Learner Dev. Test #4

Attachment

A deep, enduring emotional bond between people; primary figure and hierarchy

Function of Attachment

Safe haven from danger by keeping children close to adult protector; a secure base for moving outward to explore the world

Ainsworth’s Contribution

Children why display intense attachment behaviors are not necessarily more attached; secure child may seem to take mother for granted; anxious child who will not leave mother’s lap may be insecurely attached

Ethology

Subdiscipline of biology concerned with they study of animal (including human) behavior; uses an evolutionary perspective to explain behavior; asks “what is the function of this behavior?”

what is the function of this behavior?

the ultimate function is to pass on genes

Konrad Lorenz

showed “critical periods” exist from his work with geese

Critical Period

if you don’t develop something during that period, you never will; not for humans, but 1-2 years may be a sensitive period

Attachment Age Trends

• behaviors change but function does not

• early childhood: separation distress and stranger wariness

• middle childhood & adolescence: tolerate greater physical separation and healthy independence results from secure attachment

Secure Attachment

• Freely explore while attachment figure is present

• May or may not cry when separated

• Show delight when reunited

• Quickly soothed by attachment figure

• Prefer parent over stranger

Insecure Avoidant Attachment

• Explore while ignoring parent

• Do not seem to care when parent leaves

• Do not clearly prefer parent over stranger

• When parent returns, ignores or turns away

Insecure Resistant Attachment

• Hover near parent with little exploration

• Distressed by separation

• Difficult to soothe when parent returns

• Seem ambivalent when parent returns: go to parent but act angry or arch away; may hit parent

Disorganized Attachment

• Seem to want to be with parent and to avoid at the same time

• Behave bizarrely (ie may approach then run away)

• May rock back and forth

Insecure Attachment Risk Factors

• Low academic achievement

• Lower social competence

• Anxiety

• Poor physical growth

• Less compliance

• Difficulty discussing emotions

• ADHD symptoms

• Psychopathology & delinquency (risky behavior)

Secure Attachment from Parent Behavior

Sensitive responsiveness; non-intrusiveness; consistent acceptance, warmth, openness, involvement

Ways to promote secure teacher-child relationships

• be sensitive and have positive interactions

• know/learn about child development

• have high student expectations

• use noncoercive discipline (love & logic)

• intervene to improve poor teacher-student relationships

School Bonding

Attachment to school; feel cared for at school; network of relationships with peers and teachers; especially important for students at risk

Temperament

to consistent individual differences in behavior that are biologically based

Temperament Traits

Activity Level (movement); effortful control (executive function!); negative emotionality

Personality Traits

• Openness to Experience

• Conscientiousness

• Extraversion

• Agreeableness

• Neuroticism

Openness to Experience

Features characteristics such as imagination and insight; tend to have a broad range of interests; curious about the world and other people and eager to learn new things and enjoy new experiences

Conscientiousness

high levels of thoughtfulness, good impulse control, and goal-directed behaviors; organized and mindful of details; plan ahead, think about how their behavior affects others, and are mindful of deadlines

Extroversion

Excitability, sociability, talkativeness, assertiveness, and high amounts of emotional expressiveness; outgoing and tend to gain energy in social situations; being around other people helps them feel energized and excited

Agreeableness

trust, altruism, kindness, affection, and other prosocial behaviors; tend to be more cooperative; low - more competitive and sometimes even manipulative

Neuroticism

sadness, moodiness, and emotional instability; high - mood swings, anxiety, irritability, and sadness; low - more stable and emotionally resilient

Resilient

high levels - openness, conscientiousness; above average-extraversion, agreeableness; low levels - neuroticism

Overcontrolled

high levels - agreeableness, neuroticism; very low - extraversion

Undercontrolled

very low - agreeableness, conscientiousness; low average - neuroticism, openness

Personality Predictions

Higher GPA:

• conscientious, agreeable, open students

• resilient and overcontrolled students

Fewer behavior problems:

• conscientious, agreeable students

More delinquency:

• less conscientious and agreeable but more extraverted students (boys)

Epigenetics

environment influences whether genes are expressed