dev Flashcards
Attachement
The development of a mutual and intense emotional relationship between and infant and caregiver.
Freud Cupboard Theory
Mother-child bond is formed only because the child needs nourshiment.
How did Harlow challenge the cupboard theory?
He conducted an experiment with monkeys fed by a wire mother and a cloth mother. Spend more time with the cloth mother despite being fed by it or not.
- contact comfort and not nourishment
Bowlbys internal working model?
- Children create scheme of themselves, caregiver, and their interaction with their caregiver.
Ainsworth Strange SItuation Paradigm (child attachement behavior ):
A: To measure children’s attachement behavior based on their reactions when a mother leaves or returns.
Method:
1) Conducted a strange situation test, series of separations and reunions with kids and their moms.
2) Observed mother-child interactions through the Ganda Project in Uganda.
F:
- Types of attachement:
Insecurely attached/ avoidant (20%), Securely attached (70%), Insecurely attached (10%).
Hazan and Shaver (adult attachement theory)
A: to examine how adult attachement behaviors reflect early attachement experiences.
M:
- Love quiz in local newspaper where they identified their attachement styles.
- asked to report their parents attachement styles.
R:
- Those who were securely attached had responsive parents.
- Those who were insecurely attached had unresponsive parents.
- ambivalent ppl had inconsistent parenting.
f: THERE IS A CORRELATION BUT THE STUDY CAUTIONS AGAINST DETERMINISTIC APPROACHES.
Whats a strength of Hazan and Shafer
Supported by other reseacrh like simpson et al.
Simpson et al
Aim: test the role of attachement style in adult relationships.
1) administered questionnaires to determine the couples attachement styles.
2) the couples discussed a problem in their relationship.
3) observations were videotaped and a team of researchers coded the couples’ behaviors.
- insecurely attached couples tended to be anxious and employ negative strategies during the discussion.
(shows that attachement styles play a role in how people resolve conflicts).
Gender Roles
Behavior that corresponds to a conceived gender.
Evaluation of the Strange Situation Paradigm:
- Highly standardizes, allows replications across time/culture.
- Modeled on everyday, common experiences (ecologically valid).
- Exposure to stress may not mimick real-life settings.
- Highly Artificial, Limited.
- Lacks cross-culture validity.
Van Ijzendoorn & Kroonenberg (1988)
A: Meta-analysis of 32 studies involving eight countries and over 2 thousand infants.
F: - Culture differ in the distribution of type A, B, and C attachement patterns.
- Japanese studies showed a complete absence of Type A and a high proportion of Type C.
- Type B was most common, Type A was more common in western societies, and Type C is more common in Japan.
Hazan and Shaver Evaluation:
Limitations:
- Based on a self-selected sample, not representative.
- Data is self-reported.
- Sampling bias as female participants outnumbered male participants.
Sex
Male/Female biological identity (chromos, hormones, internal and external reproductive organs).
Gender
Refers to a characteristic that a society or culture considers masculine, feminine, or another gender.
Gender identity:
- Our perception of ourselves as male or female.
Gender Roles
Behavior that corresponds to a perceived gender. Can be gender-consistent or inconsistent.
Sexual Orientation
Patterns of emotional romantic, and physical attraction.
Gender Constancy
The realization that gender is permanent and will not change.
White Edwards (Theory of Gender Identity etc):
A: Studied children aged 3-11 in Kenya, Japan, India, the Philippines, Mexico, and the USA.
F: Girls were more nurturing.
- Boys were more aggressive, dominant, and engaged in more rough tumble and play.
- Gender differences in the six cultures are socialization pressures.
Kolhberg (1966) - Gender Identity:
- Children as young as two years can accurately identify their own or someone else’s gender.
- Conducted interviews with children aged 2-3, they often believed they could become a different gender when they grew up.
Biological Explanation of Gender Identity:
- gender developement is dictated by physiological processes.
- During pre-natal development, sex hormones are released, causing external and internal reproductive organs to become male or female.
- It is the absence of male hormones that makes the gender difference.
The Theory of Psychosexual Diffrentiation
- Testosterone is the key to developing the body and mind.
- Prenatal exposure to hormones is the most important factor in the development of gender identity, socialization plays a secondary role.
McGinely et al (1974), for psychosexual diffrentiation:
- Case study on batista family in the Dominican Republic.
- Had a genetic mutation where children had the genitalia of girls at birth but developed into men at puberty.
- This was due to lack or production of testosterone that prevented the penis development despite the XY chromo.
- During interviews the adults demonstrated masculine gender roles and heterosexual behavior, recalled never being happy doing ‘‘girl things’’
- Indicated a strong biological origin of gender identity.
The biosocial theory of gender development:
- Socialization is the most important factor in gender identity.
- The interaction between biological and social factors is important.
- Biological factors such as hormones and their social sexual label determined the child’s gender identity.
Money and Erhard (1972), for biosocial theory:
M: Case study on ppl with ambiguous genitals.
- Children who were born genetically female but raised to be males thought of themselves as males.
- Money theorized that it is possible to reassign sex within the first two years of life.
Evaluation of Biological Arguments for gender identity:
- Hormonal influences = Well documented: exposure to different levels of androgens and estrogens has been linked to gender-typical behaviors.
- Structural differences in the transgender brain that align with the experienced gender rather than sex-assigned gender.
- Supported by animal research; however this may lack construct validity when applied to humans.
- Reductionist arguments.
- limited generalizability.
Gender Schema theory According to Martin and Halverson:
- Superordinate schema: helps children categorize things into basic male and female categories.
- Own-sex schema: are used to identify and learn information consistent with a child’s own sex.
- Schema play a role in self-socialization.
Gender Scheme Theory
- Once children can categorize boys and girls and recognize their group, they will seek information to build up their schema.
