Attachment

Question 1

Harlow’s Monkey Studies

Answer 1

monkeys raised alone showed extreme emotional disturbances

what helped the monkeys:
1) younger peers - NOT same age
2) contact/comfort mother - preferred over wire mother

strange situation type stuff - go to comfort mother

so sad :(

Question 2

Attachment

Answer 2

close and enduring emotional bonds to parents or other primary caregivers

first proposed by Bowlby

Question 3

Secure Base

Answer 3

refers to the idea that the presence of a trusted caregiver provides an infant or toddler with a sense of security that makes it possible for the child to explore the environment

increases survival

Question 4

Internal Working Model of Attachment

Answer 4

mental representation of the self, of attachment figures, and of relationships in general

idea that you develop expectations about how people will treat you and whether you are deserving of love

Question 5

Ainsworth’s Strange Situation

Answer 5

measurement of attachment

student of Bowlby

2 keys factors:
1) the extent to which an infant is able to use the primary caregiver as a secure base
2) how the infant reacts to brief separations from, and reunions with, the caregiver

Question 6

Strange Situation Classifications (4)

Answer 6

1) Secure
2) Insecure-Resistant
3) Insecure-Avoidant
4) Disorganized

Question 7

Which attachment style was added at a later time?

Answer 7

Disorganized

Question 8

Secure Attachment

Answer 8

easily comforted by mother, has a secure base

majority across cultures!

Parenting style: sensitive, response, not overly intrusive

Long-term - best outcomes (better grades, more friends, more prosocial)

Question 9

Insecure-Resistant Attachment

Answer 9

clingy then resists comfort

stays close to mother

VERY distressed when she leaves

wriggles away from mother when she returns - as though they are mad at mom

Parenting style: inconsistent, often unresponsive, sometimes pick them up, sometimes let them cry, kid doesn’t know what to expect

Question 10

Insecure-Avoidant Attachment

Answer 10

spend most time ignoring mom

don’t pay attention, may not even cry when left alone

but SAME physiologic response as resistant infant

learn to be self-sufficient

Parenting style: unresponsive OR intrusive, overstimulating, constantly in their face

Question 11

Disorganized Attachment

Answer 11

new classification

confused, fearful, freezing

can’t easily classify

odd behaviour - may start to approach parent but then freezes

contradictory - fearful smile

worst outcomes

Parenting style: abusive

Question 12

What is the most important factor that promotes a secure attachment style?

Answer 12

Sensitivity

caregiving behaviour that involves the expression of warmth and contingent responsiveness to children, such as when they require assistance or are in distress

responding promptly, appropriate for infant’s needs

increases secure attachment NO MATTER the child’s temperament

Question 13

What situation is associated with the worst outcomes?
a) secure attachment with both parents
b) secure attachment with 1 parent
c) poor attachment with both parents

Answer 13

c) poor attachment with both parents

Question 14

How is parental attachment measured?

Answer 14

Parental Attachment Interview

Question 15

Parenting Attachment Categories (4)

Answer 15

1) Autonomous
2) Dismissing (avoidant)
3) Preoccupied (resistant)
4) Unresolved (disorganized)

Question 16

Autonomous Parental Attachment

Answer 16

consistent

acknowledge that childhood wasn’t perfect, but have positive, loving relationship with parents

Question 17

Dismissing (Avoidant) Parental Attachment

Answer 17

don’t recall, or dismiss as unimportant anything that could be negative

Question 18

Preoccupied (Resistant) Parental Attachment

Answer 18

still caught up in childhood experiences

dwell on things, caught up in wrong of parents

Question 19

Unresolved (Disorganized) Parental Attachment

Answer 19

answers don’t make sense

extreme good and bad

abused but talk about how much parents loved them

answers all over the place

Question 20

Self-Concept/Identity

Answer 20

how you THINK about yourself

Question 21

What is the 1st step in developing self-concept/identity?

Answer 21

Differentiating self from other

e.g. my legs are my own

Question 22

When can children consistently pass the Rouge Test?

Answer 22

18 months

Question 23

Descriptions of self in pre-school

Answer 23

physical attributes, abilities, social relationship

observable features

preferences and possessions

e.g. I have a bike, I have a brother, I like spaghetti

don’t compare self to others - have a high sense of self

overestimate abilities

Question 24

Descriptions of self in elementary school

Answer 24

begin social comparison

notice that other kids do things better than them

drop in self-esteem

more realistic view of capabilities

More higher order - e.g., “I’m smart, good at sports”

more abstract than what preschoolers talk about

increasing importance of social relations

Question 25

Descriptions of self in high school

Answer 25

Early adolescence - may feel conflict at opposing attributes, don’t understand why Mid-adolescence - realize they can be different in different contexts unify separate traits into higher-order descriptors attitudes personality traits beliefs

Question 26

Examples/concepts of adolescent egocentrism (2)

Answer 26

1) personal fable 2) imaginary audience

Question 27

Personal fable

Answer 27

“nobody has ever experienced pain like I feel, my parents cannot possibly understand what its like”

Question 28

Imaginary Audience

Answer 28

“everyone is looking at the pimple on my face”

Question 29

According to Marsha, identity formation differs on 2 mains dimensions...

Answer 29

1) commitment 2) crisis

Question 30

Marsha's Identities (4)

Answer 30

1) Identity foreclosure 2) Identity diffusion 3) Moratorium 4) Achievement

Question 31

Identity foreclosure

Answer 31

Commitment: HIGH Crisis: LOW Family: overly involved Personality: high obedience, stereotypical thinking passive acceptance e.g. you’re going to be doctor, accept that they think they’re going to be a doctor, no questioning

Question 32

Identity Diffusion

Answer 32

Commitment: LOW Crisis: LOW Family: laissez-faire, rejection, unavailable Personality: mixed results, low levels of ego development, moral reasoning, cognitive complexity, poor cooperation not actively in a crisis high in teen years, then drops off

Question 33

Identity Moratorium

Answer 33

Commitment: LOW Crisis: HIGH Family: ambivalent struggle with parents, back and forth, but parents realize that they’re trying to work through things Personality: most anxious and fearful of success, but high level of ego development, moral reasoning, self-esteem actively exploring roles e.g. most university students

Question 34

Identity Achievement

Answer 34

Commitment: HIGH Crisis: HIGH Family: encourage autonomy, differences within context of mutuality, let kids explore options Personality: high levels of ego development, moral reasoning, self-certainty, self-esteem, performance under stress, intimacy has experienced a crisis has explored and come to own decision more mature and motivated than other groups

Question 35

Most common identity sequences (2)

Answer 35

diffusion → foreclosure → achievement OR diffusion → moratorium → foreclosure → achievement

Question 36

Self-esteem

Answer 36

individual’s overall subjective evaluation of his or her worth and the feelings he or she has about that evaluation how you FEEL about yourself one of the most important factors of self-development**