions were posed.
