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It is not my intention in this presentation to review and discuss the psychoanaltyic theory of anxiety as a whole. Rather, I wish to bring a few data from the first year or so of life which have some pertinence to this theory, and to developmental theory in general. In so doing, I shall assume familiarity with most of the many recent discussions of anxiety in the psychoanalytic literature, such as those of Rangell (42), Greenacre (27), (28), Schur (47), (48), Spitz (52), (53), (54), Zetzel (60), Flescher (16), Kubie (35), and Brenner (5), to mention just a few.
Even with this major restriction of goal, I have had to make a choice between two possible modes of presentation. The first would be a systematic exposition of methods and data in one specific and delimited area; the second a necessarily incomplete and inadequate coverage of larger segments of the developmental process as they relate to anxiety. Had I chosen the first, I would be devoting the whole of this paper to such a topic, for example, as the differentiation between stranger anxiety and separation anxiety in the infant and young child, instead of including it as one of a series of subjects to be touched upon briefly. In choosing the second mode, as being more appropriate to this panel, I find myself in the position of reversing the ordinary and in principle better procedure of presenting well-established data before drawing theoretical conclusions from them. This paper, then, will have to serve as a sort of expository introduction to a series of publications