2
PSY 200 Exam 4 with accurate detailed answers
|| || || || || || ||
Attachment - ✔✔a long-term feeling of closeness between people, here we are referring to the
|| || || || || || || || || || || || || || ||
fundamental emotional bond between caregiver and infant || || || || || ||
Attachment: 4 phases - ✔✔•1) initially when it is first born, babies respond to anyone
|| || || || || || || || || || || || || ||
•2) then babies respond to parents in special ways because they spend so much time around them
|| || || || || || || || || || || || || || || || ||
•3) attachment to parents is clear, with babies staying close to parents and seeking them out, often
|| || || || || || || || || || || || || || || || ||
experiencing separation anxiety and stranger anxiety.... There is a certain type of behavior
|| || || || || || || || || || || ||
•Ideally, children progress to: || || ||
•4) secure attachment that no longer requires the constant presence of the parents
|| || || || || || || || || || || ||
Innate Infant Behavior - ✔✔infants typically adjust their posture to mold themselves to the
|| || || || || || || || || || || || || ||
contours of their parent's body. They do this from the time they are born.
|| || || || || || || || || || || || || ||
1-•*Cuddling* -- infants typically adjust their posture to mold themselves to the contours of their || || || || || || || || || || || || || || ||
parent's body. They do this from the time they are born.
|| || || || || || || || || || ||
2-•*Looking* -- serves as a signal to the parent. Even a very young infant seeks eye-to-eye
|| || || || || || || || || || || || || || || ||
contact with the parents... this eye-to-eye contact is the earlier socializations when children are
|| || || || || || || || || || || || || ||
trying to gain some type of relationship. There have been studies where mothers are supposed to
|| || || || || || || || || || || || || || || ||
NOT make eye-contact to the baby. It is very difficult.
|| || || || || || || || || ||
,2
3-•*Smiling* - for almost any human, but especially for parents the smile of an infant is an
|| || || || || || || || || || || || || || || || ||
exceedingly effective reinforcer ... parents will respond positively to a smile.. So there will be
|| || || || || || || || || || || || || || ||
increased likelihoods of behavior when smiling occurs
|| || || || || ||
4-•*Crying* - One of the first vocal behaviors that can happen almost immediately following
|| || || || || || || || || || || || || ||
birth for babies. For almost any adult the sound of an infant's crying is intensely irritating or
|| || || || || || || || || || || || || || || || ||
distressing ... this is a NEGATIVE REINFORCER... the parent wants to figure out how to make it
|| || || || || || || || || || || || || || || || ||
stop
Ainsworth's "Strange Situation" - ✔✔basics: ... about 1979 || || || || || || ||
Brought in kids 12-18 months old with their mothers. These children went into a strange of novel
|| || || || || || || || || || || || || || || || ||
situation. They went into a room filled with toys. Child was allowed to explore
|| || || || || || || || || || || || ||
Mother would leave and child was left alone with the stranger. With the mother is there was
|| || || || || || || || || || || || || || || || ||
analyzed. When the mother leaves was analyzed. When the mother returns was analyzed
|| || || || || || || || || || || ||
Ainsworth's "Strange Situation" findings as levels of attachment - ✔✔•*Securely Attached*:
|| || || || || || || || || || ||
(app. 65% of children) (THIS IS HEALTHY ATTACHMENT)
|| || || || || || ||
•explores when mother is present || || || ||
•is distressed when mother leaves
|| || || ||
•greets her with enthusiasm when she returns
|| || || || || ||
•*Insecurely Attached*: Anxious (app. 10-15% of children) || || || || || ||
•does not explore even when mother is present; stays right by her side (clingy)
|| || || || || || || || || || || || ||
•very upset when mother leaves
|| || || ||
•clingy when she returns || || ||
•*Insecurely Attached*: Avoidant (app. 20-25% of children) || || || || || ||
•distant and aloof throughout || || ||
•little distress when mother leaves
|| || || ||
•ignores her when she returns || || || ||
,2
•*Disorganized (Relatively Rare)*: DISCOVERED AFTER THE STUDY.. infant shows more || || || || || || || || || ||
fear than affection; least securely attached of all.. Sounds like there is abuse
|| || || || || || || || || || || ||
Why is attachment important? - ✔✔will these early months be predictive of later in life?
|| || || || || || || || || || || || || || ||
Attachment behavior early in life and later in life (about 3.5 years old), there is correlation of
|| || || || || || || || || || || || || || || || ||
about 0.5... SO early attachment IS more predictive of later behavior
|| || || || || || || || || ||
Note: attachment is social/nurture
|| || ||
Temperament - ✔✔characteristic reaction patterns of the individual that is present from an early
|| || || || || || || || || || || || || ||
age; thought to be largely genetic and constitutional(something about the actual individual) in
|| || || || || || || || || || || || ||
origin
2 Dimensions of Temperament - ✔✔•sociability: preference for interactions with others versus
|| || || || || || || || || || || ||
being left alone || ||
•emotionality: tendency to be fearful, anxious || || || || ||
note on longitudinal studies - ✔✔Longitudinal study: idea is that it is the ultimate within subjects
|| || || || || || || || || || || || || || || ||
manipulation. You may follow one indivudal over time... that same person is being tracked|| || || || || || || || || || || || || ||
longitudinally across their lifespan. They are looking at whether that early behavior represents
|| || || || || || || || || || || || ||
later performance. (correlation is high and positive)
|| || || || || ||
Could temperament and attachment be related to one another? - ✔✔moral reasoning and
|| || || || || || || || || || || || ||
development
Morality: - ✔✔A system of *learned attitudes about social practices,* institutions, and individual
|| || || || || || || || || || || || ||
behavior that allows people *to evaluate situations and behavior as right or wrong ...* what is
|| || || || || || || || || || || || || || || ||
*acceptable and what is not acceptable* in society/institutions? || || || || || || ||
Note on attitudes: - ✔✔attitudes are relatively permanent and stable...
|| || || || || || || || ||
*BUT* with a *wider view of time* and lifespan, *attitudes do change and develop over time*
|| || || || || || || || || || || || || || ||
, 2
Moral Dilemmas - ✔✔Problems that pit one mortal value against another
|| || || || || || || || || ||
Moral Dilemmas: *Laurence Kohlberg* - ✔✔famous for studying moral development.
|| || || || || || || || ||
◦Had male kids come into his lab and put them in moral dilemmas
|| || || || || || || || || || || ||
◦He was able to develop a stakes theory of moral development. He based his work on early
|| || || || || || || || || || || || || || || || ||
research by Piaget with cognitive development || || || || ||
◦Based on the responses to the delimma's he came up with levels and stages of morality.
|| || || || || || || || || || || || || || ||
The Brother's Dilemma - ✔✔•Joe's father promised he could go to camp if he earned the $50 for
|| || || || || || || || || || || || || || || || || ||
it, and then changed his mind and asked Joe to give him the money he had earned. Joe lied and
|| || || || || || || || || || || || || || || || || || || ||
said he had only earned $10 and went to camp using the other $40 he had made. Before he went,
|| || || || || || || || || || || || || || || || || || || ||
he told his younger brother, Alex, about the money and about lying to their father. Should Alex
|| || || || || || || || || || || || || || || || ||
tell their father?
|| ||
•Kids were asked: What do you think and what is your reasoning for coming to that conclusion?
|| || || || || || || || || || || || || || || ||
◦In one way it may be right to tell so his dad doesn't find out he lied and spank him... In one way it
|| || || || || || || || || || || || || || || || || || || || || || ||
may be right to keep quiet so his brother doesn't beat him up (age 10, based on fear of
|| || || || || || || || || || || || || || || || || || || ||
punishment)
◦If my father finds out later he wouldn't trust me, and neither would my brother but I care more
|| || || || || || || || || || || || || || || || || || ||
about dad not trusting me (based one expectations.. Age 13.. Stage 3)
|| || || || || || || || || || ||
PSY 200 Exam 4 with accurate detailed answers
|| || || || || || ||
Attachment - ✔✔a long-term feeling of closeness between people, here we are referring to the
|| || || || || || || || || || || || || || ||
fundamental emotional bond between caregiver and infant || || || || || ||
Attachment: 4 phases - ✔✔•1) initially when it is first born, babies respond to anyone
|| || || || || || || || || || || || || ||
•2) then babies respond to parents in special ways because they spend so much time around them
|| || || || || || || || || || || || || || || || ||
•3) attachment to parents is clear, with babies staying close to parents and seeking them out, often
|| || || || || || || || || || || || || || || || ||
experiencing separation anxiety and stranger anxiety.... There is a certain type of behavior
|| || || || || || || || || || || ||
•Ideally, children progress to: || || ||
•4) secure attachment that no longer requires the constant presence of the parents
|| || || || || || || || || || || ||
Innate Infant Behavior - ✔✔infants typically adjust their posture to mold themselves to the
|| || || || || || || || || || || || || ||
contours of their parent's body. They do this from the time they are born.
|| || || || || || || || || || || || || ||
1-•*Cuddling* -- infants typically adjust their posture to mold themselves to the contours of their || || || || || || || || || || || || || || ||
parent's body. They do this from the time they are born.
|| || || || || || || || || || ||
2-•*Looking* -- serves as a signal to the parent. Even a very young infant seeks eye-to-eye
|| || || || || || || || || || || || || || || ||
contact with the parents... this eye-to-eye contact is the earlier socializations when children are
|| || || || || || || || || || || || || ||
trying to gain some type of relationship. There have been studies where mothers are supposed to
|| || || || || || || || || || || || || || || ||
NOT make eye-contact to the baby. It is very difficult.
|| || || || || || || || || ||
,2
3-•*Smiling* - for almost any human, but especially for parents the smile of an infant is an
|| || || || || || || || || || || || || || || || ||
exceedingly effective reinforcer ... parents will respond positively to a smile.. So there will be
|| || || || || || || || || || || || || || ||
increased likelihoods of behavior when smiling occurs
|| || || || || ||
4-•*Crying* - One of the first vocal behaviors that can happen almost immediately following
|| || || || || || || || || || || || || ||
birth for babies. For almost any adult the sound of an infant's crying is intensely irritating or
|| || || || || || || || || || || || || || || || ||
distressing ... this is a NEGATIVE REINFORCER... the parent wants to figure out how to make it
|| || || || || || || || || || || || || || || || ||
stop
Ainsworth's "Strange Situation" - ✔✔basics: ... about 1979 || || || || || || ||
Brought in kids 12-18 months old with their mothers. These children went into a strange of novel
|| || || || || || || || || || || || || || || || ||
situation. They went into a room filled with toys. Child was allowed to explore
|| || || || || || || || || || || || ||
Mother would leave and child was left alone with the stranger. With the mother is there was
|| || || || || || || || || || || || || || || || ||
analyzed. When the mother leaves was analyzed. When the mother returns was analyzed
|| || || || || || || || || || || ||
Ainsworth's "Strange Situation" findings as levels of attachment - ✔✔•*Securely Attached*:
|| || || || || || || || || || ||
(app. 65% of children) (THIS IS HEALTHY ATTACHMENT)
|| || || || || || ||
•explores when mother is present || || || ||
•is distressed when mother leaves
|| || || ||
•greets her with enthusiasm when she returns
|| || || || || ||
•*Insecurely Attached*: Anxious (app. 10-15% of children) || || || || || ||
•does not explore even when mother is present; stays right by her side (clingy)
|| || || || || || || || || || || || ||
•very upset when mother leaves
|| || || ||
•clingy when she returns || || ||
•*Insecurely Attached*: Avoidant (app. 20-25% of children) || || || || || ||
•distant and aloof throughout || || ||
•little distress when mother leaves
|| || || ||
•ignores her when she returns || || || ||
,2
•*Disorganized (Relatively Rare)*: DISCOVERED AFTER THE STUDY.. infant shows more || || || || || || || || || ||
fear than affection; least securely attached of all.. Sounds like there is abuse
|| || || || || || || || || || || ||
Why is attachment important? - ✔✔will these early months be predictive of later in life?
|| || || || || || || || || || || || || || ||
Attachment behavior early in life and later in life (about 3.5 years old), there is correlation of
|| || || || || || || || || || || || || || || || ||
about 0.5... SO early attachment IS more predictive of later behavior
|| || || || || || || || || ||
Note: attachment is social/nurture
|| || ||
Temperament - ✔✔characteristic reaction patterns of the individual that is present from an early
|| || || || || || || || || || || || || ||
age; thought to be largely genetic and constitutional(something about the actual individual) in
|| || || || || || || || || || || || ||
origin
2 Dimensions of Temperament - ✔✔•sociability: preference for interactions with others versus
|| || || || || || || || || || || ||
being left alone || ||
•emotionality: tendency to be fearful, anxious || || || || ||
note on longitudinal studies - ✔✔Longitudinal study: idea is that it is the ultimate within subjects
|| || || || || || || || || || || || || || || ||
manipulation. You may follow one indivudal over time... that same person is being tracked|| || || || || || || || || || || || || ||
longitudinally across their lifespan. They are looking at whether that early behavior represents
|| || || || || || || || || || || || ||
later performance. (correlation is high and positive)
|| || || || || ||
Could temperament and attachment be related to one another? - ✔✔moral reasoning and
|| || || || || || || || || || || || ||
development
Morality: - ✔✔A system of *learned attitudes about social practices,* institutions, and individual
|| || || || || || || || || || || || ||
behavior that allows people *to evaluate situations and behavior as right or wrong ...* what is
|| || || || || || || || || || || || || || || ||
*acceptable and what is not acceptable* in society/institutions? || || || || || || ||
Note on attitudes: - ✔✔attitudes are relatively permanent and stable...
|| || || || || || || || ||
*BUT* with a *wider view of time* and lifespan, *attitudes do change and develop over time*
|| || || || || || || || || || || || || || ||
, 2
Moral Dilemmas - ✔✔Problems that pit one mortal value against another
|| || || || || || || || || ||
Moral Dilemmas: *Laurence Kohlberg* - ✔✔famous for studying moral development.
|| || || || || || || || ||
◦Had male kids come into his lab and put them in moral dilemmas
|| || || || || || || || || || || ||
◦He was able to develop a stakes theory of moral development. He based his work on early
|| || || || || || || || || || || || || || || || ||
research by Piaget with cognitive development || || || || ||
◦Based on the responses to the delimma's he came up with levels and stages of morality.
|| || || || || || || || || || || || || || ||
The Brother's Dilemma - ✔✔•Joe's father promised he could go to camp if he earned the $50 for
|| || || || || || || || || || || || || || || || || ||
it, and then changed his mind and asked Joe to give him the money he had earned. Joe lied and
|| || || || || || || || || || || || || || || || || || || ||
said he had only earned $10 and went to camp using the other $40 he had made. Before he went,
|| || || || || || || || || || || || || || || || || || || ||
he told his younger brother, Alex, about the money and about lying to their father. Should Alex
|| || || || || || || || || || || || || || || || ||
tell their father?
|| ||
•Kids were asked: What do you think and what is your reasoning for coming to that conclusion?
|| || || || || || || || || || || || || || || ||
◦In one way it may be right to tell so his dad doesn't find out he lied and spank him... In one way it
|| || || || || || || || || || || || || || || || || || || || || || ||
may be right to keep quiet so his brother doesn't beat him up (age 10, based on fear of
|| || || || || || || || || || || || || || || || || || || ||
punishment)
◦If my father finds out later he wouldn't trust me, and neither would my brother but I care more
|| || || || || || || || || || || || || || || || || || ||
about dad not trusting me (based one expectations.. Age 13.. Stage 3)
|| || || || || || || || || || ||
