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PSYC 304 > Week 9 - Bonding with Caregiver > Flashcards

Week 9 - Bonding with Caregiver Flashcards

1
Q

What Contributes to Bonding Between Children and Caregivers?

A
  • Cuteness
    • Smiling
    • Clinging
    • Contingent responding (cycle of response)
    • Social referencing
    • Look to others to see how to react
    • Joint attention/gaze following
    • Looking between caregiver and object
    • Caregiver and child both focusing on same object
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2
Q

Why Do Infants form Bonds with their Caregivers? (psychoanalytic perspective)

A
  • Mother-child bond is critical

• Breastfeeding is primary source of oral gratification

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3
Q

Why Do Infants form Bonds with their Caregivers? (behaviourist perspective)

A
  • Babies have physical drives like thirst and hunger
    • When caregivers respond to these drives, the child associates the caregiver with positive reinforcement
    • Biological drives guide attachment
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4
Q

Harry Harlow cloth/wire monkey study

A

Infant monkeys placed in a cage with a “wire” mother and a “cloth” mother
- Half of the monkeys fed by the wire mother
• Half the monkeys fed by the cloth mother
Results: monkeys spent more time with cloth monkey no matter the group –> caregiver provides sense of security

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5
Q

bonding in infants

A

Beginning at around 6 months of age, human infants have bonds with specific caregivers
• At around 8 months of age, they begin to show separation distress

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6
Q

What is Attachment?

A

bond between child and caregiver
Function:
• Infants: safety
• Parents: passing on genes

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7
Q

four stages of attachment

A
  • Preattachment (birth to 6 weeks)
  • Attachment in the making (6 weeks to 6-8 months)
  • Clear-cut attachment (until 18 months – 2 years)
  • Reciprocal relationships (2+ years)
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8
Q

Dependency

A

reliance on another person for basic physiological needs

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9
Q

Secure attachment

A

Child can explore the world knowing that the caregiver will be there for them
Use parents as a secure base:
• Explore when with caregiver
• May or may no cry when separated, but cry because caregiver is absent and prefer caregiver to the stranger
• Seek contact when parent returns and reduces crying

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10
Q

Insecure attachment

A

Balance between exploration and attachment is impaired

Different types

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11
Q

Avoidant attachment

A

Baby does not appropriately rely on the caregiver
• Explore when with caregiver
• Not distressed when caregiver leaves
• Responds to stranger in same way as caregiver
• On reunion, avoids or is slow to greet caregiver
• Often fail to cling when picked up

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12
Q

Resistant attachment

A

Diminished exploration because of preoccupation with
the caregiver
• Before separation, infant seeks closeness to caregiver and fails to explore
• Become extremely distressed when caregiver leaves
• On reunion, infant is both clingy and angry
• Cannot be comforted easily

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13
Q

Disorganized attachment

A

Behavior is confusing and contradictory
Seem to both want caregiver and be afraid of them
• Represents greatest insecurity
• Confusion at reunion with caregiver
• Contradictory behaviors (e.g., looking away while parent is holding them)
• Dazed facial expressions

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14
Q

Stability of Attachment over Time

A

In theory, attachment should remain stable over time
• Data are inconsistent
• Attachment may change because of changes in family circumstances
• Divorce
• Birth of a sibling

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15
Q

What Predicts the Quality of Attachment?

A
  • Parenting
  • Genes
  • Child-specific factors
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16
Q

Parenting and Attachment

A 
Parental sensitivity is associated with more secure attachment
• Maternal well-being
• Depression
• Stress in the family directly affects attachment
• Economic disadvantage
• Marital conflict
• Domestic violence
• Alcohol and drug use
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17
Q

Genes and Attachment

A

Heritability
• Twin studies indicate that the security of attachment is primarily due to the environment
• Parenting quality
Recent studies have suggested that infants with particular genotypes may be more at risk for developing insecure attachments in the context of poor quality parenting

18
Q

DRD4 7-repeat polymorphism

A

Associated with impulsive hyperactive behavior
• More likely to develop insecure attachment when they were raised by caregivers who engaged in negative parenting characteristics

19
Q

5-HTTLPR serotonin transporter gene

A

Associated with negative emotionality

• Infants with a short allele were more likely to develop insecure attachment in the context of poor parenting

20
Q

Is Attachment Associated with Later Outcomes?

A 
Attachment in infancy has been linked to many later outcomes
• Language development
• Peer relationships
• Loneliness
• Math achievement
• Behavior problems
21
Q

Social Interaction and Development

A

Critical

If isolated too long will have permanent social deficits

22
Q

Can the Effects of Social Deprivation be Reversed?

A

Yes, if receive social interaction during critical period

23
Q

Is There a Critical Period for Social Interaction?

A

The first 24 months
• Children placed in foster care before 24 months had very improved language outcomes at 30 and 42 months
• Children placed later had severe impairments in expressive and receptive language
• Similarly, children placed before 24 months have higher IQs at 54 months than those placed after

24
Q

What is Temperament?

A

Tendency towards particular behaviors and emotional responses in specific situations
• Individual differences in affect, activity, attention, and self-regulation

25
Q

When does temperament emerge and what is it shaped by?

A 
Emerges in infancy
• Shaped by biological processes
• Shaped by genes
• Shaped by experience
• In general, stable over time
26
Q

Personality

A

includes a broader range of individual differences
Temperament is measured in infants and younger children
• Shift to thinking about personality in later childhood and adolescence
• Personality is relatively stable patterns of behavior, motivation, emotion, and cognition
- temperament linked to later personality

27
Q

New York Longitudinal Study

A 
First to focus on individual differences
Interviews with mothers about children’s activities and routine
• Focused on actual behaviors: 
- Activity level
- Rhythmicity 
- Approach and withdrawal
- Adaptability
- Intensity of reaction
- Threshold of responsiveness
- Quality of mood
- Distractability
- Attention/span persistence
28
Q

Children with “acting out” problems usually…

A

Higher activity level
• Less adaptable
• More persistent
• With age, became more distractable and showed lower threshold for responsiveness

29
Q

Children with “withdrawn” problems usually…

A

Lower in activity level

• Higher in negative mood

30
Q

Major contributions of the New York Longitudinal Study

A
  1. Systematic study of individual differences
  2. Examined infants’ actual behavior
  3. Complex dynamic
  4. Goodness of fit
31
Q

Kagan Model of Temperament

A

One dimension: Inhibition to the unfamiliar

–> remains relatively stable over time

32
Q

Inhibited Children (Kagan)

A

Withdraw and express vigilance and fear when confronted with novel, stressful situations
• More likely to express negative emotions (e.g., fear)

33
Q

Uninhibited Children (Kagan)

A

Children who show minimal avoidance and vigilance in such situations
• More likely to express positive emotions

34
Q

Link between reactivity and inhibition

A

High reactivity –> inhibited

Low reactivity –> uninhibited

35
Q

Rothbart Model of Temperament

A

Biological differences in reactivity and self-regulation
• Reactivity: Biological arousability
• Regulatory traits: Moderate reactivity

36
Q

Extraversion/surgency (Rothbart)

A

Tendency towards high activity, expressions of positive emotion, pleasure and excitement in social interaction

37
Q

Negative emotionality (Rothbart)

A

Tendency towards sadness, fear, irritability, and frustration

38
Q

Effortful control (Rothbart)

A

Ability to sustain attention and inhibit behavior, ability to persist on tasks, sensitivity to perceptual experiences

39
Q

Rothbart Temperament and inhibition

A

High inhibition may be linked to high negative emotionality and to low extraversion/surgency

40
Q

Differential Susceptibility

A

Some children are more susceptible to the effects of their environments, both good and bad
• Genotype makes children more likely to develop insecure attachment in context of unresponsive parenting
• Genotype makes boys more likely to develop antisocial behavior when they experience physical abuse

PSYC 304 (13 decks)

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