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Overview of Exam 3:A. 30-40 Multiple Choice Questions. B. Should take roughly 40 minutes to complete, but you have the full 2hrs (and I’ll stay slightly longer too: time is not an issue). C. Questions will be based primarily on information in the lecture slides & in-class lecture. For studying purposes, start with this outline and the slides. The readings are probably best used as a reference when something from your notes or the slides is unclear, or when you want to add a bit more depth to your understanding of a concept or finding. D. If a topic or term is not on the outline below, it will NOT be on the exam.E. I will ask you to know some of the key findings from research studies we’ve discussed in the lectures. Topic Outline for Exam2Attachment Theory: Ch2 & Ch8. & 11/14 Evolutionary Origins of Attachment Behavioral SystemHarlow’s studies- Infant Monkeyso Infant Monkeys spent more time clinging to the Cloth surrogate than the Wire surrogate, regardless of which one gave milko Infant Monkeys were more likely to run to the Cloth surrogate when frightened, regardless of which gave milkThe ABS: Bowlby conceives of attachment as a goal-directed system designed to ensure the overall end of caregiver-infant proximity. The system comprises a number of subsystems called attachment behaviors including sucking, clinging, following, vocalizing, and smiling. - Bowlby & The Evolutionary Origins of the attachment behavioral system (ABS):o ABS activated in response to internal threat (pain) and external threat (fear stimuli) & functionally motivates young children to maintain proximity to parents.o Motivates two types of behaviors: Distress signaling (crying, verbalizing fears, visual cues) Proximity seeking (approaching, clinging, separation protests/anxiety)o “Satisfied” when the child experiences “felt security,” which includes a caregiver responding to their needs AND providing a safe haven.Attachment Theory Key Components: Attachment is the bond between caregiver (mother, father, or other who cares for the baby) and infants develops through a number of well defined in the first years of the of the childs life. 1) Internal Working Models (& implicit learning)– Beliefs about oneself (esp. one’s worthiness of love)– Beliefs about other people (esp. their reliability and trustworthiness)– Beliefs about how relationships in general work (esp. how people support and comfort each other)– Attachment style is a largely rational (or conditioned) response to environmentalcues and experiences regarding caregiver’s responsiveness & availability o Ex: The Modified Marshmallow Experiment (Kidd et al., 2012)Kidd’s own version of the marshmallow study was designed to test the effect of trust. First, the three- to five-year-olds in the study were primed to think of the researchers as either reliable or unreliable. In the first part of thestudy, the researchers handed over a piece of paper and a jar of used crayons, then told a child to either use those crayons or wait for a better set of art supplies. In the second part of the study, the experimenter gave the child a small sticker and told the young subject to either use that one or wait for bigger, better stickers. For half the kids, the experimenter kept the bargain, returning with a loaded tray of markers, crayons, and colored pencils, then several big stickers. For the other half, the experimenter returned a few minutes later to say, apologetically, that there weren’t in fact any better art supplies or any better stickers. After this, the kids were given the marshmallow test. The results were dramatic: Nine out of the 14 kids in the reliable condition held out 15 minutes for a second marshmallow, while only one of the 14 in the unreliable condition did. If kids were unsure they were going to get a second marshmallow, they didn’t bother to wait.Self Views, Other Views, & Relationship models- Themselves (worthy or unworthy of love)- Others (trustworthy or untrustworthy to provide love/support)- Relationships (reliable vs. unreliable / safe vs. threatening)2) Continuity Hypothesis- Internalized Working Models in early childhood influence how adults come to view:o Themselves (worthy or unworthy of love)o Others (trustworthy or untrustworthy to provide love/support)o Relationships (reliable vs. unreliable / safe vs. threatening) Is there any evidence to suggest that this is true?  A Qualified “Yes” seems to be the answer Evidence is provided by Hazan and Shaver showing that securely attached infants go on to have stable, secure adult relationships – as the theory predicts.*** Conclusion from multiple studies: Relative stability of attachment style (given relatively unchanging circumstances) at about a 70% concordance rate Of those whose attachment style changed, 78% experienced a parental divorce, illness, or death.3) The circle of securityAttachment styles, Their Causes, & How They are MeasuredAttachment Styles: three styles of approaching romantic relationships developed from researchon adult romantic love. The three styles parallel Ainsworth’s attachment types for infants – secure, avoidant, and resistant (anxious/ambivalent)Secure-• In the SST, securely attached infants will:o Explore when their caregiver is presento Show signs of distress and explore less when their caregiver is absento Be unsuccessfully comforted by a strangero Show pleasure when the caregiver returns- Infants become securely attached to caregivers who:o Provide regular contact comforto Respond promptly and sensitively to distress signalso Provide Interactional Synchronyo Engage in the same activity & w/ the same emotional state- Secure Attachment leads to:o Roughly 60-70% of children and adults score as having a secure attachment styleo Increased sociability, empathy, self-esteem and self-confidence in later childhood and adulthoodo Greater likelihood of believing in enduring romantic love as adultsAnxious/Ambivalent-- In the SST, anxious/ambivalent attached infants are:o Highly avoidant of separationo Very wary of the stranger o Less likely to be consoled and calmed by a caregiver’s returningo May “punish” the caregiver for leaving by crying or acting aggressively- Infants become anxiously/ambivalently attached to a caregiver who:o Inconsistently provides comfort and contacto Inconsistently expresses approval or disapprovalo Acts overprotective in most situations, reducing explorationo


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FSU PPE 3003 - Overview of Exam 3

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