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psych 304 > lecture 8: emotional dev cont and attachement > Flashcards

lecture 8: emotional dev cont and attachement Flashcards

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1
Q

what is temperment

A

indiviadual differences in emotion, self regualation, activity level and attention that are consistent over time and across cotnexts

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2
Q

temperment is present from what

A

infancy

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3
Q

since temperment is present from infancy, is is thought to be BLANK based

A

genetically based

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4
Q

what explains why children show very different reactions to the same sitaution

A

temperment

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5
Q

temperment is the biological innate precursor to what

A

personality

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6
Q

what are the 3 types of temperments in the type approach

A

easy babies
difficult babies
slow to warm up nbabies

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7
Q

explain easy babies according to the type approach to temperament

A

adjust easily to new situations, quickyl establish daily routines such as sleep and eating, and generally are cheerfyl in mood and easy to calm

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8
Q

what percentage of babies are easy babies

A

40

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9
Q

explain difficult babies according to the type approach to temperment

A

sliw to adjust to new experiences , tend to react negatively and intensely to novel stimuli and events, irregular in their daily routines and bodily function

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10
Q

what percentage of babies are difficutl according to type approach

A

10

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11
Q

explain slow to warm up babies in type apprach

A

somewhat difficult at first but become easier over time as they have repeated contact with new objects, people and situations

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12
Q

what percentage of babies are slow to warm up babies

A

15

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13
Q

what is the problem with the type aooach to temperment

A

35% did not fit those types
many children did not fit into one of thomas et al categories which prompted a need for dimensional non categorical pproach

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14
Q

how many key dimensions of temperment are there

A

5

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15
Q

the 5 key dimensions of temperment are assed using what 2 things

A

1) parents and or teacher responses to questions assesing each dimensions

2) observing how kids react to lab tasks designed to assess each dimension (unbias)

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16
Q

what are the 5 key dimensions in the dimensional approach to temperment

A

smiling and laughter
distress (in infant)/ anger in childhood
fear
attention span
activity level

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17
Q

explain the smiling and laughter dimension

A

positive emoptional response to change in a stimulus

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18
Q

epxlain the distress / anger dimension

A

negative empitonal response related to having an ongoing tast interrupted or blocked

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19
Q

explain the fear dimension

A

tendency to experience unease or nervousness to new situations

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20
Q

explain the attention span dimension

A

attention to an object or tast for an extended period of time

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21
Q

explain the acvtiyi level dimension

A

rate and extent of gross motor body movements

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22
Q

true or false: temperment is unstable over time and give example

A

false, is is largely consistent/stable over time
ex: children that are more prone to anger at age 3 are also more prone to anger compared to their peers at age 8

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23
Q

is it true that temperment can change

A

true, some change in temperment over time is possible (less stable the younger the child is)

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24
Q

explain how temperment is less stable the younger a child is

A

children aged 6 have a more consistent temperment than children ageg 0-3

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25
Q

what is nature role in determining temperment

A

strong genetic basis for temperment
(ex: identical twins have more similar temperment than fratrnal twins)

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26
Q

what is nurture role in determining temperment

A

home environment also influences it
=parents emotional expression and reactions to childrens emotions have a profound effect on their emotions and emotion regulation

ex: children that grow up in families that freely express hapienss are more likely to also more freely express happiness

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27
Q

what are the 2 main implications of temperment

A

children contribute to their own emotional experience and development through their temperment

some children are easier to parent than others (ex: children with difficult temperment require more patience from a parent)

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28
Q

what is the differential susceptibility hypothesis

A

some individuals are disproportionately more sensitive to the environment.
some children are highly sensitive to both negative and positive environmental conditions

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29
Q

in the differential susceptibility hypothesis,
an at risk temperment and a negative home environment = what outcomes

A

negative outcomes

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30
Q

in the differential susceptibility hypothesis,
an at risk temperment and a positive home environment = what outcomes

A

positive

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31
Q

be explain dandelions and orchids in relation to

A

some people are like dandelions are resilient and does not matter what the environment is and they will usuallt stay the same

some people are sensitve like orchids and require perfect environemtn but will have amazing positive outcomes

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32
Q

children with highly negative temperments have …
(negativeity and childcare example) understand graph

A

1) more behavioral problems if raised with low quality childcare

BUT

have the lowest levels of behavioural problems if raised with high quality childcare

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33
Q

children with impulsive temperments have…
(impulsibity and harsh parenting alchol example)

A

higher levels of alcohol abuse in adolecsnce if raised in harsh families

but

have the lowest level of alchol abuse if raised in positive family envioronments

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34
Q

what is the implication of differential susceptibility

A

childrens temperment and the environment they grow up in jointly determine their outcomes

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35
Q

children contribute to their own emotional dev through their blank

A

temperment

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36
Q

temperment reflects a series of what

A

dimensions

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37
Q

true or fasle: temperament is thought to be determined by both genetic and environmental factors

A

true

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38
Q

chidlren with at risk temperatures show what

A

differential susceptibility (ex: do poorly in neg home environemnts but thrive in positive home environments)

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39
Q

other children that do not show differential susceptibility are more BLANK and less sensitve to their environemtns

A

more resilient

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40
Q

what is attachement

A

an emotional bond with a. person that is enduring across space and time

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41
Q

what is the behaviorist view of attachment

A

pleasure derived from food is the basis of mother infant bond

food= unconditioned stim
mother=conditioned stim linked with food

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42
Q

what did harry harlow test with monkey surrogates

A

whether pleasure of food or pleasures of comfort is most important to moneys

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43
Q

explain the monkey surrogate study and results

A

seperated monekys from their mothers and offered them 2 surrogate mothers

wire mother = with food
cloth mother =without food

resiults: monkeys spent most of their time on the cloth mother than the wire mother
evidence that infants need comfort provuded by cloth mother

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44
Q

what is the evidence of the monkey test

A

evidence that infants need comfort provided by cloth mother

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45
Q

understand the monkey cloth graph

A
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46
Q

who is john bowlby

A

pyshoanalust who studied intense emotional distress of children orphaned during WWII

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47
Q

what are the 2 things that john bowlby recongized

A

1) distress due to seperation from parents and not having emotional needs met

2) behaviors obsevred (crying, clinging, searching) are adpative responses to seperation from an attachment figure

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48
Q

john bowlby reconiged that babies feel distressed due to what 2 rasons

A

seperation from parents

and

not having emotional needs met

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49
Q

john bowlby recognized that behaviors like crying clinging and searching are what types of responses

A

are adaptive responses to seperation from an attachment figure

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50
Q

what is bowlbys attachment theory

A

children are biologically predisposed to develop attachment to caregivers as a means of increasing chances of their survival

development and quality of childs attachment are highly dependant on their experiences with caregivers

the quality of childrens attachment shape their internal working models

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51
Q

what motivates children to seek proximity to a caregiver, according to the attachment system

A

distress from a threat or seperation from caregiver

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52
Q

explain the attachgment systen

A

attachment system inactive when caregiver is close and life is good

then they become seperated from caregiver/bad event

seek proximity and then attachment system is active

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53
Q

what are the 4 features of a attachmetn system

A

1) proximity maintenance and seeking
2) seperation distress
3) safe haven
4) secure base

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54
Q

explain the proximity maintaince and seeking feature of an attachment system

A

children are biologically motivated to stay close to caregvier

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55
Q

explain seperation distress as a feature of attachment system

A

children become distressed when seperated from caregiver

activates attachment system, motivating child to seek proximity to caregiver (ex: looking for caregiver, seeking physical proximity, crying, clinging)

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56
Q

seperation distress activates what and what does that motivate

A

it activates the attachment system and that motivates the child to seek proximity to caregiver (looking fro caregiver, seeking proximity, crying, clinging)

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57
Q

explain safe haven as a feature of attachment system

A

caregiver provides comfort and a sense of safety when child feels distressed
caregiver helps manage arousal through co-reg
once proximity and reassurance have been achieved, attachment system deactvitates

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58
Q

how is the caregiver a safe haven

A

provides comfort and a sense of safety when child feels distresses and caregiver helps manage arousal through coreg

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59
Q

how does caregiver manage arousal

A

through coregulation

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60
Q

once proximity and reassurance have been achieved, what happens to the attachment system

A

deactivates

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61
Q

explain secure base as a feature of attachment system

A

caregiver provides a child with a sense of security from which they can explore the environemnt

cannot explore the envirnoment if attachment is activated

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62
Q

true or false, a child cannot explore the environment if attachement system is activated

A

true

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63
Q

how is a caregiver considered a secure base for a child

A

provides a child with a sense of security from which they can explore the environment

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64
Q

be able to explain the attachment system diagram (general)

A
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65
Q

according to bowlbys attachment theory, children are biologically predisposed to development attachment to caregivers as a means of waht

A

increasing chances of their survival

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66
Q

according to bowlbys attachment theory, development and quality of a childs attachment are highly dependant on what

A

their expriences with caregivers

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67
Q

what did mary ainsworth provide

A

provided empiracal evidence of attachment theory by devlopping the strange situation procedure

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68
Q

who developped the strange situation procedure

A

mary ainsworth

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69
Q

what is the strange situation procudrue

A

paradigm designed to systematically assess childrens attachment to a specific caregivr

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70
Q

in episode 1 of the strange situation, what are the events and the attachement behavior assessed

A

events: caregiver and child shown unfamiliar room with toys

behavior: none

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71
Q

in episode 2 of the strange situation, what are the events and the attachement behavior assessed

A

event: caregiver and child left alone in room

behavior: exploration and carefiver as secure base

72
Q

in episode 3 of the strange situation, what are the events and the attachement behavior assessed

A

event: stranger enters; tries to interact with child

behavior: reaction to stranger

73
Q

in episode 4 of the strange situation, what are the events and the attachement behavior assessed

A

event: caregiver leaves child alone with stranger; stanger allows child to play/offers comfort

behavior: seperation distress and reaction to strangers comforting

74
Q

in episode 5 of the strange situation, what are the events and the attachement behavior assessed

A

event: caregiver returns and stranger leaves, caregiver allows child to play/offers comfort

behavior: reaction to reunion

75
Q

in episode 6 of the strange situation, what are the events and the attachement behavior assessed

A

event: caregiver leaves child alone

behavior: seperation distress

76
Q

in episode 7 of the strange situation, what are the events and the attachement behavior assessed

A

event: stranger enter; stranger allows child to play/offers comfort

behavior: soothing by stranger

77
Q

in episode 8 of the strange situation, what are the events and the attachement behavior assessed

A

event: caregiver returns

behavior: reaction to reuininon

78
Q

what are the most important in assessing attachments

A

reaction to reuinon episodes are most important to assessing attachment

79
Q

what are the 4 attachment stles

A

secure

insecure/avoidant

insecure/resistant

insecure/disorganized

80
Q

what freq of people have a secure attachment style

A

60%

81
Q

what freq of people have a avoidant attachment style

A

15

82
Q

what freq of people have a resistant attachment style

A

10

83
Q

what freq of people have a disorganized attachment style

A

15

84
Q

what is the childs behavior in strange situation if they have a secure attachment style

A

uses parent as a secure base
upset at seperation
seek parent at reunion and is easily soothed by the parent

85
Q

uses parent as a secure base
upset at seperation
seek parent at reunion and is easily soothed by the parent

what attach style

A

secure

86
Q

what is the child behavior in a strange sit if they have a avoidant attachment stlye

A

readily seperates to explore
avoids or ignores the parent
does not prefer the parent to the stranger

87
Q

readily seperates to explore
avoids or ignores the parent
does not prefer the parent to the stranger

what attach style

A

avoidant

88
Q

what is the child behavior in strange sit if they have a resistant attachment style

A

does not seperate to explore
wary of the stranger even when the parent is present
extremly upset at seperation
not soothed by the parent and resists the parents attempts to soothe

89
Q

does not seperate to explore
wary of the stranger even when the parent is present
extremly upset at seperation
not soothed by the parent and resists the parents attempts to soothe

which attach style

A

resistant

90
Q

what is child behavior in strange sit if they have a disorganized attahcment style

A

no consistent way of coping
behavior is confused and contradictory
often freezes and dissociates
seem to want to apprach caregiver by see them as a source of fear

91
Q

no consistent way of coping
behavior is confused and contradictory
often freezes and dissociates
seem to want to apprach caregiver by see them as a source of fear

what attach style

A

disorganized

92
Q

what are the 4 legaices of the strange situation

A

attahcment styles replicated in sevreral studies
attachment styles are universal with approx the same freqs

remains standard measure of children attachment style
attach. styles in strange sit strongly correleated with attachment behavior at home

93
Q

true or false: attachment styles are not universal

A

false, tehy are with approx the same frequencies

94
Q

true or false: the strange sit remains standard measure of childrens attachment style

A

true

95
Q

attachment styles in strange situation srongly corealate with whatand give example

A

attachment behavior at home
(ex: securely attahced in children in strange situation are also securely attacged in home interactions)

96
Q

wat are the deteminants to of attachment stlye

A

parents
genetics

97
Q

there is correlated between parental sensotivty/support and childs attahcment style, true or false

A

true

98
Q

in parents of securely attached children, what is the parent behavior

A

generally supportive/sensitive
affectionate and expresses frequent positive emotions toward child
initiates frequent close contact with the child

99
Q

in parents of secruely attached children, what does the children lear

A

that proximity seeking is a good strategery to soothe distress

100
Q

be able to explain attachment system in securely attached indiviaudls.

A

.

101
Q

what is parent behavior in parents of avoidantly attached children

A

consistently insensitve to the childs signals
avoids close contact or rejects childs bids for contact
may be angry or impatient

102
Q

in parents of avoidantly attached children, what does the children learn

A

that proximity seeking is not a good strategry to soothe distress

and

deactives attachment system
-attention diverted away from threat
-avoid proximity when distresses
-cope with distress by surpressing it or avoiding sitautions that ellicity distress

103
Q

be able to explain attahcment system for avoidantly attached system

A

.

104
Q

what attachment stylw deactivates attachement system

A

avoidantly attached

105
Q

what happens when a child deactivates attachment system

A

-attention diverted away from threat
-avoid proximity when distresses
-cope with distress by surpressing it or avoiding sitautions that ellicity distress

106
Q

what is parent behavior of resistantly attached children

A

inconsistent or awkawrd in reacting to child distress
seems overwhelmed with caregiver

107
Q

in parents of resistantly attached childre, what does the child learn

A

that proximity is sometimes a good strategy to soothe distress

hyperactivates attachment system
-hypervigelence to threat and exagerated perceptions of threat
-excessive proximity seeking of caregiver when distressed
-cope with stress by heightening it (crying louder, throwing tantrum, clinging)

108
Q

be able to understand attachment system for resistantly atatched sysem

A

.

109
Q

what attachment system hyperactivates the system

A

resistantly attached

110
Q

what happens when a child hyperactivates attachment system

A

-hypervigelence to threat and exagerated perceptions of threat
-excessive proximity seeking of caregiver when distressed
-cope with stress by heightening it (crying louder, throwing tantrum, clinging)

111
Q

what is parent behavior in disorganized attachments

A

confuses or frightens child
may be harsh or abusive
often struggle with severe mental health issues

112
Q

what does a child learn iwith parents inn disorganized attachment

A

proximity seeking often results in feeling scared
caregiver is extremely unpredictable and cannot be trusted

113
Q

in a secure attachment style, explain child behavior in strange sit and parent behavior toward child at home

A

child:
uses parent as secure base
upset at seperation
seeks parent at reunion and is easily soothed by the parents

parent:
responsive and sensitve
affectionate and frequently expresses positive emotions towards child
initiates frequent close contact with child

114
Q

in a avoidant attachment style, explain child behavior in strange sit and parent behavior toward child at home

A

child:
readily seperates to explore
avoids or ignores parents
does not prefer the parent to the stranger

parent:
indifferent to the childs signals
avoids close contact with child/rejects their bids for contact
may be angry or impatient

115
Q

in a resistant attachment style, explain child behavior in strange sit and parent behavior toward child at home

A

child:
does not seperate to explore
wary of the stranger even when parent is present
extremely upset at seperation
not soothed by parent and resists the parents attemps to soothe

parent:
may be inconsistent or awkward in reacting to childs distress
seems overwhelemed with caregiving

116
Q

in a disorganized attachment style, explain child behavior in strange sit and parent behavior toward child at home

A

child:
no consistent way of coping
behavior is confused and contradictory
seem to want to approach caregiver but see them as a source of fear

parent:
confuses or frightens child
may be harsh or abusive
often has mental health or substance abuse probs

117
Q

is there any evidence that specific genes are related to attachment styles

A

no

118
Q

true or false: twin studies provide evidence taht attachment styles are biologically heritable

A

false, they do not

119
Q

genetics provide evidence for what

A

differential susceptibilkity

120
Q

in the genetic differential susceptibility study, who was it conducted on

A

ukrainian preschoolers

121
Q

in the genetic differential susceptibility study, they examined the relationship between what

A

attachment

rearing environment (raised in orphanage or with family)

variations in seratonin transporter gene
(s allele (versus l allele) associated with greater reacivtiy to stress

122
Q

which allele is associated with a greater reactivtiy to stress

A

s allele

123
Q

what were the results of the genetic differential susceptibility

A

children with at least one S alle (vs 2 L alleles) had

-more attachment disorganization if raised in insititution
but
-less attachment disorganized if raised with familt

124
Q

understand the genetic differential suspectibility graph

A

.

125
Q

what do the results of the genetic differential susceptibility suggest

A

suugests that “at risk” genes and negative parenting work togethr to determine vulnerability to insecure attachment

126
Q

children that are securely attached vs insecurely attached are more or less emotionally expressive

A

more

127
Q

children that are securely attached vs insecurely attached are experience more of what emption

A

more positive

128
Q

children that are securely attached vs insecurely attached are more or less anxious or depressed

A

less

129
Q

children that are securely attached vs insecurely attached, what is their relationship to behavior problems

A

are less likely to have behavioral problems, like aggression and delinquency

130
Q

children that are securely attached vs insecurely attached have what types of relationsips with peers

A

have closer relationships with peers later in childhood

131
Q

who shows more empathy, sercurely or insecurely

A

securely

132
Q

true or false: children that are securely attached vs insecurely attached do better in school

A

true

133
Q

children that are securely attached vs insecurely attached have more positive romantic expriences in adoslence and adulthood true or false,

A

true

134
Q

insecurely attached children are more or less socially competend

A

less

135
Q

true or false: one secure atatchment is enough

A

true

136
Q

having at least one secure attachment seems to bffer against what

A

buffer against the negative effects of insecure attachment

137
Q

children with insecrure attachment to both parents had more or less behavior problems

A

more behavior problems than children with inseure attahcment to justone parents

138
Q

understand graph with one secrue attachment

A
139
Q

the quality of childrens attachemnts shape what

A

their internal working models

140
Q

what are internal working models

A

mental reps of the self, of attachment figures and of relationships in general that is constructured as a result of experiences with caregivers

141
Q

internal working mdels filter through what

A

filter through which interactions with the caregiver and other attachment figure throughtout life are interpreted

142
Q

internal working models guide what

A

guide child behavior in interactions
guide expectations about relationships throughout life q

143
Q

in the internal working model guide, what attachment style is located in upper left quad

A

secure

144
Q

in the internal working model guide, what attachment style is located in upper right quad

A

resistant/anxious

145
Q

in the internal working model guide, what attachment style is located in lower left quad

A

avoidant

146
Q

in the internal working model guide, what attachment style is located in lower right quad

A

disorganzied

147
Q

what is the question for model of others

A

can others be relied on for support

148
Q

what is the question for model of self

A

am i worthy of love

149
Q

if a child belives they are worthy of love and that others can be relied on for supprt, what attachment style do they have and what does that mean

A

secure

expect relationships to be rewarding, comfortable with closeness and feel worthy of love

150
Q

if a child belives they are worthy of love but that others cannot be relied on for supprt, what attachment style do they have and what does that mean

A

avoidant

disinterested in closeness and intamacy but very self reliant

151
Q

if a child belives they are not worthy of love but that others can be relied on for supprt, what attachment style do they have and what does that mean

A

resistant

strong need for closeness but worries that others will reject them because they are not good enough

152
Q

if a child belives they are not worthy of love and that others cant be relied on for supprt, what attachment style do they have and what does that mean

A

disorganized

distrustful of others but also sees self as derserving rejection

153
Q

according to bowleby, attachment is biologically based and rooted in what

A

evolution

154
Q

using the strange sit, children can be clasffied into what 4 attachment styles

A

secure
avoidant
resistant
disorganized

155
Q

attachment styles are primarly shaped by experienes w who

A

caregivers

156
Q

secure attachment is assocaited with what parenting

A

senstive and repsonsive parenting

157
Q

true or false, children are also susceptible to negative parenting

A

true

158
Q

true or false: attachment style has a profound impact on childrens social and emotional dev and explain

A

true
secure atatch is associated with many positive outcomes

159
Q

the quality of childrens attachment shape what and wht does that guidde

A

shape their internal working models which guide their expectations and beheviors in relantionships throughout life

160
Q

what was the study of child care and youth dev (SECCYD) examining

A

the effetcs of childcare on attachmet
1364 children from birth toadolecence

161
Q

what did the SECCYC measured (4)

A

childcare set
chidlren attachment to mother using strange sit
quality of mothers interactions with children
children social behavior and cognitive dev

162
Q

What were the results of seccyd

A

1) Attending day care had no effect on attachment security (15 month olds in daycare we’re just as likely to be securely attached to their mothers as children not in childcare)

Maternal sensitivity was the strongest predictor of children’s attachment security

3) Aspects of childcare only had an effect on attachment security a child experienced risks at home

163
Q

True or false and explain: attending daycare had no effect on attachment security

A

True
15 month olds in childcare we’re just as likely to be securely attached to their mothers as children not in daycare

164
Q

What was the strongest predictor of children’s attachment security in the study of early childcare and youth development

A

Maternal sensitivity

165
Q

In the study SECCYD Aspects of childcare only had an affect on attach security if what

A

If child experienced risks at home

166
Q

Explain how aspects of childcare only had an effect on low attachment security if child experienced risks at home

A

Low maternal sensitivity + poor quality healthcare = less secure

Allomaternal sensitivity + high quality childcare = more secure

167
Q

Low maternal sensitivity and blank means less secure 

A

Poor quality childcare

168
Q

Low maternal sensitivity and blank means more secure

A

High quality childcare

169
Q

What are the two implications of the seccyd study

A

Childcare does not undermine parent‘s child attachment security

Childcare can compensate for negative parenting experiences at home by promoting attachment security

170
Q

Interventions are effective and promoting attachment security for who

A

Families at risk for insecure attachment

171
Q

True or false: interventions are not effective and promoting attachment security for families at risk for insecure attach,ent

A

False they are

172
Q

When are attachment interventions most effective

A

Occur early in development (3-9 mths)
Family has a history of child maltreatment

173
Q

What does ABC intervention stand for

A

Attachment and biobihavioral catch up

174
Q

In the ABC intervention trainers teach parents to achieve what three goals

A

Provide nurturance to the child
Follow the child’s lead
Avoid frightening behaviour

175
Q

What do the trainers do when observing parents with their children in the ABC intervention

A

Trainers observe parents with their children and provide immediate feedback and concrete suggestions for how to improve

176
Q

Compared with the control group ABC group shows watch two things

A

1). More parental sensitivity
2) improvements and children’s attachment security


177
Q

What are the implications of the ABC intervention

A

Even very problematic parent child relationships can be improved with early intervention

psych 304 (10 decks)

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