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developmental psychology > attachment and temperament > Flashcards

attachment and temperament Flashcards

1
Q

define attachment

A

emotional connection through time

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2
Q

what are the 2 purposes for attachment?

A
  1. secure base for exploration
  2. safe haven to retreat to in times of distress
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3
Q
  1. what does the Drive Reduction Theory state?
  2. who develops it?
  3. how does it relate to parent-child attachment?
  4. what experiment was conducted to test this theory and what was the result?
A
  1. States that human motivation is rooted in biological needs that lead to drives that motivate behavior.
  2. Clark hull (1943)
  3. an assumption was every parent-child r/s develops because parent satisfies child’s needs
  4. wire vs cloth mother for infant monkeys. results - prefer cloth mother which provided contact comfort.
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4
Q

what are the 4 phases of Bowlby’s Attachment Theory?

A
  1. preattachment (birth to 6 wks)
  2. attachment in making (6 wks to 6-8 mths)
  3. clear-cut attachment (6-8 mths to 18-24 mths)
  4. reciprocal relationship (2+ yrs) - like partners
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5
Q

what are some infants’ attachment-related behaviours?

A
  1. separation anxiety
  2. greetings
  3. stranger anxiety
  4. secure base behaviour
  5. social referencing
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6
Q

what are 2 methods to measure individual diff in attachment?

A
  1. strange situation procedure
  2. attachment Q-set
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7
Q

the strange situation procedure is used to assess attachment quality in __ to __ year olds. it is a series of separations and _____________ with mother and _________ is introduced.

A

1; 2; reunions; stranger

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8
Q

what are the 4 classifications of quality of attachment?

A
  1. secure (65-70%)
  2. insecure-avoidant (15%)
  3. insecure-resistant (10%)
  4. disorganised/disoriented (5%)
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9
Q

In Bowlby’s Attachment Theory, 1 classification of the quality of attachment is insecure-avoidant. what are the characteristics to determine this?

A
  1. show little to no distress at separation
  2. avoid contact with caregiver upon return
  3. may show more positive behaviour with stranger than caregiver
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10
Q

In Bowlby’s Attachment Theory, 1 classification of the quality of attachment is insecure-resistant. what are the characteristics to determine this?

A
  1. really distressed by separation
  2. cannot be soothed upon caregiver’s return
  3. mix proximity-seeking and angry behaviours (want to stay close but also very angry w them)
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11
Q

In Bowlby’s Attachment Theory, 1 classification of the quality of attachment is secure. what are the characteristics to determine this?

A
  1. explore freely in caregiver’s presence
  2. visibly upset when caregiver leaves
  3. greet caregiver warmly when she returns
  4. can be soothed by caregiver
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12
Q

In Bowlby’s Attachment Theory, 1 classification of the quality of attachment is disorganised/disoriented. what are the characteristics to determine this?

A
  1. confused and contradictory behaviours
  2. dazed, fearful facial expressions
  3. frozen postures
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13
Q

Which classification of the quality of attachment under Bowlby’s Attachment Theory does most Japananese babies fall under?

A

Insecure-resistant (mostly with their mother)

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14
Q

Which classification of the quality of attachment under Bowlby’s Attachment Theory does most German babies fall under?

A

Insecure-avoidant (just their culture of how emotion is expressed)

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15
Q

what are the 4 hypotheses of the attachment theory?

A
  1. universality hypothesis (all infants form attachment)
  2. normativity hypothesis (most infants form secure attachment r/s)
  3. sensitivity hypothesis (individual diff due to difference in sensitive parenting)
  4. competence hypothesis (individual diff predict future competence)
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16
Q

attachment experiences not only shape children’s understanding of ____________ and social interactions, but also developmental __________.

A

relationships; outcomes

17
Q

how does attachment help social functioning and competence?

A
  1. initiate and maintain successful r/s
  2. greater social participation
  3. establish positive self-image
18
Q

how does attachment help emotional understanding and regulation?

A
  1. better understanding and regulation of emotions
  2. longitudinal study by Kochanska (2001) - insecurely attached children exhibited more negative emotions (eg. fear/anger) than securely attached children in the 1st 3 years of their life
19
Q

define temperament.

A

temperament is:

  1. individual differences in behavioural functioning
  2. emerge early in life
  3. biologically based
  4. somewhat stable overtime
20
Q

what is the name of the study conducted for temperament mentioned in the lecture?

A

new york longitudinal study of temperament by thomas and chess (1986)

21
Q

what are the 3 key findings from the new york longitudinal study of temperament by thomas and chess (1986)?

A
  1. 9 dimensions of temperament
  2. 4 temperament types
  3. goodness-of-fit
22
Q

in the new york longitudinal study of temperament by thomas and chess (1986), parents interviewed about children from birth to 18 months every ___ months, from 18 months to __ years every _____ months, and then every _____ until _____________.

A

3; 5; 6; year; adulthood

23
Q

in the new york longitudinal study of temperament by thomas and chess (1986), one of the key findings is 9 dimensions of temperament. what are they?

A
  1. mood
  2. approach/withdrawal (novel/unfamiliar things)
  3. intensity (how strong their emotional rxns are)
  4. rhythm (how regular their biological cycles are - eat, sleep)
  5. persistence (give up easily?)
  6. sensory threshold
  7. activity
  8. adaptability
  9. distractibility
24
Q

what are the 4 temperament types found in the new york longitudinal study of temperament by thomas and chess (1986)? give some examples for each.

A
  1. easy (40%)
    - positive mood
    - regular rhythm
    - adaptable
    - mild to moderate intensity
  2. difficult (10%)
    - negative mood
    - active
    - irregular rhythm
    - not adaptive
    - withdraw from novelty
    - intense emotional rxns
  3. slow to warm up (15%)
    - withdraw from novelty
    - slow to adapt
    - rxns mild to moderate
    - low in activity
  4. average (35%)
    - fall out of the other 3 categories
    - not particularly high/low on any dimension
25
Q

in the new york longitudinal study of temperament by thomas and chess (1986), temperament predicts outcomes.

  1. easy infants - _______ outcomes
  2. difficult infants - most at risk for __________ outcomes
  3. shy infants - _______ risk
A
  1. positive
  2. negative
  3. moderate
26
Q

according to thomas and chess, temperament is an interaction of nature or nurture or both?

A

both

27
Q

how does the goodness of fit between children and parents affect temperament?

A

parents work with children - positive outcomes

parents against children - negative outcomes

28
Q

children’s ___________ affects parenting and parents’ behaviours.

  1. easy children - parents feel more effective (eisenberg et al., 2008)
  2. difficult children - parents feel less _________, may become more __________. (eisenberg et al., 1999; kiff et al., 2011)
A

temperaments; effective; punitive

29
Q

what are 3 criticisms of the new york longitudinal study of temperament by thomas and chess (1986)

A
  1. possible halo effect (overall impression of a person influences our judgments or evaluations)
    - same interviewer talked to parent each time
    - interviewers knowledge of child may have colored questions, interpretation of the parents’ responses
  2. social desirability bias from all the parental report data bias (don’t want to say negative things about their children)
  3. negativity bias from all the parental report data (when parents are not in mood, eg. depressed)

developmental psychology (13 decks)

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