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Developmental Psychology
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- 1Konrad Lorenz: Attachment on animalsHe took gosling eggs and divided in to 2 groups: one group left with mother, one group placed in incubator.
First thing they saw was Lorenz.
They started following him around.
He placed the 2 groups together. They divided with group 1
following the natural mother and group 2 following Lorenz. - 2AttachmentA reciprocal process that endures over time. An emotional bond between 2 people.
(Function is to protect an infant) - 3Attachment: SecureStrong and connected attachment between infant and caregiver. It is the result of sensitive responding by caregiver to infant's needs.
Associated with healthy cognitive and emotional development in future. - 4Attachment: InsecureTwo types: insecure avoidant and insecure resistant.
Often associated with subsequent poor emotional and cognitive development of infant.
Usually result of lack of sensitive responding to infants needs. - 5Mary Ainsworth: Strange situationAimed to create a method for assessing quality of attachment by placing an infant in a situation of mild stress/novelty -indicators of quality of attachment.
- 6Mary Ainsworth: Strange situation - resultsSecure attachment = 66%
Insecure avoidant = 22%
Insecure resistant = 16% - 7Explanations of Attachment: Classical ConditioningLEARNING THROUGH ASSOCIATION
The person who feeds the infant becomes associated with the food which naturally (UCS) produces a feeling of pleasure (UCR).
Feeder eventually produces pleasure associated with food as pleasure become conditioned response (CR) - 8Explanations of Attachment: Operant ConditioningLEARNING BY CONSEQUENCE
Rewarded behaviours are repeated.
Baby=driven to seek food when hungry.
After feeding, hunger drive is reduced & thus rewarding.
When baby = hungry again it repeats behaviour that leads to drive reduction. Mother provides food (Primary reinforcer) so becomes secondary reinforcer. Infant strives to stay close to her so becomes attached. - 9Schaffer & Emerson60 Glasgow infants = observed in home every month until 1 year old. Returned at 18 months.
Mother kept diary to examine:
-Stranger anxiety
-Separation anxiety
-Social referencing - 10Schaffer & Emerson: Findings0-6wks = Asocial (responds to all stimuli)
6wks - 6months = Indiscriminate attachment (responds to all)
7months - 1 yr = Specific attachment (Attach to one specific person)
1+ = Multiple attachments - 11Harlow's 'Origins of Love' (Monkeys)Hypothesis: Contact comfort more important than food in development of attachment.
He created 2 wire mothers: 1 had a feeding bottle, 1 had NO FOOD and was just wrapped in cloth - 12Harlow's 'Origins of Love' FINDINGSMonkeys spent most of time with cloth mother and would cling to it (especially when frightened)
- 13Van Ijzendoorn & Kroonenberg: Cross cultural Differences in AttachmentMeta-analysis of 32 different studies (that had used the strange situation) from 8 different countries.
Secure attachment = most common attachment type across all 8 cultures.
Western = insecure avoidant dominant.
Non-Western = insecure resistant dominant.
China had 50/50 split between resistant and avoidant. - 14Grossman & Grossman: (Cross Cultural Variations)60 middle class Japanese infants (aged 1) both boys and girls = observed in strange situation.
It caused extreme stress for infants (not aim)
Lack of insecure avoidant = because Japanese children are taught that such behaviour is impolite.
Strange situation does not have same meaning for Japanese as it does for American pts. - 15Rutter et al (Institutional care)165 Romanian orphans adopted by UK families = compared with 52 UK adopted children.
Independant variable = age of adoption (before 6 months, between 6-24 months or between 2-4 yrs) - 16Genie (Effects of privation)Her physical/psychological development = greatly affected.
She clawed, barely spoke, still wore nappies, had abnormal brain activity...
Psychologists played games with her, taught her sing language, words for emotions and she got foster parents.
She began to learn words, got sad on separation, went to nursery, her medical age improved...
She still couldn't form full sentences, kept holding liquids in fear of being left alone, didn't go through puberty... - 17Czech Twins (Effects of privation)Discovered when 7.
They were dwarfed in stature, lacked speech, suffered from rickets, didn't understand meaning of pictures.
They went to school & caught up with age peers. They achieved intellectual emotional stability. Entirely stable as adults. - 18Rutter et al - Findings (Effects of institutional care)Age 6: evidence of disinhibited attachment (most common in late Romanian adoptees at 26.1%)
Only 3.8% of UK children and 8.9% of early Romanian adoptees.
At age 11, disinhibited attachment had persisted in many. - 19Hodges and Tizard (Institutional care)Followed development of 65 children who had been in residential nurseries since a few months old.
Carers = discouraged from forming attachments with children. By age 4: 24 = adopted, 15 returned to natural home & rest stayed in institutions. Also compared to control group of children who lived with their family their whole lives.
Children assessed for social & emotional competence at 4, 8 & 16. - 20Hodges and Tizard - Findings (Institutional care)Adopted children = as closely attached to parents as control group of children.
Children restored to original homes = failed to form attachment to mother.
Both groups of ex-institutionalised children had problems with peers.
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- Fichas sobre Developmental Psychology, creado por ggarr13088 el 05/05/2014.
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