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Family Studies 210 > Chapter 5 > Flashcards

Chapter 5 Flashcards

1
Q

What ensures survival of orphaned elephants?

A

touch or physical contact

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2
Q

effects of maternal separation/loss on elephants?

A
  • anxiety
  • digestion problems
  • inability to settle/regulate emotions (ie. trouble falling asleep)
  • inability to play/interact with peers
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3
Q

similarities in attachment between humans and elephants

A
  • similar patterns of emotional reactions when separated from caregivers
  • 1) Protest: baby cries or actively searches for caregiver; will resist other’s soothing efforts
  • 2) despair: state of passivity/sadness similar to depression
  • 3) detachment: using defense mechanisms (ie. avoiding or rejecting caregiver when he/she returns)
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4
Q

differences in attachment between humans and elephants

A
  • elephants have more critical period for reattachment than humans (approx. 48 hours)
  • male humans have nurturing behaviours whereas male elephants don’t
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5
Q

John Bowlby

A
  • created attachment theory
  • opposed to remote child-rearing practices due to the harm his inaccessible father and his physically/emotionally unavailable mother caused him (she rejected his signals for attention/affection rather than providing it)
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6
Q

Konrad Lorenz

A
  • created Ethology (theory of instinctual behaviours in animals that increase their survival)
  • studies on imprinting in ducklings showed we are biologically wired to imprint/attach to something, regardless of whether or not it’s our biological parent (ie. ducklings imprinted to dogs, balls, etc. if they were present at critical attachment time)
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7
Q

Rene Spitz

A

conducted naturalistic/observational studies demonstrating withdrawal patterns in infants separated from primary caregivers for more than 5 months

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8
Q

Spitz’s withdrawal patterns

A
  • baby tries to self-soothe
  • catatonic/repetitive self-soothing behaviours
  • withdrawn and refuse to interact with others
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9
Q

Robertson and Rosenbluth

A
  • Worked with Bowlby in filming documentary about emotional reactions when separated from caregivers
  • girl in film displayed all patterns of emotional reaction when separated: protest, despair, detachment (defense mechanisms)
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10
Q

Harlow and Zimmerman

A
  • conducted experimental studies with rhesus monkeys
  • baby monkeys randomly assigned to either control group (no separation - lived with mom), separation with a terrycloth mom (got touch/physical contact), or separation with a wire/bottle mom (got food only, no touch)
  • results: attachment in groups 1 and 2, not 3 -> touch or physical contact is critical to attachment (food is not)
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11
Q

attachment

A
  • affective bond that develops between and infant and a primary caregiver
  • infants attach to caregivers -> caregivers don’t attach to infants (ie. they don’t need to cuddle infants to feel secure)
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12
Q

Bowlby’s 4 defining features of attachment

A
  1. proximity maintenance (wanting to be physically close to attachment figure)
  2. separation distress (separation anxiety)
  3. safe haven (retreating to caregiver when sensing danger or feeling anxious)
  4. secure base (exploration of world knowing that attachment figure will protect infant from danger)
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13
Q

sensitive/critical period for attachment

A
  • first 2 years of life

- attachment begins at 6 months

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14
Q

Bowlby’s 4 phases in attachment formation

A
  1. pre-attachment
  2. attachment in the making
  3. clear-cut attachment
  4. goal-corrected partnership
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15
Q

pre-attachment

A
  • 0-3 months
  • “non-focused orienting and signalling”
  • infants use reflexive signalling behaviours to promote physical contact with caregivers, but don’t direct these signals to any one caregiver in particular
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16
Q

attachment in the making

A
  • 3-6 months
  • “focus on one or more figures”
  • infants begin to narrow proximity-promoting behaviours to a particular attachment figure
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17
Q

clear-cut attachment

A
  • 6-24 months
  • “secure base behaviour”
  • infant displays proximity-seeking behaviours to a particular attachment figure in times of stress -> true attachment emerges
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18
Q

goal-corrected partnership

A
  • 24 months and beyond
  • “internal model”
  • quality of care received from parent influences child’s internal models (cognitive-affective schemas), which consist of a self-model and an other-model
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19
Q

proximity-promoting

A
  • used most in first 6 months of life (ie. crying)
  • cue for attachment figures to “come here”
  • signalling you to interact with them
  • more passive
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20
Q

proximity-seeking

A
  • actively seeking proximity to attachment figures - “go there”
  • rather than signalling, they actively follow you (ie. crawling, walking to you)
  • active rather than passive
21
Q

social referencing

A
  • emerges around 10 months of age
  • infants get reassurance/comfort simply by looking at their attachment figure
  • reassurance without physical contact
22
Q

secure base

A

using attachment figure as a secure base from which a child can explore the environment

23
Q

safe haven

A
  • using attachment figure as a safe haven to which a child can return in times of distress
  • must be able to calm, reassure, comfort child in order to act as safe haven
24
Q

self-model

A
  • child’s perception of their self-worth/self-esteem
  • reflection of care/affection we receive from attachment figures (child’s perception of their self-worth and self-esteem)
25
Q

other-model

A
  • child’s perception of others

- will their parents/friends be there when they need them?

26
Q

internal models

A
  • consist of self-model and other-model
  • stable over time
  • eventually direct and limit what info we process
  • positive internal models: open, flexible, non-defensive info-processing
  • negative internal models: rigid info-processing that distorts info and involves use of defense mechanisms
27
Q

defense mechanisms

A

unconscious mechanisms uses to protect ego/self

28
Q

stranger anxiety

A
  • crying or clinging to attachment figures in presence of strangers
  • universal stressor in infancy
  • rare before 6 months (because attachment hasn’t formed yet), increases until 12-16 months, then declines
29
Q

separation anxiety

A
  • fear of separation from primary caregivers
  • universal stressor in infancy
  • arguably most anxiety-provoking situation for infants
  • rare before 6 months (because attachment hasn’t formed yet), increases until 12-16 months, then declines (but lasts longer than stranger anxiety)
30
Q

Mary Ainsworth

A
  • researcher hired by Bowlby to empirically test his ideas
  • explored how parents created a secure attachment with their infant
  • conducted naturalistic studies (Baltimore studies), as well as lab studies (Strange Situation)
31
Q

Key Finding’s of Ainsworth’s Baltimore Studies

A
  • attachment parenting consists of:
  • 1) providing high levels of physical contact, especially skin-to-skin and face-to-face
  • 2) quickly responding to infant cues for proximity (responsiveness)
  • 3) allowing infants to set the time/pace of breastfeeding (no fixed feeding schedules)
32
Q

Strange Situation Method

A
  • Ainsworth’s lab test of effects of attachment quality on child development
  • found 3 types of attachment: secure, anxious-ambivalent/anxious-restraint, and anxious-avoidant
33
Q

Strange situation: 1st event

A
  • stranger enters (stranger anxiety)
  • secure: uses caregiver as a secure base (exploration continues); social references, but won’t proximity-promote or seek
  • anxious-ambivalent: infant stops playing (lack of secure base); proximity-promotes or seeks (rather than social referencing)
  • anxious-avoidant: appears unphased (defense mechanism); don’t social reference or proximity-promote or seek
34
Q

Strange situation: 2nd event

A
  • caregiver leaves (separation anxiety)
  • secure: shows proximity-promoting and seeking (ie. crying, crawling to door where parent left)
  • anxious-ambivalent: same as secure
  • anxious-avoidant: still unphased, doesn’t social-reference or proximity-promote or seek
35
Q

Strange situation: 3rd event

A
  • caregiver returns (safe haven)
  • secure: quickly calms down (evidence of safe haven)
  • anxious-ambivalent: isn’t quickly soothed (lack of safe haven), shows ambivalence towards caregiver
  • anxious-avoidant: avoids/rejects caregiver (defense mechanisms)
36
Q

Changing anxious-ambivalent and anxious-avoidant to secure

A
  • easier to change anxious-ambivalent (more parental consistency needed)
  • difficult to change anxious avoidant (child has been hurt too badly through caregiver’s rejection)
37
Q

underlying source of attachment patterns (secure, anxious-ambivalent, anxious-avoidant)

A
  • source: level of sensitive responsiveness provided to infants
  • secure: high levels
  • ambivalent: inconsistent levels (some high, some low)
  • avoidant: low levels (ex. Bowlby’s mom)
38
Q

Problem with Strange Situation Method

A

not a valid way to measure infant’s attachment if infant attends day-care -> they will likely have overcome stranger and separation anxiety and will appear unphased or avoidant

39
Q

Alison Clarke-Stewart

A

designed alternative way to measure infant’s attachment if they attend daycare

40
Q

behaviours secure infants who attend daycare display in alternative attachment test

A
  • loud robot: easily comforted by caregiver (evidence of safe haven)
  • toys locked in plexiglass box: help-seek (using caregiver as a resource)
  • hovercraft in box: explore box with caregiver (secure base)
  • wizard: play with wizard and pass it the robot
41
Q

How could temperament threaten validity of Strange Situation method?

A
  • confounding variable that isn’t controlled
  • caregiver responsiveness influences infant’s behaviour (attachment), but so does temperament
  • 2 dimensions of temperament that result in coding errors: inhibition and negative emotionality
42
Q

inhibition

A
  • responding with fear/withdrawal to unfamiliar things (ie. people, situations, toys)
  • highly inhibited infants may be miscoded as anxious-ambivalent because they won’t explore when stranger enters (event 1) -> want proximity to caregiver
43
Q

negative emotionality

A
  • tendency to respond to frustrating or anxiety-inducing situations with anger, fussiness, or loudness/irritability
  • infants with high negative emotionality may be miscoded as anxious-ambivalent because they are not likely to calm down quickly when caregiver returns (event 3)
44
Q

Experiences in Close Relationships Inventory

A
  • measures attachment of adolescents and adults in romantic relationships
  • measures 2 dimensions: attachment anxiety (even items) and attachment avoidance (odd items)
  • 4 types of adult romantic attachment emerge: secure, preoccupied, fearful-avoidant, dismissive
45
Q

secure (ECR)

A
  • 1 type of adult romantic attachment
  • low anxiety, low avoidance
  • same as secure attachment in infants
46
Q

preoccupied (ECR)

A
  • 1 type of adult romantic attachment
  • high anxiety, low avoidance
  • same as anxious-ambivalent in infants
47
Q

fearful-avoidant (ECR)

A
  • 1 type of adult romantic attachment
  • high anxiety, high avoidance
  • same as anxious-avoidant in infants
48
Q

dismissive (ECR)

A
  • 1 type of adult romantic attachment
  • low anxiety, high avoidance
  • no equivalent infant type
49
Q

positive vs. negative models for 4 adult romantic attachment types

A
  • secure: positive self and other model
  • preoccupied: negative self model, positive other model
  • fearful-avoidant: negative self model and other model
  • dismissive: positive self model, negative other model

Family Studies 210 (21 decks)

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