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Overview of Exam 3:A. If a topic or term is not on the outline below, it will NOT be on the exam.B. I will ask you to know some of the key findings from research studies we’ve discussed in the lectures. C. Purple font represents experiments mentioned in class that we may be tested on.D. Red font represents answers to multiple choice questions featured in jeopardy and our quizzesTopic Outline for Exam2Attachment Theory: Ch2 & Ch8. & 11/14 Evolutionary Origins of Attachment Behavioral SystemHarlow’s studies: Monkeys scared and then measured to the monkeysurrogate that fed them covered in felt. The ABS (attachment behavioral system) ABS activated in response tointernal threat (pain) and external threat (fear stimuli) and functionally motivatesyoung children to maintain proximity to parents. It motivates two types of behaviors:distress signaling (crying, verbalizing fears, visual cues) proximity seeking(approaching, clinging, separation, protests/ anxiety). When a caregiver responds totheir needs and provides a safe haven they feel satisfied.Attachment Theory Key Components : Internal Working Models (& implicit learning): Through recurring activation of the ABS, children develop an implicit answer to the question: “Will you be there when I need you?”. The “answer” to this question in early relationships shape our internal working modelSelf Views: one’s worthiness of love Other Views: Their reliability and trustworthinessRelationship models: how people support and comfort each otherContinuity Hypothesis: Relative stability of attachment style (given relativelyunchanging circumstances) at about a 70% concordance rate. Of those whoseattachment style changed, 78% experienced a parental divorce, illness, or death.The circle of securityAttachment styles, Their Causes, & How They are Measured: Attachment style islargely rational (or conditioned) response environmental cues and experiences regardingcaregiver’s responsiveness and availability.Example: The Modified Marshmallow Experiment (Kidd et al., 2012): Kidswere first given crayon and a page to color on and say they could either color rightnow or wait for better art supplies. Half were given better art supplies, half were toldthat actually better supplies were not available. The kids were THEN given themarshmallow and told to wait for another or enjoy that one now. The kids who weretold they couldn’t get better art supplies were far more likely not to wait and eat themarshmallow than those were not. This exemplifies the impact on attachment stylebased on these experiences.Bowlby and the Strange Situation Test:Secure security attached infants will: Explore when their caregiver is present, Show signs of distress and explore less when their caregiver is absent, Be unsuccessfully comforted by a stranger, Show pleasure when the caregiver returns. Infants becomesecurely attached to caregivers who: Provide regular contact comfort, Respond promptly and sensitively to distress signals, Provide interactional synchrony, and Engage in the same activity with the same emotional state.Anxious/Ambivalent Highly avoidant of separation, Very wary of stranger, Less likely to be consoled and calmed by caregiver’s returning, May “punish” the caregiver for leaving by crying or acting aggressively. Infants become anxiously attached to caregiver who: Inconsistently provides comfort and contact, Inconsistently expresses approval disapproval, Act overprotective in the most situations, reducing exploration.Avoidant Show little or no distress upon the caregiver’s departure, Show little or nodifferentiated behavior toward the caregiver or the other adult, Show little or nopleasure when the caregiver returns. They’ve learned that connection and threat-reduction requires low intensity responses and/or self-soothing.Attachment Style effects on Romantic Relationships (in the Erikson section on Intimacy too) Secure attachment leads to: increased sociability, empathy, self-esteem, and self-confidence in later childhood and adulthood. Greaterlikelihood of believing in enduring romantic love as adults. Greaterbelief that one’s romantic partner is emotionally available and worthyof love and that the self is available and worthy of love. Avoidant attachment leads to: a strong sense of self-reliance anddenial of any need or desire to form close relationships. Avoidance ofintimacy , sharing, self-disclosure and emotional closeness. Experience“gratitude” as a threatening emotion signaling indebtedness anddependency. Greater likelihood of believing that romantic love isfleeting or fake. Greeting likelihood of believing that romantic love isfleeting or fake. “Recover” most quickly from break-ups. Ambivalent/anxious: high need of intimacy, approval, andresponsiveness in adult romantic relationships. Less trust of romanticpartners, despite high levels of commitment.Erik Erikson’s Life Stages: Ch. 9, 11/19 LectureOverview of the Theory & How it explains personality developmentEight Stages: At each stage, a central and recurring “conflict” or “implicit question”faces the maturing individual. The “answer” to this question or resolution of thisconflict becomes part of one’s adult personality structure (a very Freudian idea).Trust vs. Mistrust (1-2 years) Can I depend on others and is the world safe?Later Strength: Hope that our needs will be metAutonomy vs. Shame/Doubt (2-3 year olds) Can I do some things formyself? Later Strength: Will – the ability to effectively exercise freedomInitiative vs. Guilt (4-5 years) How much right or power do I have to getwhat I want, do what I want and get others to do things I want. Later theability to envision and pursue goals. Also develop theory of mind at this sametime (metacognition- knowing others have different thoughts and perspectivethan you).Theory of Mind & Lying! Kid also develop theory of mind at this sametime (metacognition- knowing others have different thoughts andperspective than you). An unwelcome side-effect of theory of mind: lying!“Peeking game” children sit with backs to toys and they have toguess the toy based on unrelated sounds (cat moos). 80% of


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FSU PPE 3003 - Overview of Exam 3

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