Attachment Strong emotional bond one individual forms for anotherStrong emotional bond one...
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AttachmentAttachment
• Strong emotional bond one individual forms for Strong emotional bond one individual forms for anotheranother
• Endures across timeEndures across time• Expressed in behaviors that promote proximity Expressed in behaviors that promote proximity
and contactand contact• PurposePurpose
– SurvivalSurvival– emotional survivalemotional survival– cognitive stimulationcognitive stimulation– social: Synchronized routinessocial: Synchronized routines
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Theories of Attachment
• Freud/psychoanalysis: First to emphasize importance of emotional ties to mothers for psychological development.
• Learning theories: emphasize basic drives (e.g., hunger) – become attached to those who meet those needs.
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Harlow’s Study of Attachment• Infant rhesus monkeys were
placed with two surrogate mothers, one made of wire and one covered with soft cloth
• Milk-producing nipple was attached to either the wire or the cloth mother
• Regardless of who fed, monkeys preferred terry cloth mom when needing comforting
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Contact Time with Wire and Cloth
Surrogate Mothers
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Age (in days)
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Infant monkey fed on wire mother
Infant monkey fed on cloth mother
Hours per day spent with wire mother
Hours per day spent with cloth mother
Mean hours per day
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Harlow studies
• Effects of Isolation
• Attachment was based on “contact comfort” rather than feeding
• Critical period
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Normal Play Behaviors
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Effects ofIsolation
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Ethologists
• Study biological basis of behavior (evolutionary context)
• Conrad Lorenz: imprinting
• Klaus and Kennell: bonding - critical period
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Bowlby
• Children who form attachment to adult more likely to survive
• Infants become attached to those who respond consistently and appropriately to behaviors meant to elicit help and care
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Measuring Attachment
• Mary Ainsworth
• Strange Situation: measures quality of attachment
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Categories of Attachment
• Secure attachment– Most likely when parents respond predictably
and appropriately trust– Sensitive and responsive parents at 3 months
secure attachment at 12 months– Study in Netherlands: secure attachment more
likely if mother had 3 months training emphasizing how to respond appropriately and promptly
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Categories of Attachment
• Insecure avoidant
• Insecure ambivalent
• Recent 4th category: disorganized
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Separation Episode
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FRIENDSHIPS AND PEER RELATIONS
• Friendship: A close, mutual, and voluntary relationship between peers
• Reciprocal and persist over time
• Functions include support, companionship, affection, and stimulation
• Functions change over time
• Help children learn relationship skills
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FRIENDSHIPS AND PEER RELATIONS:
Social Relations among Infants/Toddlers • Young infants show mutual gaze
• By 6 months, infants interact with each other by babbling, smiling, and touching
• Great individual variability among infants in social responsiveness
• By 12 months, infants imitate each other’s actions and share and play together with toys
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FRIENDSHIPS AND PEER RELATIONS:
Social Relations Among Infants/Toddlers
• With emerging language and motor skills, toddlers interact with increasing complexity
• Coordinated imitation becomes much more frequent
• Early interactions help children learn important social skills
• Playmates often chosen by convenience• By age 2 mutually preferred playmates seen
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FRIENDSHIPS AND PEER RELATIONS:
The Preschool and Childhood Years • Social contacts increase dramatically as
children enter school
• Larger peer group, less adult supervision
• Main ingredients in forming friendships are opportunity and similarity
• Number of “best friends” increases until about age 11 when children become more selective
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FRIENDSHIPS AND PEER RELATIONS:
The Preschool and Childhood Years • Children’s close
friendships typically progress through three stages:
1. Play-based friends (ages 3 to 7 years)
2. Loyal and faithful friends (ages 8 to 11 years)
3. Intimate friends (adolescence and beyond)
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FRIENDSHIPS AND PEER RELATIONS:
Gender Segregation among Friends
• Prominent feature of children’s friendships is gender segregation - tendency to associate with same sex peers
• Occurs in every cultural setting• Clear preference for same-sex play partners
evident by 2 to 3 years of age• Gender segregation very prominent after age 3
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GENDER PREFERENCES IN PLAY PARTNERS
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FRIENDSHIPS AND PEER RELATIONS:
Gender Segregation among Friends
• As consequence of gender segregation, boys and girls grow up in different gender cultures
• Boys tend to play in larger groups and are more active and physically aggressive
• Girls develop closer ties in smaller groups; emphasize social closeness and sensitivity
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SOCIAL STATUS AMONG PEERS: Categories of Popular/Unpopular Children
• Peer nomination technique frequently used to measure social status in childhood
• Five categories typically result from peer nominations: popular, rejected, average, controversial, and neglected
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SOCIAL STATUS AMONG PEERS: Categories of Popular/Unpopular Children
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SOCIAL STATUS AMONG PEERS: Categories of Popular/Unpopular Children
• Category of rejected children includes two very
different subtypes• About 50% are considered rejected-aggressive,
20% rejected-withdrawn• Controversial children receive large number of
both positive and negative nominations• Associations between category and characteristics
only correlational; don’t know cause and effect
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SOCIAL STATUS AMONG PEERS: Social Cognition Model of Peer Relations
• Ken Dodge and associates have developed a social
cognition model to explain differences in social behavior
• Consists of perceiving information in social setting, interpreting the situation, and then considering responses and enacting one
• Related to peer popularity• Factors such as infant temperament and
attachment relationships may lead to positive or negative patterns of social cognition
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SOCIAL STATUS AMONG PEERS: Consequences of Peer Rejection
• Early negative social experiences may cause continuing problems in later years
• Peer rejection associated with academic difficulties, higher rates of delinquency, arrest, violence, and substance abuse
• Often implicated in school violence• Withdrawn children are at greater risk for
depression, loneliness, negative self-worth• Intervention programs helpful