lecture 8: emotional dev cont and attachement Flashcards
1
Q
what is temperment
A
indiviadual differences in emotion, self regualation, activity level and attention that are consistent over time and across cotnexts
2
Q
temperment is present from what
A
infancy
3
Q
since temperment is present from infancy, is is thought to be BLANK based
A
genetically based
4
Q
what explains why children show very different reactions to the same sitaution
A
temperment
5
Q
temperment is the biological innate precursor to what
A
personality
6
Q
what are the 3 types of temperments in the type approach
A
easy babies
difficult babies
slow to warm up nbabies
7
Q
explain easy babies according to the type approach to temperament
A
adjust easily to new situations, quickyl establish daily routines such as sleep and eating, and generally are cheerfyl in mood and easy to calm
8
Q
what percentage of babies are easy babies
A
40
9
Q
explain difficult babies according to the type approach to temperment
A
sliw to adjust to new experiences , tend to react negatively and intensely to novel stimuli and events, irregular in their daily routines and bodily function
10
Q
what percentage of babies are difficutl according to type approach
A
10
11
Q
explain slow to warm up babies in type apprach
A
somewhat difficult at first but become easier over time as they have repeated contact with new objects, people and situations
12
Q
what percentage of babies are slow to warm up babies
A
15
13
Q
what is the problem with the type aooach to temperment
A
35% did not fit those types
many children did not fit into one of thomas et al categories which prompted a need for dimensional non categorical pproach
14
Q
how many key dimensions of temperment are there
A
5
15
Q
the 5 key dimensions of temperment are assed using what 2 things
A
1) parents and or teacher responses to questions assesing each dimensions
2) observing how kids react to lab tasks designed to assess each dimension (unbias)
16
Q
what are the 5 key dimensions in the dimensional approach to temperment
A
smiling and laughter
distress (in infant)/ anger in childhood
fear
attention span
activity level
17
Q
explain the smiling and laughter dimension
A
positive emoptional response to change in a stimulus
18
Q
epxlain the distress / anger dimension
A
negative empitonal response related to having an ongoing tast interrupted or blocked
19
Q
explain the fear dimension
A
tendency to experience unease or nervousness to new situations
20
Q
explain the attention span dimension
A
attention to an object or tast for an extended period of time
21
Q
explain the acvtiyi level dimension
A
rate and extent of gross motor body movements
22
Q
true or false: temperment is unstable over time and give example
A
false, is is largely consistent/stable over time
ex: children that are more prone to anger at age 3 are also more prone to anger compared to their peers at age 8
23
Q
is it true that temperment can change
A
true, some change in temperment over time is possible (less stable the younger the child is)
24
Q
explain how temperment is less stable the younger a child is
A
children aged 6 have a more consistent temperment than children ageg 0-3
25
what is nature role in determining temperment
strong genetic basis for temperment
(ex: identical twins have more similar temperment than fratrnal twins)
26
what is nurture role in determining temperment
home environment also influences it
=parents emotional expression and reactions to childrens emotions have a profound effect on their emotions and emotion regulation
ex: children that grow up in families that freely express hapienss are more likely to also more freely express happiness
27
what are the 2 main implications of temperment
children contribute to their own emotional experience and development through their temperment
some children are easier to parent than others (ex: children with difficult temperment require more patience from a parent)
28
what is the differential susceptibility hypothesis
some individuals are disproportionately more sensitive to the environment.
some children are highly sensitive to both negative and positive environmental conditions
29
in the differential susceptibility hypothesis,
an at risk temperment and a negative home environment = what outcomes
negative outcomes
30
in the differential susceptibility hypothesis,
an at risk temperment and a positive home environment = what outcomes
positive
31
be explain dandelions and orchids in relation to
some people are like dandelions are resilient and does not matter what the environment is and they will usuallt stay the same
some people are sensitve like orchids and require perfect environemtn but will have amazing positive outcomes
32
children with highly negative temperments have ...
(negativeity and childcare example) understand graph
1) more behavioral problems if raised with low quality childcare
BUT
have the lowest levels of behavioural problems if raised with high quality childcare
33
children with impulsive temperments have...
(impulsibity and harsh parenting alchol example)
higher levels of alcohol abuse in adolecsnce if raised in harsh families
but
have the lowest level of alchol abuse if raised in positive family envioronments
34
what is the implication of differential susceptibility
childrens temperment and the environment they grow up in jointly determine their outcomes
35
children contribute to their own emotional dev through their blank
temperment
36
temperment reflects a series of what
dimensions
37
true or fasle: temperament is thought to be determined by both genetic and environmental factors
true
38
chidlren with at risk temperatures show what
differential susceptibility (ex: do poorly in neg home environemnts but thrive in positive home environments)
39
other children that do not show differential susceptibility are more BLANK and less sensitve to their environemtns
more resilient
40
what is attachement
an emotional bond with a. person that is enduring across space and time
41
what is the behaviorist view of attachment
pleasure derived from food is the basis of mother infant bond
food= unconditioned stim
mother=conditioned stim linked with food
42
what did harry harlow test with monkey surrogates
whether pleasure of food or pleasures of comfort is most important to moneys
43
explain the monkey surrogate study and results
seperated monekys from their mothers and offered them 2 surrogate mothers
wire mother = with food
cloth mother =without food
resiults: monkeys spent most of their time on the cloth mother than the wire mother
evidence that infants need comfort provuded by cloth mother
44
what is the evidence of the monkey test
evidence that infants need comfort provided by cloth mother
45
understand the monkey cloth graph
46
who is john bowlby
pyshoanalust who studied intense emotional distress of children orphaned during WWII
47
what are the 2 things that john bowlby recongized
1) distress due to seperation from parents and not having emotional needs met
2) behaviors obsevred (crying, clinging, searching) are adpative responses to seperation from an attachment figure
48
john bowlby reconiged that babies feel distressed due to what 2 rasons
seperation from parents
and
not having emotional needs met
49
john bowlby recognized that behaviors like crying clinging and searching are what types of responses
are adaptive responses to seperation from an attachment figure
50
what is bowlbys attachment theory
children are biologically predisposed to develop attachment to caregivers as a means of increasing chances of their survival
development and quality of childs attachment are highly dependant on their experiences with caregivers
the quality of childrens attachment shape their internal working models
51
what motivates children to seek proximity to a caregiver, according to the attachment system
distress from a threat or seperation from caregiver
52
explain the attachgment systen
attachment system inactive when caregiver is close and life is good
then they become seperated from caregiver/bad event
seek proximity and then attachment system is active
53
what are the 4 features of a attachmetn system
1) proximity maintenance and seeking
2) seperation distress
3) safe haven
4) secure base
54
explain the proximity maintaince and seeking feature of an attachment system
children are biologically motivated to stay close to caregvier
55
explain seperation distress as a feature of attachment system
children become distressed when seperated from caregiver
activates attachment system, motivating child to seek proximity to caregiver (ex: looking for caregiver, seeking physical proximity, crying, clinging)
56
seperation distress activates what and what does that motivate
it activates the attachment system and that motivates the child to seek proximity to caregiver (looking fro caregiver, seeking proximity, crying, clinging)
57
explain safe haven as a feature of attachment system
caregiver provides comfort and a sense of safety when child feels distressed
caregiver helps manage arousal through co-reg
once proximity and reassurance have been achieved, attachment system deactvitates
58
how is the caregiver a safe haven
provides comfort and a sense of safety when child feels distresses and caregiver helps manage arousal through coreg
59
how does caregiver manage arousal
through coregulation
60
once proximity and reassurance have been achieved, what happens to the attachment system
deactivates
61
explain secure base as a feature of attachment system
caregiver provides a child with a sense of security from which they can explore the environemnt
cannot explore the envirnoment if attachment is activated
62
true or false, a child cannot explore the environment if attachement system is activated
true
63
how is a caregiver considered a secure base for a child
provides a child with a sense of security from which they can explore the environment
64
be able to explain the attachment system diagram (general)
65
according to bowlbys attachment theory, children are biologically predisposed to development attachment to caregivers as a means of waht
increasing chances of their survival
66
according to bowlbys attachment theory, development and quality of a childs attachment are highly dependant on what
their expriences with caregivers
67
what did mary ainsworth provide
provided empiracal evidence of attachment theory by devlopping the strange situation procedure
68
who developped the strange situation procedure
mary ainsworth
69
what is the strange situation procudrue
paradigm designed to systematically assess childrens attachment to a specific caregivr
70
in episode 1 of the strange situation, what are the events and the attachement behavior assessed
events: caregiver and child shown unfamiliar room with toys
behavior: none
71
in episode 2 of the strange situation, what are the events and the attachement behavior assessed
event: caregiver and child left alone in room
behavior: exploration and carefiver as secure base
72
in episode 3 of the strange situation, what are the events and the attachement behavior assessed
event: stranger enters; tries to interact with child
behavior: reaction to stranger
73
in episode 4 of the strange situation, what are the events and the attachement behavior assessed
event: caregiver leaves child alone with stranger; stanger allows child to play/offers comfort
behavior: seperation distress and reaction to strangers comforting
74
in episode 5 of the strange situation, what are the events and the attachement behavior assessed
event: caregiver returns and stranger leaves, caregiver allows child to play/offers comfort
behavior: reaction to reunion
75
in episode 6 of the strange situation, what are the events and the attachement behavior assessed
event: caregiver leaves child alone
behavior: seperation distress
76
in episode 7 of the strange situation, what are the events and the attachement behavior assessed
event: stranger enter; stranger allows child to play/offers comfort
behavior: soothing by stranger
77
in episode 8 of the strange situation, what are the events and the attachement behavior assessed
event: caregiver returns
behavior: reaction to reuininon
78
what are the most important in assessing attachments
reaction to reuinon episodes are most important to assessing attachment
79
what are the 4 attachment stles
secure
insecure/avoidant
insecure/resistant
insecure/disorganized
80
what freq of people have a secure attachment style
60%
81
what freq of people have a avoidant attachment style
15
82
what freq of people have a resistant attachment style
10
83
what freq of people have a disorganized attachment style
15
84
what is the childs behavior in strange situation if they have a secure attachment style
uses parent as a secure base
upset at seperation
seek parent at reunion and is easily soothed by the parent
85
uses parent as a secure base
upset at seperation
seek parent at reunion and is easily soothed by the parent
what attach style
secure
86
what is the child behavior in a strange sit if they have a avoidant attachment stlye
readily seperates to explore
avoids or ignores the parent
does not prefer the parent to the stranger
87
readily seperates to explore
avoids or ignores the parent
does not prefer the parent to the stranger
what attach style
avoidant
88
what is the child behavior in strange sit if they have a resistant attachment style
does not seperate to explore
wary of the stranger even when the parent is present
extremly upset at seperation
not soothed by the parent and resists the parents attempts to soothe
89
does not seperate to explore
wary of the stranger even when the parent is present
extremly upset at seperation
not soothed by the parent and resists the parents attempts to soothe
which attach style
resistant
90
what is child behavior in strange sit if they have a disorganized attahcment style
no consistent way of coping
behavior is confused and contradictory
often freezes and dissociates
seem to want to apprach caregiver by see them as a source of fear
91
no consistent way of coping
behavior is confused and contradictory
often freezes and dissociates
seem to want to apprach caregiver by see them as a source of fear
what attach style
disorganized
92
what are the 4 legaices of the strange situation
attahcment styles replicated in sevreral studies
attachment styles are universal with approx the same freqs
remains standard measure of children attachment style
attach. styles in strange sit strongly correleated with attachment behavior at home
93
true or false: attachment styles are not universal
false, tehy are with approx the same frequencies
94
true or false: the strange sit remains standard measure of childrens attachment style
true
95
attachment styles in strange situation srongly corealate with whatand give example
attachment behavior at home
(ex: securely attahced in children in strange situation are also securely attacged in home interactions)
96
wat are the deteminants to of attachment stlye
parents
genetics
97
there is correlated between parental sensotivty/support and childs attahcment style, true or false
true
98
in parents of securely attached children, what is the parent behavior
generally supportive/sensitive
affectionate and expresses frequent positive emotions toward child
initiates frequent close contact with the child
99
in parents of secruely attached children, what does the children lear
that proximity seeking is a good strategery to soothe distress
100
be able to explain attachment system in securely attached indiviaudls.
.
101
what is parent behavior in parents of avoidantly attached children
consistently insensitve to the childs signals
avoids close contact or rejects childs bids for contact
may be angry or impatient
102
in parents of avoidantly attached children, what does the children learn
that proximity seeking is not a good strategry to soothe distress
and
deactives attachment system
-attention diverted away from threat
-avoid proximity when distresses
-cope with distress by surpressing it or avoiding sitautions that ellicity distress
103
be able to explain attahcment system for avoidantly attached system
.
104
what attachment stylw deactivates attachement system
avoidantly attached
105
what happens when a child deactivates attachment system
-attention diverted away from threat
-avoid proximity when distresses
-cope with distress by surpressing it or avoiding sitautions that ellicity distress
106
what is parent behavior of resistantly attached children
inconsistent or awkawrd in reacting to child distress
seems overwhelmed with caregiver
107
in parents of resistantly attached childre, what does the child learn
that proximity is sometimes a good strategy to soothe distress
hyperactivates attachment system
-hypervigelence to threat and exagerated perceptions of threat
-excessive proximity seeking of caregiver when distressed
-cope with stress by heightening it (crying louder, throwing tantrum, clinging)
108
be able to understand attachment system for resistantly atatched sysem
.
109
what attachment system hyperactivates the system
resistantly attached
110
what happens when a child hyperactivates attachment system
-hypervigelence to threat and exagerated perceptions of threat
-excessive proximity seeking of caregiver when distressed
-cope with stress by heightening it (crying louder, throwing tantrum, clinging)
111
what is parent behavior in disorganized attachments
confuses or frightens child
may be harsh or abusive
often struggle with severe mental health issues
112
what does a child learn iwith parents inn disorganized attachment
proximity seeking often results in feeling scared
caregiver is extremely unpredictable and cannot be trusted
113
in a secure attachment style, explain child behavior in strange sit and parent behavior toward child at home
child:
uses parent as secure base
upset at seperation
seeks parent at reunion and is easily soothed by the parents
parent:
responsive and sensitve
affectionate and frequently expresses positive emotions towards child
initiates frequent close contact with child
114
in a avoidant attachment style, explain child behavior in strange sit and parent behavior toward child at home
child:
readily seperates to explore
avoids or ignores parents
does not prefer the parent to the stranger
parent:
indifferent to the childs signals
avoids close contact with child/rejects their bids for contact
may be angry or impatient
115
in a resistant attachment style, explain child behavior in strange sit and parent behavior toward child at home
child:
does not seperate to explore
wary of the stranger even when parent is present
extremely upset at seperation
not soothed by parent and resists the parents attemps to soothe
parent:
may be inconsistent or awkward in reacting to childs distress
seems overwhelemed with caregiving
116
in a disorganized attachment style, explain child behavior in strange sit and parent behavior toward child at home
child:
no consistent way of coping
behavior is confused and contradictory
seem to want to approach caregiver but see them as a source of fear
parent:
confuses or frightens child
may be harsh or abusive
often has mental health or substance abuse probs
117
is there any evidence that specific genes are related to attachment styles
no
118
true or false: twin studies provide evidence taht attachment styles are biologically heritable
false, they do not
119
genetics provide evidence for what
differential susceptibilkity
120
in the genetic differential susceptibility study, who was it conducted on
ukrainian preschoolers
121
in the genetic differential susceptibility study, they examined the relationship between what
attachment
rearing environment (raised in orphanage or with family)
variations in seratonin transporter gene
(s allele (versus l allele) associated with greater reacivtiy to stress
122
which allele is associated with a greater reactivtiy to stress
s allele
123
what were the results of the genetic differential susceptibility
children with at least one S alle (vs 2 L alleles) had
-more attachment disorganization if raised in insititution
but
-less attachment disorganized if raised with familt
124
understand the genetic differential suspectibility graph
.
125
what do the results of the genetic differential susceptibility suggest
suugests that "at risk" genes and negative parenting work togethr to determine vulnerability to insecure attachment
126
children that are securely attached vs insecurely attached are more or less emotionally expressive
more
127
children that are securely attached vs insecurely attached are experience more of what emption
more positive
128
children that are securely attached vs insecurely attached are more or less anxious or depressed
less
129
children that are securely attached vs insecurely attached, what is their relationship to behavior problems
are less likely to have behavioral problems, like aggression and delinquency
130
children that are securely attached vs insecurely attached have what types of relationsips with peers
have closer relationships with peers later in childhood
131
who shows more empathy, sercurely or insecurely
securely
132
true or false: children that are securely attached vs insecurely attached do better in school
true
133
children that are securely attached vs insecurely attached have more positive romantic expriences in adoslence and adulthood true or false,
true
134
insecurely attached children are more or less socially competend
less
135
true or false: one secure atatchment is enough
true
136
having at least one secure attachment seems to bffer against what
buffer against the negative effects of insecure attachment
137
children with insecrure attachment to both parents had more or less behavior problems
more behavior problems than children with inseure attahcment to justone parents
138
understand graph with one secrue attachment
139
the quality of childrens attachemnts shape what
their internal working models
140
what are internal working models
mental reps of the self, of attachment figures and of relationships in general that is constructured as a result of experiences with caregivers
141
internal working mdels filter through what
filter through which interactions with the caregiver and other attachment figure throughtout life are interpreted
142
internal working models guide what
guide child behavior in interactions
guide expectations about relationships throughout life q
143
in the internal working model guide, what attachment style is located in upper left quad
secure
144
in the internal working model guide, what attachment style is located in upper right quad
resistant/anxious
145
in the internal working model guide, what attachment style is located in lower left quad
avoidant
146
in the internal working model guide, what attachment style is located in lower right quad
disorganzied
147
what is the question for model of others
can others be relied on for support
148
what is the question for model of self
am i worthy of love
149
if a child belives they are worthy of love and that others can be relied on for supprt, what attachment style do they have and what does that mean
secure
expect relationships to be rewarding, comfortable with closeness and feel worthy of love
150
if a child belives they are worthy of love but that others cannot be relied on for supprt, what attachment style do they have and what does that mean
avoidant
disinterested in closeness and intamacy but very self reliant
151
if a child belives they are not worthy of love but that others can be relied on for supprt, what attachment style do they have and what does that mean
resistant
strong need for closeness but worries that others will reject them because they are not good enough
152
if a child belives they are not worthy of love and that others cant be relied on for supprt, what attachment style do they have and what does that mean
disorganized
distrustful of others but also sees self as derserving rejection
153
according to bowleby, attachment is biologically based and rooted in what
evolution
154
using the strange sit, children can be clasffied into what 4 attachment styles
secure
avoidant
resistant
disorganized
155
attachment styles are primarly shaped by experienes w who
caregivers
156
secure attachment is assocaited with what parenting
senstive and repsonsive parenting
157
true or false, children are also susceptible to negative parenting
true
158
true or false: attachment style has a profound impact on childrens social and emotional dev and explain
true
secure atatch is associated with many positive outcomes
159
the quality of childrens attachment shape what and wht does that guidde
shape their internal working models which guide their expectations and beheviors in relantionships throughout life
160
what was the study of child care and youth dev (SECCYD) examining
the effetcs of childcare on attachmet
1364 children from birth toadolecence
161
what did the SECCYC measured (4)
childcare set
chidlren attachment to mother using strange sit
quality of mothers interactions with children
children social behavior and cognitive dev
162
What were the results of seccyd
1) Attending day care had no effect on attachment security (15 month olds in daycare we’re just as likely to be securely attached to their mothers as children not in childcare)
Maternal sensitivity was the strongest predictor of children’s attachment security
3) Aspects of childcare only had an effect on attachment security a child experienced risks at home
163
True or false and explain: attending daycare had no effect on attachment security
True
15 month olds in childcare we’re just as likely to be securely attached to their mothers as children not in daycare
164
What was the strongest predictor of children’s attachment security in the study of early childcare and youth development
Maternal sensitivity
165
In the study SECCYD Aspects of childcare only had an affect on attach security if what
If child experienced risks at home
166
Explain how aspects of childcare only had an effect on low attachment security if child experienced risks at home
Low maternal sensitivity + poor quality healthcare = less secure
Allomaternal sensitivity + high quality childcare = more secure
167
Low maternal sensitivity and blank means less secure 
Poor quality childcare
168
Low maternal sensitivity and blank means more secure
High quality childcare
169
What are the two implications of the seccyd study
Childcare does not undermine parent‘s child attachment security
Childcare can compensate for negative parenting experiences at home by promoting attachment security
170
Interventions are effective and promoting attachment security for who
Families at risk for insecure attachment
171
True or false: interventions are not effective and promoting attachment security for families at risk for insecure attach,ent
False they are
172
When are attachment interventions most effective
Occur early in development (3-9 mths)
Family has a history of child maltreatment
173
What does ABC intervention stand for
Attachment and biobihavioral catch up
174
In the ABC intervention trainers teach parents to achieve what three goals
Provide nurturance to the child
Follow the child’s lead
Avoid frightening behaviour
175
What do the trainers do when observing parents with their children in the ABC intervention
Trainers observe parents with their children and provide immediate feedback and concrete suggestions for how to improve
176
Compared with the control group ABC group shows watch two things
1). More parental sensitivity
2) improvements and children’s attachment security

177
What are the implications of the ABC intervention
Even very problematic parent child relationships can be improved with early intervention
