Human Development Exam #4

Define Attachment (p 412)

• “Affectional”, emotional bond between two individuals over time and space

  • serves to join them emotionally

  • special intimacy that develops toward end of first year

John Bowlby (p. 412-415, 418-421)

Formal theory of Attachment!!

• Emotional tie with another person

  • young kids seeking closeness to caregiver

  • show separation distress

  • Affects Emotional AND Cognitive development

  • "attachment figure serves as a secure base for exploration”

Attachment Theory (**KNOW!!)

forms in relationships where the infant gets…

• Needs met consistently

• Synchronous stimulation

• Affection

Attachment Theory forms a…

secure base for exploration!

Define ‘Secure Base’ for Exploration

According to Bowlby, what purpose does the baby’s crying, clinging, cooing and smiling serve?

4 Phases of Attachment (p.415)

1. Undiscriminating Social Responsiveness

2. Discriminating Social Responsiveness

3. True Attachment

4. Goal-Corrected Partnership

Phase 1: Undiscriminating Social Responsiveness

birth to 2-3 months

Phase 2: Discriminating Social Responsiveness

2-3 months to 6-7 months

Phase 3: True Attachment

6 months to 3 years

Phase 4: Goal-Corrected Partnership

3 years +

What is social referencing (p. 407)?

• Monitoring others’ reactions in ambiguous situations

  • using this info to regulate one’s own feeling & behaviors

What is emotional regulation (p. 407)?

Konrad Lorenz (p. 412)

Imprinting!!

• Imprinting in GEESE

  • automatic

  • within critical period

  • irreversible

Define Imprinting (p. 412)

Joe Hutto: What did the turkey video illustrate?

• Turkey Imprinting!!

  • talking “turkey” to unhatched, incubated eggs

  • eggs would respond back with “turkey noises”

  • eggs hatched

  • first thing the turkey sees is who they identify as their parent or develop a strong attachment to!!

Oxytocin (p414)

Harry Harlow

Contact Comfort!!

• Harlow’s Surrogate Mother Experiments

• Fear Response & Recovery

What is ‘contact comfort’ (p. 4)?

What 3 things did Harry Harlow’s studies show?

1. Monkeys preferred contact with CLOTH mother!!

2. When frightened, baby runs to CLOTH mother

3. When cloth mother was added, they EXPLORED

   • (monkeys in strange situations were scared and didn’t explore)

Mary Ainsworth (p.416-417)

Strange Situation Test!!

What is the Strange Situation Test & who invented it?

Mary Ainsworth

• Assess quality of infant attachment

• categorizes 4 attachment styles!!

  • secure

  • resistant

  • avoidant

  • disorganized

What specific behaviors are assessed (4 listed in lecture)?

1. Exploratory behavior

   • does figure serve as a “secure base,” do they explore?

2. Stranger anxiety

   • are they wary or outgoing with strangers?

3. Separation anxiety

   • upset to separation? try to follow?

4. Reaction to reunion

   • positive, negative, mixed, none

Describe infant behavior for secure and the several insecure attachments when in the Strange Situation Test (p. 325)

?????

4 Attachment Types (p. 416 & table 13.2 p.417)

Mary Ainsworth & Jon Bowlby

1. Secure

2. Resistant

3. Avoidant

4. Disorganized

3 INSECURE Attachments (+ parental factors)

1. Resistant (inconsistent)

2. Avoidant (unresponsive or intrusive)

3. Disorganized (abusive)

Infant temperaments that contributes to all insecure types

difficult, fearful, reactive

Secure Attachment

65-70%

• Mother as secure base

  • enters room easily, explores

  • outgoing with strangers when mother is present

  • normally upset with separation

  • happy reunion

• Infant: easy going

• Parent: synchronous interaction, sensitive, responsive

Resistant (insecure) Attachment

10%

• Anxious, clings to mother

  • no exploration

  • fearful of strangers even when mom is there

  • extremely upset by separation

  • ambivalent reunion! (seeks nearness but resentful)

• Infant: reactive, difficult, vigorous

• Parent: inconsistent, often unresponsive, ex: depressed mom

Avoidant (insecure) Attachment

15%

• Indifferent

  • explores, but play is not as constructive

  • no separation anxiety

  • no reaction to strangers

  • no reaction/ ignores reunion

  • avoids caregiver

• Infant: difficult, reactive, doesn’t show emotional needs

• Parent: rejecting/ impatient OR intrusive/ overzealous

Disorganized/ Disoriented (insecure) Attachment

5-10%

• No exploration

  • confused response to strangers

  • variable separation anxiety

  • variable reunion (may approach, avoid, both, idk)

• Infant: confused, possible neurological problem

• Parent: physical abuse, unpredictable, loving one minute, abusive/indifferent the other, can be bc of alcohol, drugs, depression

Define Separation Anxiety

Define Stranger Anxiety

What are the 3 parenting behaviors (listed at the beginning of the lecture -see lecture outline on Canvas) that contribute to a secure attachment?

How is attachment assessed?

What does your text say about German and Japanese babies put through the strange situation test (p. 418- 419) – what might explain those differences??

What effect does attachment style have on your future personality, memory, and cognition?

• Personality

  • 3 yrs SECURE:

  • bold, socially competent, sensitive, initiates play activities

• Memory

  • securely attached: positive details

  • insecurely attached: negative details

• Malleable????

  • 50% changes from one testing to the other

  • later secure attachment may compensate

How do mother’s and father’s interaction with the child differ?

What does your text say about childcare and attachment (p. 420)?

Adult romantic relationships are a result of what?

infant attachment!

4 ADULT Attachment Types 

1. Secure

2. Preoccupied

3. Dismissing

4. Fearful

Adult: Secure Attachment

(secure infant attachment)

• Healthy balance of attachment and autonomy

  • not afraid of intimacy or abandonment

  • share thought and feelings

  • longer lasting relationships

  • responsible, comfortable

  • trust and positivity

Adult: Preoccupied Attachment

(resistant infant attachment)

• Clingy, worry about abandonment, express anxiety/ anger

  • Crave closeness

  • Overly dependent on partner

  • may view self as unworthy of it

  • Highly fearful of abandonment

Adult: Dismissing Attachment

(avoidant infant attachment)

• Avoid intimacy, “self-reliant”

  • positive view of self but do not trust others

  • Do not trust partners and keep them at a distance

  • Shut down emotions

  • Value personal independence and sense of worth

Adult: Fearful Attachment

(disorganized infant attachment)

• Need relationships but doubts/ fears intimacy, lacks coherent strategy

  • Suspicious and anxious

  • Avoid any type of intimate relationships

Adult Attachment Revisited

• Experience strong affection for partner

• Seeks proximity

• Takes comfort from the bond to the attachment figure

• Upset by separation

Define Peer (p. 413)

• Social EQUALS

  • similar level of behavioral complexity, (age)

  • Peer relationships have equal power (appreciate & negotiate)

Mildred Parten’s 6 ways of Play (3 categories)

NONSOCIAL

1. Unoccupied - not playing, wandering around

2. Solitary- by yourself

3. Onlooker - observing other people play

PARALLEL

4. Parallel- playing with each other, doing same thing, but NOT interacting

TRUE SOCIAL

5. Associative - doing same thing, but NOT towards common goal

6. Cooperative - working together for a common goal

Play Age Development

• 6 months

  • smile, babble, offer toys, gesture

• 18-24 months

  • turn-taking, reciprocal

  • social imitation

  • offer toy if receiving one

  • chase, then be chase d

• 6-7 years: Rule-Governed Play

  • games with rules

  • hobbies with instructions

Basis of Friendship across lifespan

• Early childhood- preschool

• Middle-late childhood

• Adolescent

• Adult

Early Childhood- Preschool Friendships

• Common activities

• someone who likes you and you play with

  • more emotionally expressive

  • give and receive more reinforcement (greetings, praise)

Middle-Late Childhood Friendships

• Chumships (9-12 yrs)

• Mutual relationship: “best friend”

  • trust and mutual loyalty

  • like personal qualities

  • responds to each other’s needs

  • same age, gender

  • breaches of trust (ex: breaking promises, gossip)

Adolescent Friendships

• Intimacy and Self Disclosure

• similar psychological qualities

• “Collectives”:

  • unique values and standards

  • leadership

• Peer Culture:

  • specialized vocab, dress code and place to “hang out”

  • seek group membership

Adult Friendships

• Confidant

  • Feel attachment

  • can share your thoughts and feelings

Cliques

• Same-sex friendship groups

  • provides secure base for peer relationships

  • venturing into romantic relationships

Heterosexual Cliques

group of popular dating pairs

Crowd

• Collection of several heterosexual cliques together to organize social activities

  • ex: party

True or False: Young adults (esp. single) have more friends.

TRUE

• have more friends than middle & older adults

• Social stimulation & new information

What is the Socioemotional Selectivity Hypothesis?

(Remember story of Dr. Michalski’s parents and their 50th wedding anniversary)

• Adult social networks SHRINK

• quantity for quality

  • we actively narrow social network to those who best meet our needs

  • less desire for social stimulation & new info

Know (and be able to reproduce) Sternberg’s triangle of love p. 432 (Know the LECTURE VERSION!!)

Intimacy, Passion, Commitment

Sternberg’s Intimacy

• EMOTIONAL part of love

• Liking

  • feelings of warmth, comfort, closeness, respect, understanding towards another person

  • Trust, open communication

  • Concern about other’s well-being

  • Happiness

Sternberg’s Passion

• PHYSICAL part of love

• Infatuation

  • chemistry

  • sexual attraction

  • excitement

Sternberg’s Commitment

• COGNITIVE aspect of love

• Empty

  • deciding to maintain love

  • long-term relationship

Sternberg’s Romantic

passion & intimacy

Sternberg’s Compasionate

intimacy & commitment

Sternberg’s Fatuous

passion & commitment

Sternberg’s Consumate

ALL 3!! (passion, intimacy and commitment)

Define Personality

• Characteristic pattern of thinking, feeling, and behaving

  • self-concept

  • self esteem

• “Temperament” in infancy/ childhood

  • present at birth

  • corresponds to “traits” as an adult

Self-Concept

your PERCEPTION of yourself (+ or -)

Self-Esteem

• your EVALUATION of yourself

• based on self-concepts

5 people of CHANGE THEORY

• Freud: psychoanalytic, psychosexual

• Erickson: psychosocial

• Marcia: status

• Bandura: social learning, situational

Erikson’s Stages

(positive/ healthy or negative outcome)

1. Trust v. Mistrust

5. Identity v. Role Confusion

6. Intimacy v. Isolation

7. Generativity v. Stagnation

8. Integrity v. Despair

Erikson: 1) Trust v. Mistrust

0-1 year

• Needs met, attachment formed

• HOPE!!

  • learns about the world and themselves

Erikson: 5) Identity v. Role Confusion

12-20 yrs

• Develop sense of self

• FIDELITY!!

  • Who am I? Where am I going? How do I fit in?

  • societal roles

  • groups you are a part of

Identity Crisis (Erikson stage 5)

• Difficulty expressing your values, attitudes and beliefs

  • harder when they are different from those around you

  • its’s likely to create conflict

  • ex: Religion, politics, career choice, sexual orientation Moving out, marriage
    

Erikson: 6) Intimacy v. Isolation

20-40 yrs

• Emotional closeness, adult attachment

• LOVE!!

  • INTIMACY

    • formed identity, comfortable in relationships

    • trust themselves and others

    • cooperative

    • emotional ties without fear

  • ISOLATION

    • hesitant to get close, lack of trust

    • low tolerance for differences

    • give little of themselves, competitive
      

Erikson: 7) Generativity v. Stagnation

40-65 yrs

• Sense of purpose and productivity

• CARE!!

  • genes

  • generate

  • generation

Genes (Erikson stage 7)

Am I producing something that lives on after me?

Generate (Erikson stage 7)

• Universal sense of responsibility toward human beings

  • Provide strength and support to the next generation

  • so it can come to face ultimate concerns in its own way

Generation (Erikson stage 7)

Am I being productive or stagnating?

Erikson: 8) Integrity v. Despair

65+ yrs

• Evaluation of life: Satisfaction or failure

• WISDOM!

  • INTEGRITY

    • content with life, approach with gratitude

    • self-confident

    • life story made, have meaning and purpose

  • DESPAIR

    • regret

    • fear of death

    • blame others for situation

    • easily pushed around

See ‘Life Review’/ Define identity

James Marcia’s expansion of Erikson’s identity stage (p.320-321)

(expanded 5th stage: Identity vs. Role Confusion)

• Adolescent Identity Development

• Research to explore political, religious, and occupational views

  • 2 key elements

  • 4 identity statuses

Marcia’s 2 key factors

1. Exploration

2. Commitment

Marcia’s 4 states of identity achievement

1. Diffusion

2. Foreclosure

3. Moratorium

4. Identity Achievement

Identity Achievement: Diffusion

postponement of identity crisis

• NO exploration

• NO decision

  • life may be chaotic, disorganized

  • low intimacy

Identity Achievement: Foreclosure

identity chosen in early adolescence

• NO exploration

• MADE decision!!

  • family goals, traditions

  • external locus of control

  • truly limited options

Identity Achievement: Moratorium

unable to make decisions and commitments

• NO decision

• STILL exploring

  • sense of urgency

  • anxious but open to new experiences

Identity Achievement: Identity Achievement

individual commits to option that best fits them

• EXPLORATION & COMMITMENT!

  • most mature

  • 40% of college students

What percent of college students have achieved a clear sense of identity?

40%

MAMA

Marcia’s Expansion in Adulthood (go through every 7 years)

1. moratorium

2. identity achievement

3. moratorium

4. identity achievement

STABILITY (psychometric/ trait) THEORY!!

“Big Five” OCEAN Dimensions of Personality

• Openness

• Conscientiousness

• Extraversion

• Agreeableness

• Neuroticism

assessed by: personality inventories, peer ratings, factor analysis

Trait Theory

stability theory

• Personality is relatively ENDURING PATTERNS of thought, feelings & behavior called ‘traits’

• Genetically based

  • Characteristic pattern of behavior

  • Typical way of thinking or feeling

  • Self-proclaimed motives

Psychometric Theory

stability theory

• Personality can be MEASURED

  • pencil/ paper tests

Big 5: Openess

(stability theory)

• from curiosity and interest to a preference for sameness

  • Imaginative vs. practical

  • Preference for Variety vs. Preference for Routine

  • Independent vs. Conforming

Big 5: Conscientiousness

(stability theory)

• from discipline and organization to lack of seriousness

  • Organized vs. Disorganized

  • Careful vs. Careless

  • Disciplined vs. Impulsive

Big 5: Agreeableness

(stability theory)

• from compliance and cooperativeness to suspiciousness

  • Soft-Hearted vs. Ruthless

  • Trusting vs. Suspicious

  • Helpful vs. Uncooperative

Big 5: Extraversion

(stability theory)

• from sociability and outgoingness to introversion

  • Sociable vs. Retiring

  • Fun-Loving vs. Sober

  • Affectionate vs. Reserved

Big 5: Neuroticism

(stability theory)

• from emotional stability to emotional instability

  • Calm vs. Anxious

  • Secure vs. Insecure

  • Self-Satisfied vs. Self Pitying

Bandura: Social Learning / Reciprocal Determinism (p. 311)

Personality is influenced by the situation/social context
& person’s interpretation of the situation

• person, behavior and environment are connected!!

• assessed by observations of people’s behavior in certain situations

• questionaries about feeling of control