FSHD 323Spring 2013Study Guide: Test 4 (part 3 of 3)Chapter 10: AttachmentDefine, recognize and provide examples (where appropriate):- Attachment- emotional bond to a particular person; characteristic of the relationship not the parent or child alone - Internal working model: mental representation of the particular attachment relationships that a child has experienced that became the model for expectations of future relationships - Secure base script- Secure base for exploration: feel secure and have a sense that their parents are committed to them and their well-being; allows them to explore the widening world- Stranger anxiety- normative fear of strangersKey concepts- Describe the development of attachment from birth-2 yearsBegins developing at birth and thought to be solidified by 6o to 12 monthsPreattachment- birth to 6 weeks- infant sensory preferences bring them close to their parents; do not mind being left with unfamiliar adultattachment in the making- 6 weeks to 6 to 8 months- infants begin to develop a sense of trust, do not object to separation; begin to differentiate familiar and unfamiliar people; stranger anxiety is a normative fear of strangersClear cut attachment- 8 months to 18 months- babies display separation anxiety,becoming upset when caregiver leavesGoal corrected- 18 months to 2 years- develop confidence that caregiver will respond to their needs - Describe the ethological theory of attachmentAttachment develops from innate infant and parental responses that are essential to survival; children construct an enduring emotional tie to the caregiver- represents a secure base from which to explore the environment and a safe haven in times of distress2FSHD 323Spring 2013- Describe the Strange Situation Determine differences in the quality of infant-caregiver attachmentMother and child are separated and united several times, sometimes in the presence of a stranger proximity seeking, contact maintenance, avoidance, resistance and disorganization- Describe, recognize, compare and contrast the 4 attachment classifications fromthe Strange SituationSecure (60% of American babies)– able to use parents as a secure base.a. When separated, they usually cry due to the parent’s absence because they show a strong preference for her over a stranger. When the parent returns, they actively seek and try to maintain contact. They are soothed and return to play and exploration.Insecure-Avoidant (15% of American babies) – unresponsive to the parent.a. When the parent leaves, they are usually not distressed, and they react to the stranger in much the same way as they do the parent. The parent, in essence, is not “special”. During reunion, they avoid or are slow to greet the parent, and when picked up, they fail to cling. They may move away from the parent and ignore the parent’s efforts to communicateInsecure-Resistant (10% of American babies) – before separation, thesebabies fail to explore, instead they stay close by the parent’s side. When parent returns, they display anger, resistive behavior, sometimes even hitting or pushing the parent. They also may continue to cry in the presence of the parent, and they do not soothe easily.Insecure-Disorganized (15% of American babies) – At reunion, baby appears confused and disoriented. May demonstrate contradictory behaviors. Baby may look away from parent or take on “frozen” postures.- Describe early parenting behaviors associated with each attachment classification (Hint: see class notes & chart on p. 352)- Describe how infant characteristics contribute to attachment relationships- Describe the long-term outcomes for children with secure parent-child relationships- Why is secure attachment related to later positive development?Secure attachment is generally associated with positive developmentSocial- peer relations, romantic relationsEmotional- behavior problemsCognitive- academic achievement 2FSHD 323Spring 2013Healthy attachment relationship supports all aspects of psychological development- Describe the stability of attachmentMay reflect stability of relationships and environmentsSecurely attached babies more often maintain their attachment status than insecure babies; continuity in caregiving environment; insecure usually due to high levels of family stress- Describe associations between early language development and attachment- Describe how Genie provides evidence for behaviorism and social learning, nativism, cognitive processing and interactionism theories of language development.