Psych 101: Chapter 8.4

Temperament Styles

Patterns in an infant behavior and emotion upon birth and early environmental exposure

Influenced by hereditary

Easy

Difficult

Slow to warm up

Can be mixed and dependent on child's relationship with primary caregiver

Easy temperament style

Regular schedule of waking, sleeping, and eating

Adaptable to change

Happy babies

Easily soothed when distressed

Difficult temperament style

Irregular schedule

Unhappy about changes

Loud, active, and crabby > happy

Slow to warm up

Shy, quiet, prone to withdraw from activities

Take time to adapt to environmental change

Attachment

Emotional bond that forms between an infant and a primary caregiver

Stranger anxiety

Separation anxiety

Ambivalent

Disorganized

Stranger anxiety

Wariness of strangers

Separation anxiety

Fear of being separated from the caregiver

Attachment styles

Secure

Avoidant

Ambivalent

Disorganized-disoriented

Secure

Children feel secure with their close relationships.

Avoidant

Express little to no interest in their environment

Ambivalent

Clingy to the primary caregiver

Unwilling to explore

Anxious

Disorganized-disoriented

Children are unable to react, appearing fearful of their environment.

Stranger Situation

Conducted by Mary Ainsworth to measure the attachment of an infant with their primary caregiver i.e. mother

Secure separation anxiety

Distressed when mother leaves

Resistant separation anxiety

Intense distress when mother leaves

Avoidant separation anxiety

No sign of distress when the mother leaves.

Secure stranger anxiety

Avoidant of stranger when alone but friendly when mother is present

Resistant stranger anxiety

The infant avoids the stranger, shows fear of the stranger.

Avoidant stranger anxiety

The infant is okay with the stranger and plays normally when the stranger is present.

Secure reunion behavior

Positive and happy when mother returns

Resistant reunion behavior

The infant approaches the mother but resists contact, may even push her away.

Avoidant reunion behavior

The infant shows little interest when the mother returns/

% of infants

Secure: 70%

Resistant: 15%

Avoidant: 15%

Ambivalent children

Wary of strangers

Greatly distressed when parents leave.

Do not appear comforted when parents return.

Ambivalent adults

Reluctant to become close to others

Worry that their partner does not love them

Become very distraught when relationships end

Avoidant children

Avoid parents

Do not seek much contact from parents

Show little or no preference for parents over strangers

Avoidant adults

Intimacy problems

Invest little emotion in relationships

Unwilling to share thoughts or feelings

Secure children

Separates from parent

Seeks comfort from parents when frightened

Greets return of parents with positive emotions

Parents > Strangers

Secure adults

Trusting, lasting relationships

Good self-esteem

Share feelings

Seek out social support

Harry Harlow and Contact Comfort

Hypothesis:

We have attachment because our caregivers give us milk.

Result:

The monkey stayed more on the organism with clothes.

Conclusion:

Contact-comfort

Self-concept

The image you have of yourself

Based on interactions with the important people in your life

Psychosocial theory

Erik Erikson

Epigenetic principle

Experiences to development

Developmental crises

Emotional attachment and social adjustments

Erik Erikson

Erik does not have a father, and he created his own surname, which is Erikson.

Epigenetic principle

Biology

Growth happens in stages with predetermined goals to accomplish for every stage.

Infant

Birth to 1 y/o

Trust v. Mistrust

Hope

Meet needs

Toddler

1 to 3 y/o

Autonomy v. Shame and doubt

Will

"I can do things on my own!"

Play age

3 to 6 y/o

"Early childhood"

Self-control of reactions and behaviors

Initiative v. Guilt

Purpose

"I can start and explore new things!"

School age

7 to 11 y/o

"Middle childhood"

Comparison to others as a means to measure success and failure

Industry v. Inferiority

Competence

Self-confidence

Adolescence

12 to 18 y/o

Identity v. Confusion

Fidelity

Early adulthood

19 to 29 y/o

Intimacy v. Isolation

term-35

Love

Middle age

30 to 64 y/o

Generativity v. Stagnation

Care

Contribute to society and be part of a family

Old age

65+ y/o

Integrity v. Despair

Wisdom

Assess and make sense of life and contributions

Autonomy v. Initiatve

A: I can do things on my own.

I: I can start and explore new things.

First 4 stages

Formative