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PS1040 > Social development in infancy > Flashcards

Social development in infancy Flashcards

1
Q

developing recognition of the mother

Mother’s voice in the womb

A

a mother’s voice can be heard clearly inside the womb

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2
Q

developing recognition of the mother

when does the fetal heartrate respond to their mother’s voice?

A

32 weeks

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3
Q

developing recognition of the mother

recognition of the mother’s face

A

babies of 7 hours preffered to look at their mother’s than of a stranger with same colour hair even when image was colour reversed

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4
Q

imitation - Meltzoff & Moore

imitations of faces

A

babies imitate facial expressions from birth

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5
Q

developing interactions with the mother (and father)

what two main things do babies do when interacting with parents?

A

smiling and babbling

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6
Q

developing interaction with the mother (and father)

smiling

A
  • newborn’s reflex smile
  • by 6 weeks babies smile to mother’s face and voice
  • by 3 months the babies smiles are synchronised with the mother’s
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7
Q

developing interaction with the mother (and father)

babbling

A
  • from 2 months babies coo and laugh when people are talking to them or smiling
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8
Q

joint attention

when does joint attention emerge

A
  • emerges between 6 and 12 months
  • typically established by 9 months
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9
Q

joint attention

Joint attention (Flom et al. 2004)

A
  • 3 conditions (look & point; look, point, & verbalise) with 9 month olds
  • better than chance performance with look & point
  • when object is in 2nd visual field, better than chance performance when look, point & verbalise
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10
Q

Joint attention (Flom et al 2004.) findings

A
  • explored if parent’s small or large head turns mattered
    only mattered if looking in front of the infant
  • infants followed larger turns more than smaller turns
    in particular when outside visual field
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11
Q

Joint attention - children’s pointing

A

pointing with full hand is different than pointing with index finger

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12
Q

joint attention - children’s pointing

when does pointing for babies have a purpose?

A
  • 12 months
  • 10-12 month olds - pointing is to try and get objects that are out of reach
  • around 2 years of age infants will point then look at parent, then look back at object they are pointing to
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13
Q

social referencing

when does social referencing occur?

A
  • it occurs between 9 and 10 months of age
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14
Q

social referencing

what do babies do when confronted with an uncomfortable situation?

A

infants may look to their caregivers for cues to how to respond
parents need to note:
* changes in expression
* the nature and intensity of expression
* how this reflects internal mental state
* where attention is directed (gaze following)

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15
Q

do infants recognise/understand different emotional expressions?

recognitions of emotion expressions: 7 months

A
  • they can distinguish between happy & surprised expressions
  • their brains can react differently to happy & fearful expressions
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16
Q

do infants recognise/understand different emotional expressions?

recognition of emotion expression: 8 months

A

infants can distinguish happy from angry faces

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17
Q

do infants recognise/understand different emotional expressions?

understanding of emotion expression: visual cliff experiment

A

depth perception in babies

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18
Q

importance of attachment

A
  • researchers have related attachment during infancy with later childhood patterns of ego resilience, affect regulation and problem solving in stressful situations
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19
Q

importance of attachment

what have insecure romantic attachment styles in adulthood been related to:

A

lonliness, anxiety, depression, physical symptoms, low self esteem

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20
Q

attachment

what is the attachment theory?

A

attempts to explain the origins of social and emotional behaviour through our attachment to others

Lewis et al., 2000

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21
Q

what are the 4 attachment theories?

A
  • Freudian psychoanalytic theory
  • Learning theory
  • Cognitive development theory
  • Ethological theory
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22
Q

attachment theories

freudian psychological theory

A

attachment to caregiver forms because they provide the oral gratification

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23
Q

attachment theories

learning theory

A

attachment to caregiver forms because they are the second reinforcer

24
Q

attachment theories

Cognitive development theory

A

attachment occurs after the infant is able to differentiate between the self and others, and have object permanence

25
Q

attachment theories

ethological theory

A

attachment forms due to instinctual responses to ensure its protection and survival

26
Q

key ideas in John Bowlby’s threory

who influenced Bowlby’s theory?

A

he was influenced by Harlow’s (1971) research on rhesus moneky’s reared apart from their mother

27
Q

Key ideas in John Bowlby’s theory

what did Bowlby try to explain?

A

he aimed to explain the formation of the earliest attachment bonds between infant and mother using ethological principles reformulated in human terms
* the mother provides a secure base from which the developing infant can explore the world and return safely

28
Q

key ideas in John Bowlby’s theory: attachment and loss

Bowlby’s theory on attachment and loss

A
  • needs both strong relationship and adequate physical care
  • biological need for a baby to form a major and significant attachment to one individual
  • the attachment figure is constructed from the child’s past experiences with that person
29
Q

Harlow’s research on maternal deprivation in monkeys

what did the baby rhesus monkey reared alone given the choice of:

2 things

A
  • a cloth covered support that did not dispense food
  • a wire support that dispensed milk
30
Q

attachment patterns

what does sercure attachment relationships lead to for children?

A

it leads the child into a range of psychologically healthy developmental pathways and independence

31
Q

attachment patterns

what does insecure patterns of attachment do in children?

A

it contributes to later abnormal behaviour

32
Q

Bowlby’s methodology

what did Bowlby’s interest in the importance of attachment come from?

A

working in a school for maladjusted children
* he interviewed 44 adolescents who had been convicted for thieving about their childhood

33
Q

developments of Bowlby’s view: nature of attachment

what is monotropy

A

when attachment is usually only to one person

34
Q

development of Bowlby’s view: nature of attachment

what is a father’s role according to Bowlby?

A

they provided love and companionship to support the mother emotionally

35
Q

Schaffer & Emerson 1964

what is attachment according to Schaffer and Emerson?

A

attachment is often to more than one figure and that poor attachment to one person can be offset by strong attachment to another

36
Q

the strange situation Ainsworth 1969

outline the strange situation

7 steps

A
  1. mother and infant enter observation room
    infant play observed
  2. stranger enters and talks to mother then leaves
    infant reaction to stranger observed
  3. mother leaves
    infant reaction observed
  4. mother returns
    infant reaction observed
  5. mother leaves
    infant reaction observed
  6. stranger enters
    infant reaction to stranger observed
  7. mother returns
    infant reaction observed
37
Q

the strange situation Ainsworth 1969

secure attachment

4 observations

A
  • plays happily but keeps close eye on mother
  • positive reaction to stranger
  • cries when mother leaves room
  • when mother returns baby is rapidly comforted
38
Q

the strange situation Ainsworth 1969

insecure-avoidant attachment

4 observations

A
  • indifferent to mother
  • often does not cry when mother leaves room
  • stranger can provide comfort if baby cries
  • when mother returns baby may turn or look away
39
Q

the strange situation Ainsworth 1969

insecure-disorganised attachment

3 observations

A
  • lacks organised ability to deal with stress
  • when mother returns, child may appear disorganised and confused by caregiver’s return
  • may act dazed at mothers return, or cry loudly while trying to get on mother’s knee
40
Q

maintaining attachment style

maintaining attachment style: formation of attachment in infancy does not have inevitably irreversible consequences

A

lewis et al. 2000 found that attachment at 1 year was not related to attachment style at 18 years

41
Q

maintaining attachment style: defining features can change for attachment

A

importance may shiift from proximity to attachment figure to availability figure

42
Q

maintaining attachment style: important attachments are formed throughout life

A

infancy through middle childhood most important attachments tend to be with caregivers

43
Q

maintaining attachment style: individual differences

A

individual differences in temperament and sociability affect attachment

44
Q

influences on attachment quality

what are the two influences on attachment quality?

caregiver & child factors

A

caregiver factors:
* depression
* previous experience
* day care arrangements
child factors:
* child temperament

45
Q

attachment and postnatal depression

contradictory evidence

A
  • more common in low SES groups
  • could be due to intergenerational history of depression/attachment
46
Q

attachment and postnatal depression

what did McMahon et al. discover when he explored maternal depression/attachment and child attachment

A
  • mothers who suffer from postnatal depression were more likely to have insecure attachment styles themselves
  • children whose mothers suffer from chronic postnatal depression were more likely to have insecure attachment styles
47
Q

attachment history

adult attachment interview (Main, 1991)

brief explanation and 3 categories

A
  • asks about childhood experiences and adult perspective on them
  • Three categories: 1) autonomous; 2) dismissing; 3) preoccupied
48
Q

practical implications: childcare & attachment

Belsky & Rovine: children in day care results

A
  • Full time DC - 47% insecure
  • high-part DC - 35% insecure
  • low-part DC - 21% insecure
  • mother-care - 25% insecure
49
Q

practical implications: full-time childcare and attachment

Findings from the full-time DC group

A

mothers with insecure infants:
* interpersonal sensitivity and empathy, and marital satisfaction
* must look at motivation for working
mothers with secure infants:
* alternative care arrangements

50
Q

practical implications: full-time childcare & attachment

Findings from the full-time DC group: consequences

A

in examining security with both parents, infants in full-time day care, it was found that:
* 36% of girls were insecurely attached to both
* 29% of boys were securely attached to both
Clarke-stweart 1989 pointed out that this is not such a big difference

51
Q

practical implications: full-time childcare attachment & implications

Why might we see so much insecurity for infants in day care for more than 20 hours a week?

A
  • strange situation not as stressful
  • mothers who work (& infants) differ in many ways from those who do not
  • NOTE: other measures of insecurity do not show these infants as being any different (e.g., self-confidence and emotional adjustment)
52
Q

practical implications: full-time childcare & alternative explanations

what did Applebaum et al., 1997 find a relationship between?

A

they found relationships with maternal sensitivity and responsiveness as well as interactions with quality of childcare
* Low maternal sensitivity and responsiveness when combined with low quality of child care = less secure infants at 15 months.

53
Q

practical implications: full-time childcare & alternative explanations

what is the differential susceptibility hypothesis

A

when children vary in whether they are affected by their rearing experiences (e.g., depending on their temperament)

Belsky 1997

54
Q

practical implications: full-time childcare & alternative explanations

how did DeSchipper et al., dismiss the differential susceptibility hypothesis?

A

he found no evidence to support the differential susceptibility hypothesis, using Attachment Q-sort measure

55
Q

practical implications: full-time childcare & alternative explanations

what did DeSchipper et al., find using the Attachment Q-sort measure

A

he found that:
* being a girl was a positive predictor of positive attachment relationships, as was having more frequent positive caregiving experiences
* relationships did not differ depending on irritability

56
Q

practical implications: full-time childcare & alternative explanations

what did Pluess and Belsky (2009) find about predicting future behaviour?

A

he found that infant temperament and quality of childcare result in different childhood outcomes

57
Q

problems in measuring attachment: infancy

the “strange situation”

A
  • attachment is a continuum and classification into discrete categories is misleading
  • only assesses attachment behaviour in one (“strange”) situation
  • does not take cultural practice into account
  • does not identify all children with abnormal social relationships (e.g., autistic children)

PS1040 (10 decks)

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