Psych 301, 9/12/3SOCIAL DEVELOPMENTAttachmentAttachmentA strong, lasting emotional connection between infant and caregiverAttachment is adaptiveInfant attachment behaviors motivate adult attentionInfants exhibiting attachment behaviors have a higher chance of survivalAttachment in other speciesImprintingAn instinctual tendency in some animals producing strong attachment of young animals to nearby adultsHarlow’s monkey studiesSurrogate mothersWire mesh motherCloth motherImportance of contact comfort over tangible resources (food)Attachment stylesSeparation anxietyDistress when a child is separated from the caregiverStarts around 6 to 8 monthsCaregiver as secure baseChild can balance exploration and safetyThe Strange Situation TestTechnique for studying attachmentSeries of increasingly stressful events with caregiver present or absentSecure (~65%)Distressed when caregiver absentQuickly comforted on returnAvoidant (20-25%)Not concerned with caregiver’s absenceIgnores on returnAnxious-ambivalent (10-15%)Inconsolable when caregiver absentElicits & rejects contact on returnDisorganized“Throwaway” categoryThe chemical basis of attachmentOxytocinHormone related to affiliative behaviors, including infant-caregiver attachmentPromotes maternal behaviors that help ensure survival of infantPromotes attachment behaviors in infantStrengthens social memoriesWho influences social development?Parenting and infant temperamentChess & Thomas longitudinal studyTemperamentBiologically-based behavioral tendenciesThe “fit”between child temperament and parental behaviors critical in determining social developmentDifficult childrenCalm, firm parents vs overprotective parentsFriendships change with ageBefore age 2Friendship usually limited to parallel playAround age 3Interactive friendshipsPhysical proximity & shared activitiesLate preschoolSharing, reciprocity, and commitment to friendshipsFriends tend to be similar in age, gender, appearance, attitudes, etcFactors essential to formation of friendshipsBased on observation of children who did or did not become friendsFactors characterizing interactions of children who became friendsCommon-ground activityClear communicationExchange of informationResolution of conflictsReciprocityImportance of parents and peersGroup socialization theoryChildren learn two sets of behaviors:For inside the homeFor peer interactionsClaims that only behaviors learned for outside the home have long-term effects on adult personality and behaviorBut: Parents have strong effect on choice of social groupsFriendships, cliques, crowdsFitting into the social hierarchySociometric analysisResearch technique where children select peers they like and dislikeMajor categoriesPopular childrenRejected childrenNeglected childrenControversial childrenRejected children associated with many negative psychological and behavioral outcomes (anxiety,depression)Gender differences in adult friendshipsIntimacy and self-disclosureWomen reveal more personal information to same-sex and opposite-sex friendsSame-sex friendshipsFor women, revolve around conversation and discussion of personal issuesFor men, involve participation in sports and other gamesCross-sex friendshipsAfter preschool, both boys and girls prefer same-sex friendsBleske-Rechek & Buss studyMen report primary advantage of cross-sex friendships is potential for sexual relationshipsWomen: more varied reasons; protection, potential mateOverall same criteria as same-sex friendships: companionship, conversation,
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