Overview of Exam 3 A B If a topic or term is not on the outline below it will NOT be on the exam 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 quizzes Topic Outline for Exam2 Attachment Theory Ch2 Ch8 11 14 Evolutionary Origins of Attachment Behavioral System Harlow s studies Monkeys scared and then measured to the monkey surrogate that fed them covered in felt The ABS attachment behavioral system ABS activated in response to internal threat pain and external threat fear stimuli and functionally motivates young 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 to their 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 model Self Views one s worthiness of love Other Views Their reliability and trustworthiness Relationship models how people support and comfort each other Continuity Hypothesis 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 The circle of security Attachment styles Their Causes How They are Measured Attachment style is largely rational or conditioned response environmental cues and experiences regarding caregiver s responsiveness and availability Example The Modified Marshmallow Experiment Kidd et al 2012 Kids were first given crayon and a page to color on and say they could either color right now or wait for better art supplies Half were given better art supplies half were told that actually better supplies were not available The kids were THEN given the marshmallow and told to wait for another or enjoy that one now The kids who were told they couldn t get better art supplies were far more likely not to wait and eat the marshmallow than those were not This exemplifies the impact on attachment style based 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 become securely 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 no differentiated behavior toward the caregiver or the other adult Show little or no pleasure 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 Greater likelihood of believing in enduring romantic love as adults Greater belief that one s romantic partner is emotionally available and worthy of love and that the self is available and worthy of love Avoidant attachment leads to a strong sense of self reliance and denial of any need or desire to form close relationships Avoidance of intimacy sharing self disclosure and emotional closeness Experience gratitude as a threatening emotion signaling indebtedness and dependency Greater likelihood of believing that romantic love is fleeting or fake Greeting likelihood of believing that romantic love is fleeting or fake Recover most quickly from break ups Ambivalent anxious high need of intimacy approval and responsiveness in adult romantic relationships Less trust of romantic partners despite high levels of commitment Erik Erikson s Life Stages Ch 9 11 19 Lecture Overview of the Theory How it explains personality development Eight Stages At each stage a central and recurring conflict or implicit question faces the maturing individual The answer to this question or resolution of this conflict 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 met Autonomy vs Shame Doubt 2 3 year olds Can I do some things for myself Later Strength Will the ability to effectively exercise freedom Initiative vs Guilt 4 5 years How much right or power do I have to get what I want do what I want and get others to do things I want Later the ability to envision and pursue goals Also develop theory of mind at this same time metacognition knowing others have different thoughts and perspective than you Theory of Mind Lying Kid also develop theory of mind at this same time metacognition knowing others have different thoughts and perspective than you An unwelcome side effect of theory of mind lying Peeking game children sit with backs to toys and they have to guess the toy based on unrelated sounds cat moos 80 of 3 years olds who peak admit it 4 year olds lie about peaking Industry vs Inferiority 6 11 Implicit question how can I be good Am I good Can I successfully complete tasks and master skills to the satisfaction and praise of parents teachers other socializing agents Am I inferior to others in abilities my culture seems to value Later Strength Competence the exertion of skill and intelligence in completing tasks Identity vs Role Confusion 12 18 years Implicit Question Who am I How do I fit into the adult world
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