CHAPTER 14 ATTACHMENT AND SOCIAL RELATIONSHIPS

Learning Objectives How do relationships with others contribute to development? How does Bowlby’s attachment theory explain attachment? In this model, how do nature and nurture contribute to the development of attachment?

Attachment Cases like “Baby Jessica” Children are resilient Negative early experiences rarely ruin them for life Close Relationships Provide: Learning experiences Social support (social convoy)

Attachment Theory Bowlby: A strong affectional tie that binds a person to an intimate companion Helps regulate distress by proximity seeking By about 6-7 months Ainsworth: Special, irreplaceable people Desire to maintain proximity Derive a sense of security Bowlby: Normal environment important

Video: Attachment PLAY VIDEO

Ethology Konrad Lorenz: Imprinting An innate form of learning in animals Critical period Irreversible Humans: Attachment Sensitive period Predisposed

The combination of a depressed mother and a premature infant means low odds that a secure attachment will form.

Childhood Peers Important for social development Piaget: Equal power among peers Requires cooperation, negotiation skills Sullivan: Peers important after age 6 Changing interpersonal needs Harris: Parental influence is overrated Peers more important for development

Learning Objectives In what ways are infants emotional beings? How are emotions socialized and regulated? How do infants become attached to a caregiver? What are some observable signs of infant attachment?

Emotions in Infancy Timing of emotions biologically programmed Tied to cognitive maturation Evolved to ensure that caregivers respond Social referencing by 10-12 months Monitor reactions in others to help define situation, regulate behavior and emotions Modeling, imitation, reinforcement Emotion Regulation: Learned throughout infancy and childhood

The emergence of different emotions The emergence of different emotions. Primary emotions emerge in the first six months of life, secondary or self-conscious emotions emerge starting about 18 months to 2 years of age.

Learning Objectives What types of attachment relationships can develop between infants and caregivers? What infant, caregiver, and contextual factors determine the quality of early attachments? How do early relationships relate to later development? What are the consequences of early social deprivation?

Caregiver’s Attachment to Infant Early contact not crucial nor sufficient Neonatal reflexes endearing: e.g., smiling Cooing and babbling: Early conversations Synchronized routines “Peek-A-Boo” Sensitive responding a must Over-stimulation/under-stimulation not good

Infant’s Attachment to Caregiver Social Responsiveness At birth: undiscriminating 2-6 mo: preferences develop Proximity Seeking 6 mo to 3 yr Attachment figures Mental representation abilities needed

Attachment-Related Fears Separation Anxiety: 6-8 mo Peaks around 14-18 mo Gradually wanes Stranger Anxiety: 8-10 mo Declines during 2nd year Ainsworth: Secure base for exploration

The wire and cloth surrogate “mothers” used in Harlow’s research The wire and cloth surrogate “mothers” used in Harlow’s research. This infant monkey has formed an attachment to the cloth mother that provides “contact comfort,” even though it must stretch to the wire mother in order to feed.

Quality of Attachment Caregiver provides “contact comfort” Ainsworth: Strange Situation Test Secure attachment: most Insecure attachment categories Inconsistent care = Resistant Insensitive stimulation = Avoidant Rejection, impatient, resentful Intrusive Abusive = Disorganized/Disoriented

Infant Characteristics Must acquire person permanence Temperament a factor Reaction to parenting style Goodness-of-fit between parenting style and infant temperament

Context of Attachment Culture Individualistic: encourage independence e.g., Western Avoidant Collectivist: encourage group conformity e.g., Japan Resistant

Effects of Social Deprivation Infants grieve when separated from caregiver Recover when reunited or upon forming new attachments A series of separations more harmful Romanian orphans Insecure, anxious Difficulty coping with stress Need sustained interaction with responsive caregivers – one or a few

Later Outcomes Securely Attached Child Cognitively and socially competent Expect positive reactions Insecurely Attached Child Withdrawn, dependent, fearful Less competent Patterns last through adolescence

Some Conclusions Attachment to fathers, grandparents, etc. Can compensate for poor attachment Secure attachments may change Stressful events: divorce, illness Insecure attachments may change Lifestyle improvements

Other Conclusions Capacity to form attachments is part of human evolutionary history Sensitive period: Nature & Nurture important Early relationships important for development Affect quality of later relationships Mechanism: Internal working models of self and other

Learning Objectives What features characterize peer relations and friendships at different points of the life span? What different types of play evolve during the first few years of life? What are the developmental benefits of play? What factors contribute to peer acceptance and popularity, or to peer rejection, during childhood?

Peer Relations 18 mo: First Peers Turn taking Reciprocal play Age 2-12: Increasing Time Spent Same sex peers Similar age and play preferences

Play Age 1-2: Pretend play Age 2-5: Social play Age 5-6: Rule-based games By age 11-2: Rule flexibility Play is Beneficial Cognitive development Social skills

Peer Acceptance Results from sociometric techniques Most popular kids Attractive, intelligent Socially competent Rejected kids Highly aggressive Socially isolated, overly sensitive, submissive

Peers or Parents? Harris: The Nurture Assumption Peers more important than parents Parental influence overrated Socialization by neighborhood peers Individuality comes from genes

Learning Objectives How do relationships with peers and parents change during adolescence? How do peers and parents influence adolescents’ lives?

Adolescents Parents still important Boy-girl friendships and dates Dating: Dunphy’s phases Initiation, status, affection, bonding Friendships: More intimacy Friends similar psychologically Cliques and crowds Increased conformity

Learning Objectives How do social networks and friendships change during adulthood? How do these connections affect adult development? How do early attachment styles relate to romantic relationships?

In the study by Simpson er al, (2007) relationship quality at each step in development affected relationship quality at the next step.

The Adult Social networks shrink Closer to family Romantic attachments remain Adult friendships valued Important to have at least one confidant