PSYCH 2410 1st Edition Final Exam Study Guide Lectures: 18-25Lecture 18- Infant AttachmentI. Theorists- During the first year of life, infants develop attachment to primary caregivers (physical and emotional)- Sigmund Freud: mother-child relationship is important for developmento “Drive-Reduction Theory”: mother satisfies infant’s primary needs (ex: food) and as a result infant develops affection for the mother- John Bowlby: disagrees with Freudo Found that when children were separated they fell into despair, depressiono Determined attachment cannot be explained by drive-reduction theory- Renee Spitz: studied deprivation in motheringo Studied orphans of felon mothers Found that more died when not in mother’s care and had a lower IQ despite adequate nutrition- Harry Harlow: sought to examine the drive-reduction theory with monkey experimento Method: separated monkey from mother can gave them one wire mother with food and one mother with cloth and no food. o Results: monkeys spent more time with cloth motherII. Attachment Development- Attachment relationship: enduring emotional time between child and primary caregivero Secure base from which to explore environmento Safe haven to retreat to during uncertainty- Infants evolved to develop attachments because it promotes survival- Four Phases of Attachment Development:1) Pre-attachment: (birth-6 weeks), innate signals bring Mom2) Attachment-in-the-making: (6 weeks-6/8 months), attend to more familiar people3) Clear-cut attachment: (6/8 months-1.5/2 years), actively seek comfort from caregivers, mom is secure base, distress at separation4) Reciprocal Relationships: (1.5/2 years+), increasing abilities to organize efforts to be near efforts, communicate loveIII. Infant Attachment Classifications- Strange Situation Procedure: standardized procedure for assessing differences in infant attachmento Method: series of stressful separations from caregiver then reunions. Measure infant behavior on reunion - Secure: uses parent as base of exploration, uses parent as safe haven, acknowledges caregiver on return, reciprocal relationship with parent-- Insecure-Avoidant: do not use parent as base/haven, avoid parent upon return- Insecure-Resistant: do not use parent as base/haven, no exploration before separation, unable to be settled by parent upon return- Disorganized: confused/contradictory behavior, may exhibit fear of parentLecture 19- Adult AttachmentI. Adult Attachment Classifications- Use interviews to determine attachmento Interviews coded for coherenceo Semi-structured interviews: about how you talk about them, not what you say- Secure/Autonomous: balanced and coherent narrative about early experiences, regardless of whether described as positive or negative- Insecure-dismissing: distanced from emotional content of the interview. Idealize caregivers or normalize harsh experienceso Dismissing adults experiment Method: administer interview while recording electrodermal response Results: dismissing adults showed largest increase in electrodermal reactivity - Insecure-preoccupied: enmeshed/entangled in past experiences- Insecure adults are unresolved with respect to loss/abuseo Refer to slides for example interviews Answers: dismissing, preoccupied, secure- Fonagy experiment o Method: interview when moms were pregnant, strange situation when babies were oneo Results: 75% of time interview predicted infant attachment classificationsII. Mechanisms of Intergenerational Transmission of Attachment- Caregiving sensitivity partially accounts for intergenerational transmission of attachment- Shared genes- adoptive study showed infant attachment was more similar to adoptive mother’s attachment than biological mother’s o Shared genes are not the cause- Attachment: bio-behavioral stress regulatory systemIII. Adult Attachment and Responding to Infant Distress and Non-Distress- Infant Distress/non-distress adult reactions experimento Method: listen to infant distress and non-distress, record physiological and behavioral responses, note self-reported emotionso Results: sensitivity associations predate parenting experience- NICHD SECCYDo Method: take mothers’ sensitivity at 6 months, infant attachment at 15 monthso Results: sensitivity to distress is a better predictor of infant attachment than sensitivity to non-distresso Conclusion: adult attachment is more strongly associated with responses to distress, maternal sensitivity to distress is more strongly associated with infant attachment securityLecture 20 and 21- Gender DevelopmentI. Social Learning Theories- Basic assumption: young children learn how to act like a boy or girl- Observational learning: parents, peers, media; traditional gendered-typed models (division of labor in workforce and home)o More time around same gender to observe gendero More attention to same-gender modelso children raised in less conventional families tend to be less gender-typed- Direct teaching: via systematic differences in how parents treat sons and daughters- Criticisms: differences exists, not all due to socializationo Children are born with gender-consistent preferences Toy preference by 12-18moII. Social Cognitive Theories- Kohlberg’s Cognitive Developmental Theoryo Basic claim: children actively acknowledge gender in same way they construct other knowledge about the world1. Gender Identity: 2-3 years, learn you are a member of gender category, don’t know gender is permanent2. Gender Stability: 3-4 years, gender is stable over time; not clear that gender is independent of apperances3. Gender Constancy: 5-7 years, learn that gender is constant across situations Once achieved they can seek out models and learn behavior Imitation of same-gender models is result of cognitive changeo Limitations: gender consistent preferences are there long before kids reach gender constancy- Gender Schema Theoryo Gender self-socialization: motivation towards gender-consistent behavior means more knowledge of own gendero Identify own gender at 3 and begin to learno Gender schemas: memory of all you know of two genders, are dynamico Start simple (in-group, out-group) then build on it Kids remember what they see same-gender doing better, more likely to encode events accurately when it is gender-consistentIII. Evolutionary Theories- Evolutionary view assumes: differences between genders are selected because of adaptive advantage and mate selection- Females contribute more to