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Developmental psychology > Unit 4.2: The First Two Years of Life (Part 2) > Flashcards

Unit 4.2: The First Two Years of Life (Part 2) Flashcards

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1
Q

What kind of relationship is attachment theory focused on?

A

attachment relationship

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2
Q

What is attachment?

A

a strong and enduring affectionate bond or emotional tie we have with other people

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3
Q

Does the quality of provided care necessarily determine whether or not an attachment relationship develops?

A

no, but it determines its quality

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4
Q

Can a child form multiple attachment styles?

A

yes

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5
Q

What is the attachment system and what is its goal?

A

innate motivation system, believed to be activated when an individual is distressed
-> achieve and maintain availability of attachment figure as safe base

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6
Q

What’s another name for internal operating models and what do they help with?

A

expectations
predicting caregiver’s behavior

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7
Q

John Bowlby’s attachment theory is regarded as one of the landmark theories of developmental psychology. Where did Bowlby draw his ideas from and why does it suggest, that the tendency to form attachments is a biological trait?

A

Psychoanalysis, evolution, ethology
promotes adaptation and survival (helps satisfy needs)

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8
Q

What did Bowlby discover, when researching the reason for isolation, emotional distancing and interpersonal difficulties?

A

consequence of early mother-child bond ruptures

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9
Q

Bowlby renamed the period between 6 months and 3 years from critical to sensitive period. Why?

A

this is the timeframe, during which it is the easiest to develop an attachment style (afterwards it is highly difficult)

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10
Q

Which ethological concept was the critical period derived from?

A

imprinting

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11
Q

Imprinting (Konrad Lorenz)

A

newborns recognize and seek proximity with first object they encounter
-> promotes survival

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12
Q

Which are the systems included in the attachment system?

A

behavioral system (e.g. following)
motivational system (maintains proximity to attachment figure)

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13
Q

Which implications do secure and insecure attachment have on the perceived self-worth?

A

secure: self deserves love, other is loving and attentive
insecure: self is worthy of rejection, other is unavailable

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14
Q

Why is the caregiver’s role as a safe base necessary for child development?

A

allows child to safely explore and learn
infant can return in moments of distress

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15
Q

What does attachment promote and what does it thus get activated by?

A

proximity
-> activated by separation

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16
Q

Why does the development of attachment depend on the cognitive and physical development of the infant?

A

needs to be able to recognize and distinguish caregiver from others

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17
Q

monotropism

A

idea that any child only forms a strong attachment to one person

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18
Q

separation protest

A

behaviors to prevent caregiver’s departure

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19
Q

stranger anxiety

A

wariness and fear of unfamiliar people

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20
Q

Are babies able to distinguish the caregiver from others at 2 months old?

A

no

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21
Q

When do children begin to recognize the caregiver? Is this skill fully developed yet?

A

2-7 months
no, lacks object recognition
-> comforted by presence of caregiver but no separation anxiety

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22
Q

When do stranger anxiety, separation protest and proximity seeking begin to be clearly developed?

A

starts at 7 months
increasingly clear at 2 years

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23
Q

How does attachment change in year 3 and what develops then?

A

abstract, internal representation
trust and understanding of the needs of others

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24
Q

maternal deprivation

A

prolonged disruption in attachment to mother figure
may result in illness, abandonment or institutionalization

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25
Q

What’s the name of the notion that maternal deprivation leads to negative outcomes later in life?

A

maternal deprivation hypothesis

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26
Q

William Goldfarb studied variables in 30 children that were given up by mothers before 9 months (half to foster care, half institutionalized until 3.5 years). Which children showed worse abilities and were more restless, less popular and needier?

A

institutionalized children

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27
Q

What conclusion did Goldfarb draw from his study?

A

institutionalization and lack of attachment with caregiver as defining factors

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28
Q

Bowlby suggested, that adequate care can correct disruptive effects. When does this have to occur?

A

before 2.5 years of age

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29
Q

What’s another experiment performed on the maternal deprivation hypothesis (Harlow and Zimmermann)?

A

rhesus monkeys in isolated cages
-> lack of attachment can cause psychological harm

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30
Q

Which fields did Bowlby’s theory impact (apart from scientific research)?

A

perception of child rearing and parenting
social policy
parenting education

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31
Q

Can environmental enrichment later in life compensate for effects of maternal deprivation?

A

yes

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32
Q

Tizard and Hodges found, that children institutionalized during the sensitive period that were later adopted showed normal development between 4.5 - 16 years. They also found, that those adopted between 4 and 7 could develop a secure attachment, with the right care. What can thus be concluded about the effects of institutionalisation?

A

are not as rigid as originally thought
-> can be mitigated

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33
Q

What did Mary Ainsworth focus on, with regard to child attachment?

A

communication between mother and child

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34
Q

Strange Situation Study/ Strange Situation Procedure (SSP)

A

formal study of parent and child separation and reunification

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35
Q

How was the SSP constructed?

A

7 phases (3 mins)
natural interactions between mother and child
observed through one way mirror or camera

36
Q

Who was studied in the SSP?

A

children between the ages of 1 & 2

37
Q

What are the scales used during assessment of the SSP?

A

Proximity and contact seeking
Contact maintaining
Avoidance of proximity and contact
Resistance to contact and comfort
Search behavior

38
Q

Phase 1 (SSP)

A

Parent and child play in room with toys

39
Q

Phase 2 (SSP)

A

Stranger enters room and sits down (1 min)
talks to parent (1min)
plays with child (1min)

40
Q

Phase 3 (SSP)

A

Parent leaves
stranger plays with child, then sits back on chair

41
Q

Phase 4 (SSP)

A

Parent returns (reunion)
stranger leaves

42
Q

Phase 5 (SSP)

A

Parent leaves room
child alone

43
Q

Phase 6 (SSP)

A

Stranger enters room and tries to settle child

44
Q

Phase 7 (SSP)

A

Stranger leaves and parent returns (second reunion)

45
Q

How would a child with secure attachment act during the SSP?

A

Stages 1,2 and 4: uses parent as safe basis to explore & returns when distressed (stranger enters, stranger anxiety)
Stages 3,5 and 6: distressed and seeks parent (separation protest)
reunion should restore sense of safe base

46
Q

What are characteristics of Type B (secure) attachment and how common is it?

A

trust in attachment figure (safe base)
Desire for proximity and maintenance
preference of mother over stranger
Can find some comfort in stranger during absence of mother, but mother is preferred
44-60%

47
Q

What are characteristics of Type A (insecure-avoidant) attachment and how common is it?

A

child ignores and avoids parents upon reunion
Lack of desire for proximity
treats stranger and mother in similar way
Lack of distress during separation
14-15 %

48
Q

What are characteristics of Type C (insecure-resistant/ ambivalent/ preoccupied) attachment and how common is it?

A

Child is clingy to mother in new situation and doesn’t want to explore
Distressed when parent leaves, can’t be settled down during reunion
more frustration
8-11 %

49
Q

Why are children with Type C attachment ambivalent?

A

pleased to see mother when reunited
simultaneously rejects parent in anger

50
Q

What do Type A and C attachment reflect?

A

child’s unwillingness to use parent as safe base

51
Q

What are characteristics of type D (disorganized) attachment, who discovered it and how common is it?

A

Mary Main
Lack of consistent behavioral patterns
No standard response to stress of separation and reunion
uncertainty as to how to use caregiver as safe base
5-15 % general population (28-30% clinical)

52
Q

The SSP has high ecological validity. What does this mean for its results?

A

can be generalized

53
Q

Why is Ainsworth’s SSP criticized?

A

SSP may not reflect complete degree of attachment between child and caregiver, as children are often left in care of others

54
Q

What is attachment security founded on, according to Ainsworth?

A

sensitivity of parent in first year of life

55
Q

Working Model of Attachment

A

early experiences that influence how adults cope with stress and provide nurturance to offspring

56
Q

What does the adult attachment interview (AAI) describe?

A

describes quality of relationships with parents in different situations, with focus on stressful moments

57
Q

Which correlations did the AAI reveal? And are children with insecure attachment destined to remain so?

A

Attachment in infancy and adulthood
Attachment category of parents and children
no (insecurely attached parents can also raise children with secure attachment)

58
Q

Which type of development does language acquisition follow?

A

universal sequence of development

59
Q

When do symbolic functions (like verbal language) begin to appear?

A

towards the end of the sensorimotor period (15-18 months)

60
Q

What is language characterized by?

A

a great distance between signifier and signified

61
Q

What are the fields of linguistics?

A

Phonology
Morphology
Syntax
Semantic
Pragmatic

62
Q

What is baby talk, motherese or child-directed speech characterized by?

A

higher pitch
simple words and grammar
slower speech
exaggerated emotional tone

63
Q

What is the purpose of child directed speech?

A

to encourage learning and communication

64
Q

When do proto-conversations appear and what are they?

A

0-9 months
interactions without dialogue

65
Q

Protos

A

behaviors of the human species with same function as linguistic signs without words
triangulation between child, adult and object

66
Q

protoimperatives/ imperative gestures

A

9 months
child points at object with intention of obtaining it

67
Q

Protodeclarative/ declarative gestures

A

12 months
Child points at or touches object to share attention with adult
directs attention to objects

68
Q

When does babbling appear and what happens towards 12 months with regards to babbling?

A

6 months
begins to sound like infant’s native language (accents, etc.)

69
Q

When do infants begin to understand that words have meaning and when can they understand them (despite not being able to use them yet?

A

12-13 months
12-17 months

70
Q

What are the phases of language acquisiton?

A

Prelinguistic period (0-12 months)
Holophrase Period (12-24 months)
Word combination period (> 24 months)

71
Q

When do children utter their first words?

A

around 12 months

72
Q

How quickly does an infants vocabulary grow after 12 months?

A

1 word per week

73
Q

What develops faster? Comprehension or speech production?

A

Comprehension

74
Q

How do children initially communicate?

A

holophrases: using a single word to express a complete, meaningful thought

75
Q

When does the naming explosion occur and what is it?

A

18 months
sudden increase in infant’s vocabulary

76
Q

When does grammar become essential for the child and why?

A

18-24 months
two-word combinations

77
Q

What is grammar?

A

different methods of communicating
word order, prefixes, intonation, etc.

78
Q

What is grammar proficiency correlated with?

A

length of sentences

79
Q

Mean length of utterance (MLU)

A

average number of words in the infant’s sentences
measures language progress

80
Q

What is the learning perspective on language?

A

language is learnt (no innate aspect)
children imitate sounds they were previously exposed to (depending on reinforcement)
-> parents shape language by showing approval and positive regards after particular utterances

81
Q

What is the nativist perspective on language?

A

learning doesn’t account for all aspects of language
everyday language tends to be incoherent (so imitations should be incoherent as well)
-> suggestion of the Language acquisition device by Chomsky (LAD)

82
Q

Language Acquisition Device (LAD)

A

ability to detect regularities existing in everyday speech

83
Q

Which hemisphere seems to be more important for language?

A

left hemisphere

84
Q

Broca’s area

A

one of the first areas responsible for language that were discovered
responsible for speech production
-> Broca’s aphasia: speech in short, broken sentences
in left frontal lobe

85
Q

Wernicke’s area

A

responsible for language comprehension
-> Wernicke’s aphasia: speech lacks meaning

86
Q

What is the interactionist perspective on language?

A

language development as result of interaction between social and biological factors

Developmental psychology (9 decks)

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