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PSY341K Spring > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Ainsworth believes one should accept strange situation behavior as characteristic of a child with ___; not implying that there may not be factors that affect child’s characteristics (ex?)

A

Confidence/ Ex:high fever

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2
Q

3 effects of secure attachment to the mother w/ which Ainsworth concludes her review of Group B babies are:

A

More readily socialized: more cooperative and willing to comply with mother’s commands and requests/ More + outgoing to and cooperative with relatively unfamiliar adult figures/ Explore more effectively

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3
Q

In comparison to group A & B moms, group C mothers are..

A

Less responsive to crying and to signals and communication in general than group B moms/Less rejecting than group A moms

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4
Q

When picked up, group C babies protest angrily if mother’s(3)

A

Pick up is badly timed/ not picked up when they want to be/ put down when they still want to be held

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5
Q

Group C babies may be slower to develop cognitively than the other 2 groups bc…

A

they are “handicapped” by their anxiety in leaving the mother to explore and learn through exploration

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6
Q

Both mother avoidance in the SS and detachment during and after longer separations served a…

A

defensive function

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7
Q

Group A mother show rejection toward their babies by (3)

A

Rebuffing infant desire for close bodily contact/ More frequently angry and irritated w. babies/More rigid and compulsive

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8
Q

Typical gaze aversion is…

A

when the infant looks away from his mother after looking at her

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9
Q

What does Group A gaze aversion look like?

A

The baby avoids mom when the stranger enters or approaches them (baby should be seeking proximity at this time)

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10
Q

How is gaze aversion explained in reference to bird behavior?

A

Gull does not flee during courtship, instead averts female’s gaze. Thus leaving the possibility open for further more constructive interaction when arousal decreases by cut off behavior

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11
Q

How does avoidant behavior reflect a kind of coping?

A

Dampens direct expression of anger to the attachment figure and also protects baby from re experiencing the rebuff they’ve come to expect when seeking proximity/ Increases neutrality, decreases anxiety

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12
Q

Why do observers need to be trained in order to code avoidant behavior in the strange
situation?

A

Not easily recognized to the untutored eye

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13
Q

Those who worked at the Child Guidance Clinics believed that the causes of deviant behavior arose where?

A

Social environment (not genes)

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14
Q

What are the 3 components of the SSP that are responsible for eliciting attachment behavior?

A

Strange environment, stranger, and the separations from the caregiver

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15
Q

What did Wiehe observe in “The behavior of the child in strange fields”?

A

Strongest pressure resulting in the child becoming motionless and a weaker degree of pressure causing the child to cry or to run away or towards his mother/ decrease pressure, increased natural behavior

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16
Q

How did Arsenian employ the strange situation as a means to studying child behavior? (3)

A

SS effect on children’s feeling of security/ First to vary absence or presence of the mom in a SS/ Separated the effects of the SS from the effects of separation from mom

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17
Q

What was “horrifying” about the Rosenthal study?

A

High anxiety condition room features

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18
Q

What did the Schwartz study reveal about the differences in child behaviors in the presence of a
stranger versus the mother?

A

Fear in the presence of the mother to the random toy gorilla/ calmer in front of stranger (inhibited emotional communication?)

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19
Q

What do the strange situation studies of the 60’s have in common that distinguished them from Ainsworth’s SSP? (2)

A

They attributed behavior of the child directly to the situation and no the mother-child interactions/ studies were normative and looked at the general behavior of children as a group (no attachm. style)

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20
Q

In their conclusions the authors state several reasons why they believe Ainsworth’s SSP
differed from other strange situation work. What are these reasons? (5)

A

SS based on blend of Blatz security theory and Bowlby’s attachment security/ Offered explanations for the observed behavior from an evolutionary and ethological POV/ One of the few to focus on parent-child relat. instead of traits or behaviors of the child/ Developmental differences examined/ SS allowed researchers to infer or classify the child’s attachment relat. w. the mother from the behavior of child in the lab

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21
Q

Mary Salter –> Ainsworth born and raised where?

A

Born 1913 Ohio/ Grew up in Toronto

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22
Q

Mentor and mentor’s interest?

A

William Blatz’s secure theory: Secure dependence leads to independent security

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23
Q

Ainsworth 1942

A

Canadian Women’s corp: clinical interviews, test admininstrations

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24
Q

Ainsworth 1946

A

Joined University of Toronto’s faculty

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25
Q

Ainsworth 1950

A

Married Leonard Ainsworth and followed him to London

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26
Q

Ainsworth hired as a researcher on a project by ____ at ___ while in London

A

Bowlby/ Travistock Clinic

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27
Q

Ainsworth at Travistock 1950-1953

A

Analyzed James Roberton’s data (film that raised awareness and acceptance of Bowlby’s ideas)

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28
Q

Ainsworth in Uganda

A

Followed husband there/ Researched mother-infant separation

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29
Q

Ainsworth Uganda research (Sample,observation, supported)

A

26 mother-infant pairs/ Found: Bowlby’s evolutionary perspective was a better explanation than psychoanalytic or behavioral perspective of ‘cupboard love’ (feeding–> baby’s love)/ First to support Bowlby’s ethological ideas

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30
Q

Answorth argued that attachment ___ interfere with the development of self-reliance; rather ___

A

doesn’t/supports

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31
Q

Ainsworth in 1955

A

Baltimore: Joined faculty @ John Hopkins

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32
Q

Ainsworth in 1958

A

Baltimore: Bowlby visits and collaboration begins again/ began cataloging behaviors that indicate attachment

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33
Q

The Baltimore study 1963(4)

A

Monthly visits w families across 1st yr of infant’s life/ Initial findings indicated early responsive care giving –> harmonious relationship/ immediate response to infant crying led to decreased crying / Last visit: SS

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34
Q

Across the home observations Ainsworth noted:

A

Individual differences in attachment behaviors seen in how attachment system & exploration balanced

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35
Q

Ainsworth: Balance is affected by perception of ____ ___

A

Caregiver availability (IWM)

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36
Q

Ainsworth identified 4 scales of caregiver behavior

A

sensitivity to signals/ cooperation vs interference/ acceptance vs rejection/ availability vs unavailability

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37
Q

Which two episodes of the SS are most important and why?

A

5 & 8: Reunion behaviors

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38
Q

Classification of attachment security based on (2)

A

Interactive behaviors and 1-7 ratings on 4 scales

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39
Q

1-7 ratings on 4 scales classification of attachment security based on which 4 scales?

A

Proximity seeking/ contact maintaining/ avoidance to proximity and contact/ resistance to contact and comforting

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40
Q

What does a 7 on Ainsworth proximity seeking mean? (4)

A

Very active effort & initiative in achieving physical contact/ approach is achieved thru infant’s own efforts/ adult cooperation not required/ contact more than momentary: infant doesn’t turn to other things within 15 seconds

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41
Q

What does scoring a 1 on proximity seeking mean? (3)

A

No effort to achieve physical contact or proximity/ occupied with play or exploration or desperate crying/ pays little attn. to adult or merely looks or smiles across distance w.o. any signal contact, accepts contact w.o. any indication they wished for it, or approaches in course of exploration, accidentally makes contact

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42
Q

What should an assessment of attachment security do? (4)

A

should be positively related to the caregiver’s accessibility and responsiveness/(in a particular caregiver-child relationship)should tend to remain stable over time/should predict other aspects of development / be assessed by using similar cross-culturally and across-attachment figures

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43
Q

IWM guides you in your relationships but it is ____ changing

A

constantly; moderately stable at best

44
Q

___-___ assessment of attachment in preschoolers

A

Cassidy-Marvin: 4 episodes, 3-5m each/ Rated on physical proximity to mom + verbal exchanges –> classify into attachment patterns

45
Q

___-___ Attachment classification for Kindergarten-age children

A

Cassidy-Marvin: Based on first 3-5m of reunion following 1hr separation

46
Q

The Q Sort is a __-___ security assessment by?

A

Home-based/ waters

47
Q

The Q sort components (7)

A

12-60m (up to age 5)/ an efficient alternative to Ainsworth’s narrative method (no coding/training needed)/ 90 items that measure behavioral indicators of security/ sorted into 9 piles/ by parents or by observers/ items given numerical value based on pile/ Children’s security score measures correlation coefficient bw observer’s sort and criterion sort

48
Q

Attachment During Stress Scale (birth-18m):What type of measure is it? Used when? what scores mean?

A

Observational measure/ For sure during stressful situations (ex: pediatric visit)/ Scores of 1,2: Avoidant// Scores of 5:over-anxious//Scores 3,4: normal

49
Q

Picture Response Procedure: by & description (3)

A

Kaplan/ Set of photos of attachment related scenes –> Child asked how the child in the pic feels & what the child will do –> related on: emotional openness and resourceful coping

50
Q

Doll Play by & description (3)

A

George & Solomon/ Adult begins a story: child spills juice, child awakened by loud noise, child enacts what happens next/ Responses: attachment classifications

51
Q

Family Drawing task by?

A

Fury et al, 1997

52
Q

Name 3 projective measures of attachment

A

Family drawing task/ picture response procedure/ Doll play

53
Q

(Bowlby’s) IWM explanation on why attachment relationship predicts later development (3)

A

influences expectations of caregiver’s responsiveness/ develops into relationship ‘filters’ /constrains interpretations of new relationships to be consistent w. past experiences

54
Q

Consistency of relationship quality explanation on why attachment relationship predicts later development

A

Predicting later development depends on continuity of responsive care giving

55
Q

Personality organization explanation on why attachment relationship predicts later development

A

Security shapes personality emergence in infancy which influences subsequent personality processes (ex: Erikson’s stage theory)

56
Q

Erikson’s developmental theory (3)

A

Anything that develops early will underlie other things/ Progressive development/ Trained by Anna Freud (Social relationships > sexual release)

57
Q

How many months does it take for an infant to have several attachment relationships?

A

18

58
Q

No difference in display of attachment behaviors to mothers and fathers if..

A

caregiving responsibilities are shared

59
Q

How are the various IWM that relationships produced organized? (3)

A

Hierarchical, integrative, and independent

60
Q

Hierarchical IWM organization

A

Top relationship influences all others

61
Q

Integrative IWM organization

A

Attachment to mom/dad/ and caregiver

62
Q

Independent IWM organization

A

Don’t influence each other at all and predict difference things in the future

63
Q

Does early attachment security predict anything about the parent-child development?

A

Yes (2yrs) –> mixed evidence beyond (3yrs) Ex: family stress, family circumstances probably influential

64
Q

Kochanska et al. 2010 question under investigation

A

Is the connection bw WILLING STANCE and INTERNALIZATION of MATERNAL RULES different for those securely attached vs those insecurely attached?

65
Q

Kochanska et al. 2010 measures (3)

A

attachment security (SS)/ willing stance: discipline context 14 & 22m/ internalization of maternal rule: 33(left alone for 8m), 45, 56m

66
Q

Kochanska et al. 2010 Results (2)

A

Security did not directly influence willing stance to predict internalization BUT interacted w/ willing stance to predict internalization

67
Q

Kochanska et al. 2010 Concluded attachment security provides (2)

A

felt security and harmonious family context

68
Q

Peer relationships are regulated by the ___ system and ___ arousal

A

affiliative/ increase

69
Q

Attachment relationships are regulated by the ___ system and ___ arousal while ___ security

A

attachment/ moderate/ enhancing

70
Q

Bowlby: Peer relationships are not ____ bc they are and ___ be affected by security

A

“Affectional”/ not long lasting/ shouldn’t

71
Q

Stroufe: Peers are still important in what they reveal and maximizing and minimizing strategies develop with

A

caregiver

72
Q

insecure-ambivalent ___ child-caregiver attachment

A

maximizes

73
Q

insecure-avoidant ___ child-caregiver attachment

A

minimizes

74
Q

Friendship & attachment security:A ___ correlation bc (4)

A

positive; more responsive/ more positive interactions/ friends w. others who have secure relationships/ more friends

75
Q

___ emotion regulation, ____ socializers/ who helps?

A

increase, increase/ caregivers help

76
Q

McElwain et al., 2003 support Stroufe’s predictions bc results showed

A

Avoidant: aggressive interactions/ resistant: less-self-assertion w. friends (followers) compared to avoidant and secure: lower levels of pretend play and attn. to objects

77
Q

McElwain et al., 2003 compared

A

avoidant and resistant attachments on child-friend interaction and solitary/exploratory play

78
Q

McElwain et al., 2003 measures

A

Security (SS)/ observational: friend interactions and exploratory behavior

79
Q

Abraham & Kerns, 2013 assumptions about attachment relationships (4)

A

Explore emotions/ security–>positive affect and AROUSAL MANAGEMENT/ develop patterns of appropriate responses (learning from watching)/ Learn about emotion thru ‘emotion dialogues (learning about emo bc they talk about it in secure attach)

80
Q

Abraham & Kerns, 2013 10yr olds assessed on (4)

A

security, emotion + coping (filled out by mom), friendship quality, peer competence

81
Q

Major transformations that influence adolescent attachment (4)

A

physical, cognitive, social, and behavioral

82
Q

What do the adolescent major transformations mean for attachment?

A

Generalized mental representations of attachment emerges that now assess ‘states of mind’ and reflect on relationships (ex: parents don’t know everything)

83
Q

Goal of adolescent attachment

A

Independence from attachment figure that must build a NEW BALANCE between attachment and exploration// Maturity leads to increase exploration and decreased attachment with increased AUTONOMY for behavioral, beliefs, and emotions

84
Q

Carlson et al 2004 study assessed children at which 5 points

A

1-2yrs, 4/5ys, 8yrs, 12yrs, 19yrs

85
Q

Carlson et al 2004 assessed 1-2yrs using?

A

SSP to measure attachment security

86
Q

Carlson et al 2004 used ___ and ___ measures to assess continuity of attachment at ages 4/5yrs, 8yrs, and 12yrs

A

representational, behavioral

87
Q

Carlson et al 2004 used ___ measure such as self reports

A

representational

88
Q

Carlson et al 2004 and their model

A

Transactional model of development bw teacher and child

89
Q

Carlson et al 2004 model is a ____ model with a ____ affect

A

transactional/ trickle down

90
Q

Carlson et al 2004: ___ experiences influences way representations are carried forward

A

behavioral

91
Q

Carlson et al 2004 demonstrated that ____ reflect experiences

A

representations

92
Q

Carlson et al 2004 found a ___ relationship between representation and relationship affect

A

reciprocal

93
Q

Rosenthal & Kobak, 2010 instructed participants to 1st write down…2nd list

A

4 most important ppl in order/ list 4 peers that are most important (total of 8 people listed)

94
Q

Carlson et al 2004 found that most important people are those an adolescent would turn to for ___ and also for ____ seeking

A

attachment;support

95
Q

To satisfy Bowlby’s conceptualization of an attachment relationship which 4 characteristics have to be met?

A

Attachment behavior systems must be activated: Proximity maintenance/ separation distress/ safe haven/ secure base

96
Q

Zeifman & Hazan interviewed w. 6-17 yr olds and found that (4)

A

at all ages prefer peers as targets of proximity seeking (affiliative behavioral systems)/ shift across ages 8-14 in safe haven source (parents –> peers)/ For most subjects: parents remain bases of security and sources of separation distress/ Only among 15-17 yr olds was there a ‘full blown’ attachment to peers (Ex: romantic partner)

97
Q

Studies support romantic relationships (pair bonds) as attachment relationships bc (4)

A

Meet Bowlby’s 4 criteria/ Found in 2 kinds of social relationships: parents or romantic partners/ Bond forms after 2yrs/ separation & loss sequence is same (protest-despair- detachment) looks same in pair bonds

98
Q

Infant-caregiver and pair bonds

A

the only 2 types of relationships w. loss sequence/ even caregiver reaction to loss of infant differs bc infants DO NOT PROVIDE SECURITY TO THE PARENT (diff sequence of resp)

99
Q

Minnesota study: 16 yr old resistant attachment histories lagged bc

A

maximizing strategies: want relationship but trouble having them

100
Q

Minnesota study: 16 yr olds w. secure and avoidant histories distinguished from each other by….

A

duration of romantic relationship: secure histories led to longer relationships

101
Q

Minnesota study: 21 yr old infant security predicted

A

BALANCE bw SELF AND OTHERS bc combination of PARENTAL SUPPORT in childhood and TEACHER RATINGS of social competence predicted conflict resolution in romantic relationships

102
Q

Minnesota study: 21 yr old and TEACHER RATINGS of social competence

A

predicted conflict resolution in romantic relationships

103
Q

Minnesota study conclusion

A

Well-functioning romantic relationships draw on entire history of social experience

104
Q

Coleman social capital explanation for the connection on infant caregiver attachment and romantic relationships

A

Ability to use social resources such as attachment resources (SECURITY), secure attachment enhances social capital for infants, security in infancy enhances SOCIAL COMPETENCE in childhood, and EGALITARIAN child friendships enhance romantic relationships–> Secure infancy predicts adult well being

105
Q

Coleman’s social capital explanation based on economic model (3)

A

economic model/ physical capital, human capital, social capital

PSY341K Spring (2 decks)

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