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, consider how these link with recent themes of developmental psychological research, and finish by evaluating some efforts made to escape the terms in which these questions were posed.
