Chapter 6

Question 1

Harlow’s study _____ monkeys

Answer 1

surrogate

Question 2

What was the aim of Harlow’s study of surrogate monkeys?

Answer 2

To find out whether provision of food or contact comfort is more important in the formation of infant-mother attachment.

Question 3

What were the participants of Harlow’s study?

Answer 3

Eight newborn rhesus monkeys, separated from their mother immediately after birth.

Question 4

What was the conclusion of Harlow’s study?

Answer 4

Contact comfort is more important than feeding in the formation of infant-mother attachment in rhesus monkeys.

Question 5

Ainsworth’s study

Answer 5

Strange situation

Question 6

Variations in the quality of the first attachment relationship are now almost universally described using Ainsworth’s category system

Answer 6

This system distinguishes between secure attachment and two types of insecure attachment, which psychologists assess using a procedure called the Strange Situation

Question 7

What is the Strange Situation?

Answer 7

Consists of a series of eight episodes played out in a lab setting, typically w/children between 12 & 18 months. The child is observed in each of the following situations:
* w/mother
* w/mother & stranger
* alone w/stranger
* completely alone for a few minutes
* Reunited w/mom
* alone again
* w/ stranger again
* reunited w/mom
He suggested that children's reactions in these situations-particularly to the reunion episodes- showed attachment of one of three types: Secure attachment, insecure/avoidant attachment, and insecure/ambivalent attachment & more recently a fourth kind of insecure/disorganized attachment

Question 8

Secure attachment

Answer 8

A pattern of attachment in which an infant readily separates from the parent, seeks proximity when stressed, and used the parent as a safe base for exploration

Question 9

Insecure/avoidant attachment

Answer 9

A pattern of attachment in which an infant avoids contact w/the parent and shows no preference for the parent over the people

Question 10

Insecure/ambivalent attachment

Answer 10

A pattern of attachment in which the infant shows little exploratory behavior, is greatly upset when separated from the mother, & is not reassured by her return or efforts to comfort him

Question 11

Insecure/disorganized attachment

Answer 11

A pattern of attachment in which an infant seems confused or apprehensive and shows contradictory behavior, such as moving toward the mother while looking away from her

Question 12

Subjective self (sometimes the existential self)

Answer 12

An infant’s awareness that she or he is a separate person who endures through time and space and can act on the environment

• Key awareness “I exist”
• First 2-3 months of life
• Social smile appears at this time

Question 13

Objective (categorical) self

Answer 13

The toddler’s understanding that she or he is defined by various categories such as gender or qualities such as shyness
*Self awareness is hallmark

Question 14

Emotional self

Answer 14

Development of this begins when babies learn to identify changes in emotion expressed in others faces, at 2-3 months of age.

• Infants better at discerning emotional expressions of a familiar face over an unfamiliar face
• By 5-7 months babies begin to “read” one channel a time, responding to facial expression alone or vocal expression alone

Question 15

Personality

Answer 15

A pattern of responding to people and objects in the enviornment

Question 16

Temperament

Answer 16

Inborn predispositions, such as activity level, that form foundations of personality

Question 17

Thomas and Chess study

Answer 17

Early theory one of the best longitudinal studies in development science, the New York Longitudinal Study, proposed that 3 temperament classifications apply to about 75% of infants. Remaining 25% exhibit combinations of 2 or 3 of the main types of temperament.

• Easy children (40% of infants): These children approach new events positively, display predictable sleeping and eating cycles, are generally happy, and adjust easily to change
• Difficult children (10% of infants): Patterns that include irregular sleeping and eating cycles, emotional negativity and irritability, & resistance to change characterize children in this category
• Slow to warm up children (15% of infants): Display few intense reactions, either positive or negative, and appear non-responsive to unfamiliar people