Chapter 6 Flashcards

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1
Q

Harlow’s study _____ monkeys

A

surrogate

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2
Q

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

A

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

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3
Q

What were the participants of Harlow’s study?

A

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

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4
Q

What was the conclusion of Harlow’s study?

A

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

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5
Q

Ainsworth’s study

A

Strange situation

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6
Q

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

A

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

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7
Q

What is the Strange Situation?

A
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
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8
Q

Secure attachment

A

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

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9
Q

Insecure/avoidant attachment

A

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

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10
Q

Insecure/ambivalent attachment

A

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

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11
Q

Insecure/disorganized attachment

A

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

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12
Q

Subjective self (sometimes the existential self)

A

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
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13
Q

Objective (categorical) self

A

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

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14
Q

Emotional self

A

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
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15
Q

Personality

A

A pattern of responding to people and objects in the enviornment

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16
Q

Temperament

A

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

17
Q

Thomas and Chess study

A

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