HDFS 401 1st Edition Lecture 7Outline of Last Lecture I. Models of Genetic Influence II. Gene & Environment InteractionIII. 5-HTT/ADHDIV. Temperament: Causes & ConsequencesV. Mary RothbartOutline of Current Lecture VI. Temperament: The Biological Basis of Temperamenta. Genetic Factorsb. Neurological Correlatesc. Differences in Stress & Avoidanced. 3 General PatternsVII. Attachment: Learning to LoveVIII.Theories of Attachmenta. Learning Theory b. Cognitive Development Theoryc. Ethological TheoryIX. Attachment in the MakingCurrent LectureTemperament: The Biological Basis of Temperament - Genetic Factorso Goodness of Fit Parent understand the child’s temperament and the parent also understands their own temperament as a parent  Helpful to understand goodness of fit so the child’s temperamental traits don’t turn negative or get or get out of control - Neurological Correlates o Higher dopamine availability = extraversiono Children who have higher levels of fear = more active amygdala (the part of your brain that is responsible for emotions)o Amygdala activation is stronger in timid children These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Differences in Distress & Avoidance o Gage for temperamento Not as predictive o How they respond to a new stimulus 3 General Patterns… - Fearful, Shy - - results in internalizing problems o Ex: anxiety, depression, feel guilt and shame more intensely, more self-esteem issues- Poor Effortful Control - - results in externalizing problemso Ex: aggressive, if over the age of 2 – not handling emotions wells- Negative Emotionality - - results in both, high levels of negative emotions- Hard time adapting to new things – will respond more to stress (possible result - parents responding negatively to the child)Chapter 4 Attachment: Learning to Love- Attachment – strong emotional bond between child and caregiver in the second half of the child’s first year Theories of Attachment - Learning Theory – mother becomes an attachment object because she is associated withthe reduction the baby’s primary drive (ex: hunger) o Harlow’s Research – Between a metal “mother” that provided food and another “mother” made up of clothe the baby monkey “clinged” to the cloth mother, especially when stressed even thought the clothe “mother” did not provide food.This taught us that emotional connection trumps over hunger when looking at attachment Similar findings in human research  Operant learning theorists – propose visual, tactical, and auditory stimulation as more important - Cognitive Development Theory – “looks at only 1 part of the puzzle”o Importance of ability to differentiate between familiar and unfamiliar otherso Importance of Object Permanence – people still exist when they are not aroundo Cognitive shifts in expression of attachment – depending on where they are at cognitively, what we need from attachment 2 ½ years – loose desire of physical proximity, starting to explore a little bit  9 months – 18 months – social referencing - how you react to a situation/ gage their response to the world- Ethological Theory – John Bowlby – focused on signaling behaviors in human – infant attachment o Infants will cry when need to be changed o “Coo” or “babble” when trying to get attentiono Evolutionary biases make it likely a child will use a parent as a secure base or otherwise known as a “home base”  Attachment linked to explorationo Stresses the development of mutual attachments  How the child attaches to the parents, vice versa - Bi-directional influences - Important to development How Attachment Develops Phases in Early Development of Attachment 1. Preattachment (0 -2 months) – no clear signs that they want a certain person2. Attachment in the Making (2-7 months) – head turns to mom and dad when hears their voice, smile bigger when see parents3. Clear Cut Attachment (7-24 months) – actively seeking out the parent, will notice when parent is gone4. Goal – corrected partnership (24 months +) – two- sided, aware parents do other things than take of the child, understand parents are not just caregivers, start to develop securebase and explore new things - Attachment forms by age 1 - Can change over time- Seek contact & proximity with attachment figure o Separation distress or