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 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 D E Topic Outline for Exam2 Attachment Theory Ch2 Ch8 11 14 Evolutionary Origins of Attachment Behavioral System Harlow s studies Infant Monkeys spent more time clinging to the Cloth surrogate than the Wire surrogate regardless of which one gave milk Infant Monkeys were more likely to run to the Cloth surrogate when frightened regardless of which gave milk The ABS 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 Satisfied when the child experiences felt security which includes a caregiver responding to their needs AND providing a safe haven 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 which includes o Beliefs about oneself esp one s worthiness of love o Beliefs about other people esp their reliability and trustworthiness o 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 environmental cues and experiences regarding caregiver s responsiveness availability o Ex The Modified Marshmallow Experiment Kidd et al 2012 Self Views Other Views Relationship models Continuity Hypothesis Continuity Hypothesis o Internalized Working Models in early childhood influence how adults come to view Others Themselves Relationships worthy or unworthy of love trustworthy or untrustworthy to provide love support reliable vs unreliable safe vs threatening Is there any evidence to suggest that this is true o A Qualified Yes seems to be the answer Evaluating the Continuity Hypothesis o Conclusion from multiple studies unchanging circumstances at about a 70 concordance rate Relative stability of attachment style given relatively o Of those whose attachment style changed 78 experienced a parental divorce illness or death The circle of security The Full Cup Metaphor aka Circle of Security Attachment styles Their Causes How They are Measured Secure In the SST securely attached infants will o Explore when their caregiver is present o Show signs of distress and explore less when their caregiver is absent o Be unsuccessfully comforted by a stranger o Show pleasure when the caregiver returns Infants become securely attached to caregivers who o Provide regular contact comfort o Respond promptly and sensitively to distress signals o Provide Interactional Synchrony Engage in the same activity w the same emotional state Anxious Ambivalent In the SST Anxious Ambivalent attached infants are o Highly avoidant of separation o Very wary of the stranger o Less likely to be consoled and calmed by a caregiver s returning o May punish the caregiver for leaving by crying or acting aggressively Infants become Anxiously attached to a caregiver who o Inconsistently provides comfort and contact o Inconsistently expresses approval or disapproval o Acts overprotective in most situations reducing exploration They ve learned that connection is inconsistent and requires high intensity reactions and high levels of monitoring Avoidant In the SST avoidantly attached infants will o Show little or no distress upon the caregiver s departure o Show little or no differentiated behavior toward the caregiver or the other adult o Show little or no pleasure when the caregiver returns Infants become avoidantly attached to a caregiver who o Shows little or no response to a distressed child o Discourages crying in an angry or annoyed manner o Avoids proximity 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 Consequences of Secure Attachment o Roughly 60 70 of children and adults score as having a secure attachment style o Increased sociability empathy self esteem and self confidence in later childhood and adulthood o Greater likelihood of believing in enduring romantic love as adults o Greater belief that one s romantic partner is emotionally available and worthy of love and that the self is available and worthy of love Consequences of Avoidant Attachment o Roughly 20 of children adults develop avoidant styles o A strong sense of self reliance and a denial of any need or desire to form close relationships Attachment Deactivating response to stress o Avoidance of intimacy sharing self disclosure and emotional closeness Experience gratitude as a threatening emotion signaling indebtedness and dependency o Greater likelihood of believing that romantic love is fleeting or fake o Recover most quickly from break ups Consequences of Ambivalent Anxious Attachment o Roughly 10 20 of adults and children develop an anxious ambivalent attachment style o High need of intimacy approval and responsiveness in adult romantic relationships often falling in and out of love quickly o Less trust of romantic partners despite high levels of commitment o Highly defensive responses to perceived threats to the relationship Relationship Hypervigilance Erik Erikson s Life Stages Ch 9 11 19 Lecture Quiz 7 According to Erikson which of the following stages of psychosocial development does NOT take place in childhood e g age 11 or earlier A Trust vs Mistrust B Autonomy vs Shame C Industry vs Inferiority D Intimacy vs Isolation Overview of the Theory How it explains
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