DevelopmentDevelopment

Lecture 15Lecture 15

4/5/044/5/04

PlanPlan

Attachment & bondingAttachment & bonding Familiarity--LorenzFamiliarity--Lorenz Comfort-- HarlowComfort-- Harlow Responsiveness to needs- Attachment stylesResponsiveness to needs- Attachment styles

Cognitive DevelopmentCognitive Development Piaget’s stagesPiaget’s stages

ImprintingImprinting

Any moving, honking stimulusAny moving, honking stimulus Decoys, rubber balls, wooden blocks, striped Decoys, rubber balls, wooden blocks, striped

metal pipemetal pipe

Critical period ~ within first day...Critical period ~ within first day... In humans, attachment is less automatic, In humans, attachment is less automatic,

mother plays more active rolemother plays more active role

What is attachment?What is attachment?

A strong, innate emotional connection A strong, innate emotional connection persisting over time and circumstancespersisting over time and circumstances

Attachment = adaptiveAttachment = adaptive Infant attachment behaviors motivate Infant attachment behaviors motivate

adult attentionadult attention Infants exhibiting attachment behaviors Infants exhibiting attachment behaviors

have a higher chance of survivalhave a higher chance of survival

Remember Watson?Remember Watson?

Dangers of too much mother loveDangers of too much mother love Treat children like young adults; objectively, not Treat children like young adults; objectively, not

sentimentally; never hug or kiss– shake their sentimentally; never hug or kiss– shake their handshands

Love is conditioned, not instinctiveLove is conditioned, not instinctive Hunger need // loveHunger need // love

Food – salivation; food + bell – salivation; bell…Food – salivation; food + bell – salivation; bell… Food – good feeling; mother + food– good feeling; Food – good feeling; mother + food– good feeling;

Mother -- loveMother -- love

Contact Comfort: Contact Comfort: A theory of loveA theory of love

HarlowHarlow Strength of attachment is independent of Strength of attachment is independent of

feeding…feeding… Love is conditioned, BUT, UR isn’t food, Love is conditioned, BUT, UR isn’t food,

it’s pleasant, tactile stimulationit’s pleasant, tactile stimulation Monkey experimentsMonkey experiments

1. Influence of nursing vs. contact comfort1. Influence of nursing vs. contact comfort 2. Fear response2. Fear response 3. Exploration3. Exploration 4. Separation4. Separation

http://homepage.psy.utexas.edu/homepage/class/Psy301/Niederhoffer/movies/Development/Harlow_interview_pt1.mpg

Harlow’s Contact Comfort TheoryHarlow’s Contact Comfort Theory Harlow’s monkey studiesHarlow’s monkey studies

Surrogate mothersSurrogate mothers Wire mesh “mother”Wire mesh “mother” Terrycloth “mother”Terrycloth “mother”

Measures of “affection”Measures of “affection” Time spentTime spent Preference in time of stressPreference in time of stress

““Contact” need is important in determining Contact” need is important in determining behavior, esp. in bondingbehavior, esp. in bonding

http://homepage.psy.utexas.edu/homepage/class/Psy301/Niederhoffer/movies/Development/Harlow's_monkeys.mov

Monkeys fed by Monkeys fed by cloth mothers mothers

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Time spent withcloth mother

Time spent withwire mother

Monkeys fed by Monkeys fed by wirewire mothers mothers

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Time spent withcloth mother

Time spent withwire mother

Do infants form attachment to source of food?1.1. Ate same amount, Ate same amount,

gained weight same gained weight same rate, but:rate, but:

• Wire mothered-monkeys Wire mothered-monkeys didn’t digest milkdidn’t digest milk

2.2. When frightened ran to When frightened ran to cloth mothercloth mother

• Regardless of whom Regardless of whom provided foodprovided food

• http://homepage.psy.utexas.edu/homepage/class/http://homepage.psy.utexas.edu/homepage/class/Psy301/Niederhoffer/movies/Development/Psy301/Niederhoffer/movies/Development/Harlow_interview_pt3.mpgHarlow_interview_pt3.mpg

Do infants form attachment to source of food?

3. Open field experiments3. Open field experiments• Cloth: Rushed to cloth monkeys, clutched, rubbedCloth: Rushed to cloth monkeys, clutched, rubbed• W/out mother: Froze w/ fear, cried, thumb-sucking, W/out mother: Froze w/ fear, cried, thumb-sucking,

crouchingcrouching• Wire: Same as no motherWire: Same as no mother• http://homepage.psy.utexas.edu/homepage/class/Psy301/Niederhoffer/movies/Development/Harlow_interview_pt2.mpghttp://homepage.psy.utexas.edu/homepage/class/Psy301/Niederhoffer/movies/Development/Harlow_interview_pt2.mpg

4. Separation4. Separation• When reunited with cloth, rushed to mother, climbed, When reunited with cloth, rushed to mother, climbed,

clutched tightly playedclutched tightly played• No exploration b/c need for contact comfort =greaterNo exploration b/c need for contact comfort =greater

• When reunited with wire…When reunited with wire…

Future BehaviorFuture Behavior Abnormal behavior from wire-mom raised:Abnormal behavior from wire-mom raised:

Sit and stare like autistic childSit and stare like autistic child

Sexually disturbed…Sexually disturbed… 18 females mated voluntarily18 females mated voluntarily 18 females involuntarily (held in place)18 females involuntarily (held in place)

Of 36, 20 produced infantsOf 36, 20 produced infants Most males never able to mateMost males never able to mate

Of 20 who produced infants:Of 20 who produced infants: 5 showed adequate, but awkward behavior5 showed adequate, but awkward behavior 7 Indifferent (failed to nurse)7 Indifferent (failed to nurse) 8 Abusive- extreme physical cruelty8 Abusive- extreme physical cruelty 4 killed their babies (bit off fingers and toes)4 killed their babies (bit off fingers and toes)

Note!Note!

Of 20, only 5 showed adequate behavior!Of 20, only 5 showed adequate behavior!

Also important: peer contactAlso important: peer contact Of adequates: all had peer exposureOf adequates: all had peer exposure Of indifferent & abusive, only 3 had peersOf indifferent & abusive, only 3 had peers Peers are perhaps more important than Peers are perhaps more important than

tactile stimuli for determining later tactile stimuli for determining later behavior…behavior…

Human Attachment Human Attachment StylesStyles

John Bowlby (1969)John Bowlby (1969)

Clear sequence of 3 emotional reactions Clear sequence of 3 emotional reactions upon separation (across species)upon separation (across species) ProtestProtest DespairDespair DetachmentDetachment

Specific emotions & behaviors designed Specific emotions & behaviors designed to keep infants near primary caregiversto keep infants near primary caregivers EVOLUTIONARY SELECTEDEVOLUTIONARY SELECTED

The Strange SituationThe Strange Situation

Mary Ainsworth, 1978Mary Ainsworth, 1978 Parent brings baby to unfamiliar playroomParent brings baby to unfamiliar playroom

Parent and stranger come & go (scripted)Parent and stranger come & go (scripted) Child’s behavior observed in secretChild’s behavior observed in secret

How do they react to separations & How do they react to separations & reunions?reunions? Explore while “secure base” is there?Explore while “secure base” is there? Distress upon departure?Distress upon departure? Delight upon return?Delight upon return?

Secure AttachmentSecure Attachment About 60% of children in normal conditionsAbout 60% of children in normal conditions Secure base for explorationSecure base for exploration Safe Haven when distressedSafe Haven when distressed

Avoidant AttachmentAvoidant Attachment About 25% of childrenAbout 25% of children Don’t use parent as secure baseDon’t use parent as secure base Don’t use parent as safe havenDon’t use parent as safe haven

Anxious-Ambivalent AttachmentAnxious-Ambivalent Attachment About 15% of childrenAbout 15% of children Ineffective secure base (clinging, nervous)Ineffective secure base (clinging, nervous) Ineffective safe haven (emotional acting out, suspicious)Ineffective safe haven (emotional acting out, suspicious)

Mental ModelsMental Models SecureSecure: : SelvesSelves as friendly, good-natured, as friendly, good-natured,

likable; likable; OthersOthers as well-intentioned, reliable & trustworthyas well-intentioned, reliable & trustworthy

AvoidantAvoidant: : SelvesSelves as suspicious, aloof & as suspicious, aloof & skeptical; skeptical; OthersOthers as unreliable, over-eager to commit as unreliable, over-eager to commit

AnxiousAnxious: : SelvesSelves as misunderstood, as misunderstood, unconfident, underappreciated; unconfident, underappreciated; OthersOthers as Unreliable, unwilling/ unable to commit as Unreliable, unwilling/ unable to commit

to permanent relationshipto permanent relationship

Consequences of secure Consequences of secure attachment in adulthoodattachment in adulthood More trusting in relationshipsMore trusting in relationships Longer relationshipsLonger relationships More sexual satisfaction, esp. with long-term More sexual satisfaction, esp. with long-term

partnerpartner Higher self-esteem and regard for othersHigher self-esteem and regard for others Seek social support when under stressSeek social support when under stress Appropriate self-disclosure styleAppropriate self-disclosure style Positive, optimistic, constructive interactions Positive, optimistic, constructive interactions

with otherswith others Better a positive mood self-inductionBetter a positive mood self-induction

Chemical basis of attachment

OxytocinOxytocin Hormone related to affiliative behaviors, Hormone related to affiliative behaviors,

including infant-caregiver attachmentincluding infant-caregiver attachment Promotes maternal behaviors that Promotes maternal behaviors that

help ensure survival of infanthelp ensure survival of infant Strengthens social memoriesStrengthens social memories

Cognitive DevelopmentCognitive Development

Children are curious, active, constructive Children are curious, active, constructive thinkers who want to understand world thinkers who want to understand world around themaround them

Children form Children form schemasschemas = mental = mental representations of the worldrepresentations of the world Assimilation- fit new info into schemaAssimilation- fit new info into schema Accomodation- adjust schema to fit new infoAccomodation- adjust schema to fit new info

Piaget’s stages of Piaget’s stages of cognitive developmentcognitive development

Visual Preferences in NewbornsVisual Preferences in Newborns

Patterns vs. solidsPatterns vs. solids Drawing of a human Drawing of a human

faceface Preference for Preference for

complexity vs. complexity vs. adaptation?adaptation?

Newborn Orientation to the FaceNewborn Orientation to the Face

Infants shown blank Infants shown blank shape, face, or scrambled shape, face, or scrambled facial features.facial features. same complexity…same complexity…

Infants looked more Infants looked more intensely at the actual intensely at the actual face.face.

1. Sensorimotor stage1. Sensorimotor stage Understands self as agent of actionUnderstands self as agent of action Object permanenceObject permanence

Understanding that an object continues to exist Understanding that an object continues to exist even when it cannot be seeneven when it cannot be seen

2. Preoperational stage2. Preoperational stage Beginning of symbolic thinking-- wordsBeginning of symbolic thinking-- words

Still egocentric & can’t yet think “operationally”Still egocentric & can’t yet think “operationally” Imagining logical consequencesImagining logical consequences

Testing ConservationTesting Conservation

Ability to conserve Ability to conserve marks transition marks transition from Preoperational from Preoperational to concrete to concrete operational stageoperational stage

Piaget’s stagesPiaget’s stages

3. Concrete operational stage3. Concrete operational stage Learn to think about operationsLearn to think about operations Develop conservationDevelop conservation

Based on understanding the Based on understanding the operation of reversibilityoperation of reversibility

4. Formal operational stage4. Formal operational stage Develop abstract reasoningDevelop abstract reasoning

Hypothetic-deductive reasoningHypothetic-deductive reasoning Ability to form and test hypothesesAbility to form and test hypotheses

Sensitivity to NumberSensitivity to Number??Can Infants Add and Subtract?Can Infants Add and Subtract?

““Illustration of addition Illustration of addition or subtraction”or subtraction”

Correct vs. incorrect Correct vs. incorrect outcome (2-1=2, for outcome (2-1=2, for example)example)

Infant looks longer at Infant looks longer at incorrect outcomes incorrect outcomes

Infants are remarkable…Infants are remarkable…

Adolescence and Adolescence and adulthood bring about adulthood bring about fascinating capacities fascinating capacities more easily studied…more easily studied… SOCIAL SOCIAL

PSYCHOLOGY IS PSYCHOLOGY IS ON THE HORIZONON THE HORIZON