Social And Personality Development 6th Edition By David R. Shaffer - Test Bank

Social And Personality Development 6th Edition By David R. Shaffer – Test Bank

 

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Chapter 5:

Establishment of Intimate Relationships and Their Implications for Future Development

 

Chapter Outline

 

• WHAT ARE EMOTIONAL ATTACHMENTS?

 

Attachments are Reciprocal Relationships

 

Interactional Synchrony and Attachment

 

• HOW DO INFANTS BECOME ATTACHED?

 

The Growth of Primary Attachments

 

Theories of Attachment

Psychoanalytic theory:  I love you because you feed me

Learning theory: Rewardingness leads to love

Cognitive-developmental theory:  To love you I must know you will be                             there

Bowlby’s ethological theory: Perhaps I was born to love and relate

Origins of the ethological viewpoint

Attachment in humans

Comparing the four theoretical viewpoints

 

• INDIVIDUAL DIFFERENCES IN ATTACHMENT SECURITY

 

Assessing Attachment Security

Measurement issues

 

Cultural Variations in Attachment

 

• FACTORS THAT INFLUENCE ATTACHMENT SECURITY

 

Quality of Caregiving

Who is at risk of becoming an insensitive caregiver?

Ecological constraints on caregiving sensitivity

 

Infant Temperament

Does temperament explain attachment security?

 

• FATHERS AS ATTACHMENT OBJECTS

 

Fathers as Caregivers

 

Fathers as Contributors to Emotional Security and Other Social Competencies

 

• ATTACHMENT AND LATER DEVELOPMENT

 

Long-Term Correlates of Secure and Insecure Attachments

 

Why Might Attachment Quality Forecast Later Outcomes?

Attachments as working models of self and others

Caregivers’ working models of attachments

 

Is Attachment History Destiny?

 

• THE UNATTACHED INFANT

 

Correlates of Social Deprivation in Infancy and Childhood

 

Why Might Early Deprivation be Harmful?

 

Can Children Recover from Early Deprivation Experiences?

 

• MATERNAL EMPLOYMENT, DAY CARE, AND EARLY EMOTIONAL DEVELOPMENT

 

Quality of Alternative Care

 

Parenting and Parents’ Attitudes about Work

 

How Might We Assist Working Parents?

 

·  SUMMARY

Annotated Web Link

 

Emotional Attachment

http://www.helpguide.org/mental/attachment_child.htm

Information on attachment and additional links

 

-Test Bank-

 

Multiple Choice Questions

 

5-1, p. 134

Bowlby (1960) found that hospitalized children who have endured prolonged separations from their mothers

1. at first attempt to regain their mothers by protesting and demanding her return
2. often give up hope of being reunited with their mothers
3. may eventually become indifferent to their mothers
4. may lose interest in human relationships

*e.        all of these are possible

 

5-2, p. 134

Developmentalists such as Bowlby and Spitz believed that

*a.        healthy attachments were necessary for normal social and personality       development

1. loss of an attachment relationship poses no difficulties if it happens early (during infancy or early toddlerhood)
2. both of these
3. none of these

 

5-3, p. 135

Attachments are

1. strong affectional ties
2. relationships in which the parties involved are motivated to interact often            and to maintain proximity to each other

*c.        both of these

1. none of these

 

5-4, p. 135  WWW

An attachment relationship is characterized by

1. an extreme dependence of the attached parties on each other

*b.        the desire of attached parties to maintain proximity to one another

1. an inability of attached parties to function adequately in each other’s         absence
2. all of these

 

 

 

 

 

5-5, p. 135

A good index as to whether an infant has established an attachment with a specific adult would be if the infant were to

1. cry a lot at home
2. smile a lot in the presence of strangers

*c.        engage in behaviors that promote proximity with that adult

1. become quiet and apathetic when in the proximity of that adult

 

5-6, p. 135

According to Klaus and Kennell’s “sensitive period” hypothesis

1. infants can become emotionally bonded to their mothers within hours after          birth

*b.        mothers can become emotionally bonded to their infants within hours after          giving birth

1. both of these
2. none of these

 

5-7, p. 135

If Klaus and Kennell’s “sensitive period” hypothesis were correct, then we would expect that _____ .

1. parents who had no contact with their infant during the sensitive period would not be as strongly attached to their infant as those who had had early contact with their babies
2. adoptive parents should be less closely attached to their infants than         biological parents are

*c.        both of these

1. none of these

 

5-8, p. 135

One observation implying that Klaus and Kennell’s “sensitive period” interpretation of early emotional bonding is an overstatement is _____ .

*a.        the strong affection that most adoptive parents feel for their children

1. the fact that neonates do not show the same levels of affection for parents that parents display toward them
2. both of these
3. none of these

 

 

 

 

 

 

 

5-9, p. 136

Adoptive parents may well develop close emotional ties to their adopted children even if no contact was possible during the neonatal period because

*a.        attachments develop gradually from weeks and months of interaction

1. no child is allowed to be adopted unless he or she is socially responsive, and hence, likely to be loved
2. both of these
3. none of these; most adoptive parents do not form close attachments to      adopted children

 

5-10, p. 135-136

Research on early parent-to-infant emotional bonding indicates that

1. early skin-to-skin contact is neither crucial nor sufficient for the establishment of secure emotional ties
2. parents may begin to form positive emotional relations with their infants if           they have close contact with them in the first few hours after giving birth
3. adoptive parents and their adoptees are less securely attached, on average,           than biological parents and their children

*d.       early skin-to-skin contact is neither crucial nor sufficient for the establishment of secure emotional ties  and parents may begin to form positive emotional relations with their infants if they have close contact with them in the first few hours after giving birth

1. parents may begin to form positive emotional relations with their infants if they have close contact with them in the first few hours after giving birth and adoptive parents and their adoptees are less securely attached, on average, than biological parents and their children

 

5-11, p. 136

Interactional synchrony refers to the

1. solitary but coordinated play behaviors of the pre-attached infant

*b.        meshing of parental and infant affect and behavior during face-to-face      interactions

1. finding that interactions proceed more smoothly with attractive rather than          unattractive babies
2. coordination of a woman’s motherly and wifely roles

 

5-12, p. 136

Two- to 3-month-old infants’ _____ are thought to contribute greatly to the development of synchronized routines with caregivers.

*a.        emerging understandings of social contingencies

1. emerging understandings of complex emotions
2. warm experiences with caregivers shortly after birth
3. social smiles

5-13, p. 137

With respect to the development of attachments, synchronized routines

1. can disrupt attachment in children with difficult temperaments
2. develop at age 7 months, after a secure attachment bond is formed

*c.        are rewarding for both infant and caregiver thereby promoting reciprocal attachments

1. are seen shortly after birth, thus accounting for parents’ early emotional   bonding with infants

 

5-14, p. 138

In Schaffer and Emerson’s (1964) classic study of the development of attachments in Scottish infants, _____ was taken as evidence that the child had formed a primary social attachment.

1. the onset of social smiling
2. the child’s protests at being left alone
3. the child’s discriminated smiling response

*d.       the child’s discriminated separation protest

 

5-15, p. 138

Infants under the age of 6 weeks will typically

1. smile more at people they know than at strangers
2. protest loudly when strangers approach
3. smile more at people than at other life-like stimuli such as puppets

*d.       show equally favorable reactions to many kinds of social and nonsocial stimuli

 

5-16, p.  138 WWW

Jared smiles more at people he sees regularly than at strangers.  However, he loves to be held and was apt to protest whenever a family guest who has been holding him should lay him down in his crib and walk away.  Jared seems to be in the

1. asocial phase of attachment

*b.        phase of indiscriminate attachments

1. phase of specific attachments
2. phase of multiple attachments

 

5-17, p. 138

Just prior to forming a primary attachment, infants

*a.        are apt to protest whenever anyone walks off and leaves them alone

1. are in the stage of multiple attachments
2. are largely asocial creatures
3. are apt to protest whenever anyone walks off and leaves them alone, and are in the stage of multiple attachements
4. none of these

 

5-18, p. 138-139

Once children form a true emotional attachment they become

1. somewhat wary of strangers
2. more inclined to explore the environment in the presence of the attachment          object

*c.        both of these

1. none of these

 

5-19, p. 139

Multiple attachments

1. imply more numerous but less intense social ties
2. are a sign of emotional insecurity

*c.        usually emerge soon after an infant forms a primary social attachment

1. precede specific attachments

 

5-20, p. 139

Research on multiple attachments in the first year of life indicates that

1. infants have an attachment hierarchy in which their first attachment object           remains their most preferred companion
2. infants have an attachment hierarchy in which the person who feeds them            remains their most preferred companion
3. different attachment objects serve different functions, typically with fathers being preferred as protectors and comforters and mothers being preferred as playmates

*d.       different attachment objects serve different functions, typically with          mothers being preferred as protectors and comforters and fathers being preferred as playmates

 

5-21, p. 139

According to Freud’s psychoanalytic theory, infants should form primary attachments with _____ .

*a.        whoever feeds them regularly

1. whoever responds most consistently to all of their needs
2. whoever provides the most “contact comfort”
3. their closest genetic relatives

 

 

 

 

 

 

 

 

5-22, p. 139

Freud and Erikson agreed that

1. infants become “attached” once their primary caregivers assume the status of       conditioned reinforcers
2. untrusting infants will become overdependent

*c.        feeding activities can be important to the formation of attachments

1. indiscriminate attachments are the result of excessive and unchecked oral gratification

 

5-23, p. 139  WWW

In Erikson’s theorizing, the strength or security of an infant’s attachment to a caregiver is primarily a reflection of

1. the caregiver’s feeding practices
2. the amount of contact-comfort the caregiver provides

*c.        the sense of trust the infant has developed toward the caregiver

1. the caregiver’s value as a conditioned reinforcer

 

5-24, p. 139-140

Early learning theorists suggested that the development of infant attachment largely depended on

*a.        the caregiver becoming a conditioned stimulus for positive outcomes (or a            secondary reinforcer)

1. pleasure derived from oral activities
2. the maturity of object permanence in the infant
3. preprogrammed infant behaviors that stimulate contact with caregivers

 

5-25, p. 140

Harlow and Zimmerman’s (1959) classic “surrogate mother” study with monkeys showed that

1. attachment follows different courses in monkeys and humans
2. monkeys must have achieved a certain level of object permanence before they      will form attachments
3. contact comfort delayed the onset of stranger anxiety

*d.       feeding is not the primary determinant of attachments in monkeys

 

5-26, p. 140

Harlow and Zimmerman’s classic study of attachment in rhesus monkeys revealed that _____ was the primary factor in promoting primary attachments.

1. feeding practices

*b.        provision of tactile stimulation

1. preprogrammed biological responses
2. development of object permanence

 

5-27, p. 140

Schaffer and Emerson’s (1964) study on the relationship between maternal feeding practices and attachment revealed that

1. breast feeding results in stronger mother-infant attachments than bottle    feeding
2. infants fed “on demand” were more closely attached than those fed at regular      intervals

*c.        none of the maternal feeding practices were related to the strength of        mother-infant attachments

1. in the vast majority of the cases, it was the father rather than the mother who became the child’s primary attachment object

 

5-28, p. 140

In explaining how infants become attached to their caregivers, a contemporary learning theorist would focus on _____ .

1. caregivers’ feeding practices

*b.        caregivers’ provision of a variety of pleasant or pleasurable experiences

1. caregivers’ provision of contact comfort
2. the number of people to whom infants are exposed

 

5-29, p. 140

Contemporary learning theorists have adopted a position similar to _____ in assuming that a caregiver’s _____ is a strong predictor of the strength or security of an infant’s primary attachment.

1. Freud’s; feeding practices

*b.        Erikson’s; responsiveness

1. Bowlby’s; reactions to the baby’s innate social responses
2. Klaus & Kennell’s; contact with the baby in the first few hours

 

5-30, p. 141

Evidence for the role of cognitive development in the establishment of attachments comes from studies showing that

*a.        the timing of primary attachment is related to the child’s level of object     permanence

1. children with higher IQs are more securely attached
2. attachment occurs during the period of primary circular reactions
3. infants show no evidence of forming attachments before they are capable of         inner experimentation

 

 

 

 

 

5-31, p. 141

A basic assumption of the ethological approach to attachment is that

1. attachment is merely a form of “imprinting” that occurs in humans

*b.        the major purpose of mother-infant attachments is to protect the young of a          species, thus allowing them to develop and reproduce

1. attachment occurs in roughly the same way in all species
2. attachment is merely a form of “imprinting” that occurs in humans and attachment occurs in roughly the same way in all species
3. all of these

 

5-32, p. 141-142

_____ cite babies’ “Kewpie doll” appearance as a preadapted characteristic that elicits attention and affection from caregivers, thereby promoting attachments.

1. psychoanalysts
2. social-learning theorists
3. cognitive-developmentalists

*d.       ethologists

 

5-33, p. 142  WWW

Ethologists argue that attachments build from biologically programmed responses that influence

1. how an infant behaves toward a caregiver
2. how a caregiver responds to an infant

*c.        both of these

1. none of these

 

5-34, p. 142

A common misunderstanding about the ethological theory of attachment is the idea that

1. attachment is under cognitive control
2. attachments are reciprocal bonds between caregiver and infant

*c.        attachments are “automatic” if the child has a regular caregiver

1. infants are passive participants in the attachment process

 

5-35, p. 142

The theorist who would most likely stress that infants play an active role in the attachment process is

*a.        John Bowlby

1. Harry Harlow
2. Erik Erikson
3. Sigmund Freud

 

 

 

5-36, p. 142

When assessing the contribution of various psychoanalytic, social learning, cognitive, and ethological theories of attachment

*a.        all four make important, complementary contributions to our understanding of   attachment

1. the evidence clearly favors ethological theory and refutes the         psychoanalytic and learning approaches
2. the evidence clearly favors learning theories and refutes the cognitive-      developmental approach
3. the evidence clearly establishes cognitive-developmental theory as the      strongest explanation for infant attachments

 

5-37, p. 143

One way to make necessary separations more tolerable for toddlers and to reduce their separation distress is to

1. prepare the child in advance for the separation
2. provide the child with a detailed explanation about where “Mommy” is going      and when she is likely to return

*c.        provide the child with a brief explanation about where “Mommy” is going and    when she is likely to return

1. prepare the child in advance for the separation and provide the child with a detailed explanation about where “Mommy” is going and when she is likely to return
2. prepare the child in advance for the separation and provide the child with a brief explanation about where “Mommy” is going and when she is likely to return

 

5-38, p. 143

Necessary separations can be made less painful for older infants and toddlers

1. if the substitute caregiver immediately attempts to establish a positive       relationship with the child by picking him/her up

*b.        if the child is given some reminder of the home setting (for example, a teddy bear or security blanket) to carry around with him or her

1. if all reminders of home are removed so that the child is forced to deal       adaptively with his/her new surroundings
2. if the substitute caregiver immediately attempts to establish a positive

relationship with the child by picking him/her up and if the child is given some reminder of the home setting to carry around with him or her

1. if the substitute caregiver immediately attempts to establish a positive relationship with the child by picking him/her up and if all reminders of home are removed so that the child is forced to deal adaptively with his/her new surroundings

 

 

5-39, p. 143

Some research (for example, Gunner and associates, 1992) reveals that infants respond most adaptively to being left with an unfamiliar babysitter if the sitter

1. assumes a “caretaker” role by first settling the infant and then pursuing her own interests
2. largely ignores the infant and talks to friends on the phone

*c.        assumes a “playmate” role by providing toys and playing with the baby

1. dons strange clothing such as a clown outfit that will make the baby laugh            and forget his anxieties

 

5-40, p. 144

The “Strange Situation” measures the _____ of attachment that an infant established with a close companion by analyzing _____ .

1. strength; the infant’s reactions to separation from the close companion
2. strength; the infant’s reaction to strange environments, strangers, and       separations from the close companion
3. quality; the infant’s reactions to separations from the close companion

*d.        quality; the infant’s reactions to strange environments, strangers, and        separations from the close companion

 

5-41, p. 144

In the “Strange Situation” procedure, researchers pay particular attention to

1. how much time the mother spends interacting with her infant

*b.        the infant’s exploration of a strange room, and his or her behavior when the         mother returns after a separation

1. whether the infant shares toys with another, unfamiliar infant
2. the infant’s reactions to unfamiliar mechanical toys

 

5-42, p. 144

During the “Strange Situation”, an infant who is securely attached

1. will explore strange environments while alone with the mother
2. is very outgoing with strangers when the mother is absent
3. is visibly upset by separations and welcomes contact with the mother when         she returns
4. will explore strange environments while alone with the mother and is very outgoing with strangers when the mother is absent

*e.        will explore strange environments while alone with the mother and is visibly upset by separations and welcomes contact with the mother when she returns

 

 

 

 

 

5-43, p. 144

One-year-old Julie, who is playing with her toy, happens to notice her mother leaving the room.  Julie becomes upset and whimpers but soon resumes playing.  Five minutes later, Julie smiles and willingly accepts a hug when her mother reenters the room, and then ventures away from mom to play with a distant object.  Julie’s attachment appears to be

*a.        secure

1. resistant
2. avoidant
3. disordanized/disoriented

 

5-44, p. 144

A securely attached infant in the Strange-Situation is

1. visibly distressed when her mother leaves the room
2. wary of strangers in the mother’s absence
3. happy to see the mother when she returns

*d.        all of these

 

5-45, p. 144

An infant reacts to the “Strange Situation” by appearing anxious around her mother and strangers, becoming very upset over separations, and by remaining near the mother in reunion episodes although preferring not to have any close physical contact with her. Ainsworth would classify this youngster’s attachment as

*a.        resistant

1. avoidant
2. disorganized/disoriented
3. secure

 

5-46, p. 144 WWW

Susan and her mother are participating in the “Strange Situation.” When Susan’s mother returns to the room, Susan acts resentful but moves closer, staying near until Mom tries to hug her. Susan’s attachment classification is most likely

1. secure

*b.        resistant

1. avoidant
2. disorganized/disoriented

 

 

 

 

 

 

 

5-47, p. 145

An infant who is uninterested in exploring strange environments, not

particularly wary of strangers, and who shows little interest in close

companions when they return after a separation would be classified by

Ainsworth as

1. resistant

*b.        avoidant

1. disorganized/disoriented
2. secure

 

5-48, p. 145

Freida (18 months) and her mother are visiting at a friend’s house. When Freida’s mother and her friend go into the kitchen for tea, Freida appears undisturbed. Twenty minutes later her mother emerges from the kitchen and tries to pick Freida up. Freida is unresponsive and wants to get down. When put down, Freida ignores her mother and wanders around playing with toys. This best demonstrates which sort of attachment relationship?

1. disorganized/disoriented
2. resistant

*c.        avoidant

1. secure

 

5-49, p. 145

Fourteen-month-old John sees his mother return to the room after a separation episode in the “Strange Situation.”  He runs halfway to her and suddenly turns and moves just as quickly away.  John’s attachment is probably

1. secure
2. resistant
3. avoidant

*d.       disorganized/disoriented

 

5-50, p. 145

Ainsworth’s “Strange Situation” for assessing attachment quality has been criticized for

1. creating exaggerated emotional reactions in young children
2. providing an assessment of infant behavior that may not generalize to the            home setting
3. being of limited usefulness for characterizing the attachments of children much older than 2 years of age

*d.        all of these

 

 

 

 

5-51, p. 145

The only attachment measure that provides a direct assessment of attachment security and is appropriate for infants, toddlers, and preschool children is

1. the “Strange Situation”

*b.        the Attachment Q-set

1. the Adult Attachment Interview
2. paper and pencil measures of adults’ recollections of their attachment       relationships with caregivers

 

5-52, p. 146

Cross-cultural studies of infants’ behavior in the “Strange Situation” reveals that _____ is the most common kind of attachment that infants display.

*a.        secure

1. avoidant
2. resistant
3. disorganized/disoriented

 

5-53, p. 146-147

Cross-cultural research indicates that the percentages of children who fall

into each of the four attachment classifications

1. are quite consistent across different cultures

*b.        vary somewhat across cultures and seem to reflect cultural differences in child rearing practices

1. vary greatly across cultures and seem to reflect racial and ethnic differences in child temperament
2. vary somewhat across cultures and seem to reflect racial and ethnic          differences in child temperament

 

5-54, p. 147

Infants who are securely attached tend to have caregivers who are

1. extremely permissive
2. responsive when the caregiver chooses to be responsive

*c.        generally warm and responsive

1. generally unresponsive and impatient

 

5-55, p. 147

Mothers who are generally affectionate but who tend to respond to their child when they feel like being responsive are likely to have children who are

1. securely attached

*b.        resistant

1. avoidant
2. disorganized/disoriented

 

5-56, p. 147

A mother who is inconsistent in her caregiving–sometimes enthusiastic and involved and sometimes distant–is most likely to have a child who has a

*a.        resistant attachment

1. secure attachment
2.        disorganized/disoriented attachment
3. avoidant attachment

 

5-57, p. 148 WWW

Zoe loves her infant and consistently tries to stimulate him in play, particularly when he shows signs of becoming fussy. This treatment might be expected to lead her son to form a(n)

1. resistant attachment
2. secure attachment
3. disorganized/disoriented attachment

*d.        avoidant attachment

 

5-58, p. 148

An avoidant attachment may result if

1. a mother resents or rejects her infant
2. a mother is highly intrusive and frequently overarouses her infant

*c.        both of these

1. none of these

 

5-59, p. 148

Mary Main believes that the introduction of _____ into an otherwise adequate caregiving relationship may be responsible for the development of disorganized/disoriented attachments.

1. selfishness on the caregiver’s part
2. an alternative caregiver

*c.        fear

1. sibling rivalry

 

5-60, p. 148

_____ attachments seem to be especially common among infants who have been abused by caregivers.

1. secure
2. avoidant
3. resistant

*d.        disorganized/disoriented

 

 

 

5-61, p. 148

_______ is a caregiver attribute or experience that places infants at risk of forming a disorganized/disoriented attachment.

1. alcohol or drug abuse
2. grief over loss of a loved one
3. playing games that frighten the child
4. alcohol or drug abuse and grief over loss of a loved one

*e.        all of these

 

5-62, p. 148

When caregivers are clinically depressed

1. their infants will form disorganized/disoriented attachments
2. their infants become hyperactive and fussy with them but show adequate social skills when interacting with other nondepressed adults
3. their infants are likely to form secure attachments nonetheless

*d.       their infants are at risk of forming some kind of insecure attachment

 

5-63, p. 149

Caregivers who were themselves unloved, neglected, or abused as children

1. are especially inclined to be sensitive caregivers
2. readily establish interactional synchrony with their infants
3. both of these

*d.       none of these

 

5-64, p. 149

One study of Czechoslovakian children whose mothers had unplanned, unwanted pregnancies found that, compared to children who had been “wanted,” these “unwanted” children

1. quickly changed their mothers’ attitudes and developed normally from infancy    onward

*b.        showed developmental impairments throughout the school years and into           adulthood

1. showed insecure attachments in infancy but otherwise were indistinguishable      from “wanted” peers
2. none of these

 

 

 

 

 

 

 

 

5-65, p. 149

Unwanted Czechoslovakian children in one longitudinal study showed many developmental impairments largely because

1. they were less healthy than wanted children from birth and had extremely difficult temperaments

*b.        their parents were not very invested in fostering the development of children they did not care to raise

1. of their parents’ lack of competence at parenting
2. a and c
3. all of these

 

5-66, p. 148-149

Among the caregiver characteristics that increase the likelihood that infants will form insecure attachments are

1. clinical depression
2. having been neglected in childhood
3. having a negative attitude toward pregnancy because the pregnancy was unplanned

*d.       all of the these

 

5-67, pp. 148-149

Caregivers may find it relatively easy to be sensitive and responsive toward

their baby if

1. they are clinically depressed, so that the infant’s positive responses have a

therapeutic effect

1. they were rejected themselves as children and vow to parent differently than       they were parented
2. they had not planned the pregnancy and thus, are less anxious about the responsibilities of parenthood
3. all of these

*e.        none of these

 

5-68, p. 149

A poor marital relationship

1. is typically improved by the arrival of a baby

*b.        often interferes with parents’ attachment to their infant

1. often promotes attachments as unhappy spouses set their differences aside and cooperate with each other to establish synchronous interactions with

their infants

1. is typically improved by the arrival of a baby and often promotes attachments as unhappy spouses set their differences aside and cooperate with each other to establish synchronous interactions with their infants

 

5-69, p. 149

Which of the following caregiver characteristics is least likely to interfere with the attachment process?

1. being clinically depressed
2. having a child as a result of an unplanned pregnancy

*c.        having a warm and supportive relationship with one’s spouse

1. having been abused or neglected as a child

 

5-70, p. 149

Irritable, unresponsive infants who are at risk of alienating close companions are likely to continue to experience non-synchronous interactions with their parents

1. if they are boys

*b.        if their parents are unhappily married

1. if they are adoptees rather than biological offspring
2. all of these

 

5-71, p. 150

When insensitive caregivers receive social support and tips on sensitive parenting

1. their parenting improves but their children still form insecure attachments
2. their parenting improves and their children form secure attachments, unless        these youngsters are extremely irritable

*c.        their parenting improves and their children become more inclined to         establish and maintain secure attachments with them

1. none of these

 

5-72, p. 150

Critics of Ainsworth’s attachment theory (for example, Jerome Kagan) believe that the “Strange Situation” really measures individual differences in _____ rather than the quality of infant attachments.

*a.        infant temperament

1. infant intelligence
2. infant curiosity
3. maternal caregiving

 

5-73, p. 150

According to Kagan’s temperament hypothesis, a difficult temperament places infants at risk of being classified as having _____ attachments with caregivers, whereas a slow-to-warm-up temperament may cause infants to be

classified as having _____ attachments.

1. avoidant; resistant
2. avoidant; avoidant

*c.        resistant; avoidant

1. resistant; resistant

5-74, p. 150

According to Kagan’s temperament hypothesis, an infant who has a difficult temperament is most likely to form _____ attachments.

1. secure

*b.        resistant

1. avoidant
2. disorganized/disoriented

 

5-75, p. 150

When assessed in the Strange Situation, Garrison showed little distress when his mother left the room and avoided her upon reunion.  Kagan’s temperament hypothesis would expect Garrison to have a _____ temperament.

1. easy
2. difficult

*c.        slow-to-warm-up

1. irritable

 

5-76, p. 151 WWW

Which of the following observations would Kagan’s temperament hypothesis find difficult to explain?

1. when mothers receive parenting training, most infants with difficult

temperaments form secure attachments

1. infants can be securely attached to one parent and insecurely attached to the other

*c.        both of these

1. none of these

 

5-77, p. 151

A recent review of 34 studies revealed that sharp increases in the incidence of insecure attachments were most closely associated with

*a.        maternal problems such as illness, depression, and other life stresses

1. child problems such as illness, prematurity, and other psychological         disorders
2. children’s irritable or unresponsive temperaments
3. all of these

 

 

 

 

 

 

 

 

5-78, p. 151

Behavioral genetic studies of the similarity of attachment classifications displayed by identical and fraternal twins imply that _____ .

1. genotype and such genetically-influenced characteristics as temperamental          attributes contribute substantially to the kinds of attachments infants form

*b.        such shared environmental influences as interacting with the same sensitive or insensitive caregiver contribute substantially to the kinds of attachments twin infants form

1. both of these
2. none of these

 

5-79, p. 152

Recent research on the interplay between caregiving, infant temperament, and attachments reveals that

1. quality of caregiving is the most important factor in determining whether an        infants’s attachment with a caregiver is secure or insecure
2. infant temperament is the most important factor in determining whether an         infant’s attachment with a caregiver is secure or insecure
3. infant temperament is a strong predictor of the specific type of insecurity that infants with insecure attachments display

*d.        quality of caregiving is the most important factor in determining whether an infants’s attachment with a caregiver is secure or insecure and infant temperament is a strong predictor of the specific type of insecurity that infants with insecure attachments display

1. infant temperament is the most important factor in determining whether an infant’s attachment with a caregiver is secure or insecure and infant temperament is a strong predictor of the specific type of insecurity that infants with insecure attachments display

 

5-80, p. 152

In summarizing the literature on the contribution of infant temperament and maternal caregiving to the quality of infant attachments, it appears that

1. the quality of infant attachments depends almost exclusively on the mother’s       patterns of caregiving
2. infant temperament is the primary determinant of the quality of attachments
3. mothers who provide high levels of stimulation are contributing to the      development of secure attachments, regardless of their babies’ temperamental       characteristics

*d.       secure attachments evolve when there is a good fit between the caregiving a         baby receives and his or her temperament

 

 

5-81, p. 153

Infants are more inclined to form a secure attachment to their fathers when fathers

1. have positive attitudes about parenting
2. spend a lot of time with them
3. are unhappily married and turn to their infants for affection

*d.        have positive attitudes about parenting and spend a lot of time with them

1. all of these

 

5-82, p. 153

Fathers

1. play no meaningful role in a child’s development until the preschool period          (ages 3 to 5)
2. are effective playmates but are not terribly proficient at soothing their       distressed infants and toddlers
3. both of these

*d.       none of these

 

5-83, p. 153

Fathers

1. are often preferred to mothers as playmates
2. are rarely effective at soothing a distressed infant
3. are less likely than mothers to be preferred as a source of comfort by a       distressed infant
4. are often preferred to mothers as playmates and are rarely effective at soothing a distressed infant

*e.        are rarely effective at soothing a distressed infant and are less likely than mothers to be preferred as a source of comfort by a distressed infant

 

5-84, p.  153-154  WWW

Fathers play little if any meaningful role in an infant’s or toddler’s _____.

1. social competencies with peers
2. responsiveness to strangers
3. emotional self-regulation

*d.        none of the above; fathers can play a meaningful role in each of the above domains

 

 

 

 

 

 

 

 

5-85, p. 154

Infants who are securely attached to their fathers

1. are more emotionally conflicted around strangers than are infants who are           insecurely attached to their fathers

*b.        are less emotionally conflicted around strangers than are infants who are insecurely attached to their fathers

1. are less emotionally conflicted around strangers than are infants who are securely attached to both parents
2. develop this kind of relationship only because they are securely attached to          their mothers

 

5-86, p. 154

A secure attachment to the father

*a.        can help a child to compensate for the undesirable effects of being insecurely attached to the mother

1. almost never occurs if the child is insecurely attached to the mother
2. often undermines the security of the infant’s attachment to the mother
3. is unlikely to develop unless the mother returns to work and leaves the child in the father’s care

 

5-87, p. 154

From another toddler’s point of view, children who have established _____ attachments with close companions make the most attractive playmates,

whereas those who are _____ are apt to be highly aggressive playmates whom peers often reject.

1. secure; resistant

*b.        secure; disorganized/disoriented

1. avoidant; resistant
2. resistant; disorganized/disoriented

 

5-88, p. 155

Preschool correlates of insecure infant attachments include

1. seeking positions of power and dominance in the peer group
2. high achievement on individual tasks but poor achievement on group tasks

*c.        a degree of social and emotional withdrawal

1. curiosity and problem-solving behavior

 

 

 

 

 

 

 

5-89, p. 155

In general, research indicates that children who were securely attached during infancy are _____ , compared to other youngsters who were insecurely attached.

1. more socially skilled
2. more interested in learning
3. more likely to have close friends

*d.        all of these

 

5-90, p. 155

The quality of children’s early attachments can indirectly influence later developmental outcomes as illustrated by the finding that

* a.       insecure attachments predict parent-adolescent conflict which, in turn,

predict conflictual relations later with spouses

1. children with secure attachments tend to find the transition to college much

easier

1. children with secure attachment experience better relations with peers
2. all of these

 

5-91, p. 155

One reason that the security of children’s primary attachments may predict

outcomes (for example, social skills, peer relations) later in childhood is that

1. attachments are a reflection of children’s temperaments

*b.        attachment quality with the primary caregiver is often stable over time

1. both of these
2. none of these

 

5-92, p. 156

Recent cognitive explanations portray the character or quality of a child’s attachments as an outgrowth of internal working models that the child forms about

1. the self
2. other people

*c.        both of these

1. none of these

 

5-93, p. 156

According to the “working models” explanation of attachment, a child will construct a positive cognitive representation of the self if she

*a.        is able to elicit sensitive caregiving when she needs it

1. achieves object permanence at an early age
2. receives some sensitive, responsive caregiving
3. all of these

 

 

5-94, p. 156

According to Bowlby’s working-models theory, infants who construct positive working models of themselves and their caregivers should form _____ primary attachments.

1. avoidant
2. disorganized/disoriented
3. resistant

*d.        secure

 

5-95, p. 156

An infant who can consistently attract attention that turns out to be insensitive or overintrusive should form a _____ working model of self, a

_____ working model of others, thus forming a(n) _____ attachment.

1. positive; positive; secure

*b.        positive; negative; avoidant

1. positive; negative; resistant
2. negative; positive; resistant

 

5-96, p. 156

An infant who sometimes can but often cannot elicit the sensitive care she needs is likely to form a _____ working model of self and a positive working model of others, thus forming a _____ attachment.

*a.        negative; resistant

1. negative; disorganized/disoriented
2. positive; secure
3. positive; avoidant

 

5-97, p. 156

Jennifer displays a preoccupation with establishing intimacy with her partners and often pushes them to make strong emotional commitments to her. According to research and “working models” theory (e.g., Bartholomew & Horowitz, 1991) Jennifer has a _____ working model of self and a _____ working model of others.

1. negative; negative

*b.        negative; positive

1. positive; negative
2. positive; positive

 

 

 

 

 

 

 

 

5-98, p. 156

John occasionally has a romantic partner but expresses little concern about

the prospect of not having one, thinking that close emotional ties are not

all that important. According to “working models” theory, John has probably experienced          _____ attachments that reflect his _____ working model of self and _____ working model of others.

1. avoidant; negative; negative

*b.        avoidant; positive; negative

1. resistant; negative; positive
2. disorganized/disoriented; negative; positive

 

5-99, p. 157

The “working models” of self and others that infants construct from their interactions with primary caregivers

1. often reflect the working models of their own primary caregivers
2. can affect the character of their close emotional ties to other people later in life

*c.        both of these

1. none of these

 

5-100, p. 158

Which of the following statements best describes the stability (or instability) of attachment quality over time?

1. once a secure attachment, always a secure attachment
2. once attachments become insecure, they almost always remain insecure
3. both of these

*d.        both secure and insecure attachments can change if the responsiveness of the       attachment object changes dramatically

 

5-101, p. 158

Having secure attachments in infancy

1. virtually guarantees positive adjustment later in life

*b.        may help children to recover from periods of inadequate functioning later in        childhood

1. prevents maladaptive responses to major life disruptions later in childhood
2. is of no long-term adaptive benefit

 

5-102, p. 158

By one year of age, infants raised in impoverished and understaffed institutions

1. show an exaggerated fear of strangers
2. have become hostile toward caregivers
3. frequently cry to attract caregivers’ attention

*d.        appear forlorn and apathetic

 

5-103, p. 159

A fair number of late-adopted children fail to establish attachments, secure or otherwise, with adoptive parents–a phenomenon known as

1. the maternal deprivation effect

*b.        reactive attachment disorder

1. disorganized emotional bonding
2. the social deprivation effect

 

5-104, p. 159

Research conducted with severely deprived institution children in Romania reveals that they are often

1. indiscriminately friendly, approaching and seeking attention from caregivers

and strangers

1. extremely withdrawn and socially inhibited
2. unable to form secure attachments, even with new caregivers who have secure working models of attachment relationships
3. extremely withdrawn and socially inhibited, and unable to form secure attachments, even with new caregivers who have secure working models of attachment relationships

*e.       all of these

 

5-105, p.159

Compared with their never-institutionalized agemates, Romanian toddlers in socially depriving institutions

*a.        often failed to form a classifiable attachment relationship with caregivers

1. showed especially secure relationships with favorite caregivers when a

secure bond was established

1. both of these
2. none of these

 

5-106, p. 159

Compared with their never-institutionalized agemates who generally establish __________ primary attachments, Romanian toddlers in socially depriving institutions are most likely to ________.

1. secure; fail to establish an attachment bond

*b.        secure; form disorganized/disoriented attachments

1. secure; form avoidant attachments
2. insecure; weak but secure attachments

 

 

 

 

 

5-107, p. 160

Goldfarb’s classic studies of children institutionalized for the first three years of life revealed that these long-term institutionalized children

*a.        were socially withdrawn as adolescents

1. were more passive and less aggressive than Goldfarb’s sample of foster     children
2. eventually recovered from their developmental handicaps after spending several years in an adoptive or a foster home
3. were quite independent and rarely sought others’ assistance

 

5-108, p. 160

The idea that socially deprived children develop abnormally because they have not had an opportunity to become attached to a primary caregiver is called

1. the social stimulation hypothesis
2. the stimulus deprivation hypothesis

*c.        the maternal deprivation hypothesis

1. the early experience hypothesis

 

5-109, p. 160

As little as 6 months of social deprivation may lead to harmful long-term outcomes because severe deprivation

*a.        inhibits normal brain growth and development

1. deprives infants of a singular mother figure they need to form an attachment

relationship

1. both of these
2. none of these

 

5-110, p. 160  WWW

Infants cared for by a variety of caregivers rather than by a single caregiver figure

*a.        do not suffer from the absence of an exclusive mother figure, as long as the           caregiving they receive is sensitive and responsive

1. show a heightened incidence of reactive attachment disorder
2. show evidence of learned helplessness
3. are likely to be less well-adjusted later in childhood

 

5-111, p. 160-161

Today, most developmentalists’ believe that long-term effects of early social deprivation in institutionalized children stem from their

1. lack of sensory stimulation
2. lack of an attachment to a primary mother figure
3. generally poor physical health

*d.        lack of sustained interactions with responsive companions

 

5-112, p. 161

Current thinking is that institutionalized infants often appear forlorn and apathetic because they

1. are usually undernourished, and hence, are less alert than children raised at home
2. have been reinforced by caretakers for being undemanding

*c.        have acquired a sense of helplessness, for their attempts to control the       environment have been unsuccessful

1. have learned to attract attention by acting disinterested in their caretakers

 

5-113, p. 161

Socially deprived children are apt to recover from many of their developmental handicaps if _____.

1. they are placed in homes where they receive lots of individualized attention         from responsive caregivers
2. they have not been abused
3. they spend no more than 6 months in the institutional setting
4. they are placed in homes where they receive lots of individualized attention from responsive caregivers and they spend no more than 6 months in the institutional setting

*e.        all of these

 

5-114, p. 162

Research on the potential impacts of placing children in day care clearly implies that _____.

1. early entry into alternative care places infants at higher risk of insecure     attachments
2. the more time children spend in day care, the worse their social and          emotional outcomes
3. both of these

*d.       none of these

 

5-115, p. 162-163

Knowing that you’ve taken a course in social and personality development, Susan asks you for the best single piece of advice you can offer about her decision to place her infant in day care.  Based on the evidence available you might advise her, above all, to _____.

*a.        seek the highest quality alternative care she can find

1. avoid placing the child until he or she is at least 1 year old
2. reconsider her decision and choose instead to stay home with her baby
3. advise her not to worry, for children in day care generally fare better than            those who receive full-time care from their mothers

 

5-116, p. 162-163

When day care is of very high quality,

1. infants are just as socially, emotionally, and intellectually mature as their counterparts cared for full-time at home by their mothers
2. earlier entry into this caregiving arrangement is associated with better      cognitive, social, and emotional development later in childhood

*c.        both of these

1. none of these

 

5-117, p. 163

Negative impacts of alternative care are least likely to be observed when _____ .

*a.        children make an early entry into high quality alternative care

1. children enter high quality day care after their second birthdays
2. staff turnover at the day care center is high, thus preventing children from           becoming attached to day care providers
3. children receive sitter care at home and don’t attend a day care center

 

5-118, p. 163-164

Infants receiving less than optimal alternative care may experience few if any adverse effects if their working mothers

1. want to work and have positive attitudes about parenting
2. receive parenting support from their spouses
3. have spouses who approve of their working
4. want to work and have positive attitudes about parenting and receive parenting support from their spouses

*e.        all of these

 

5-119, p. 164

Children who receive low quality day care

1. fare poorly in most areas of psychological functioning later in life
2. are typically insecurely attached to their parents

*c.        may function adequately or poorly later in childhood depending on the quality of care they receive at home from their working parents

1. fare poorly in most areas of psychological functioning later in life and are typically insecurely attached to their parents

 

5-120, p.   164 WWW

Developmental outcomes for children in low quality day care depend most importantly on

1. the age of entry into day care

*b.        the sensitivity of caregiving that parents provide at home

1. the amount of day care children receive
2. the social-class background of the children

5-121, p. 164

Considering all the evidence, it seems that maternal employment and alternative care are most likely to be associated with poor social and emotional outcomes when children _____ .

1. receive sitter care at home from a nonrelative
2. enter day care in the first 9 months of life

*c.        receive insensitive parenting and low quality day care

1. spend 30 hours or more per week at a day care center

 

5-122, p. 165

Research suggests that the benefits of a parent’s taking family leave after the birth of a baby

1. are greater if the leave is longer (e.g, 4 months) rather than shorter (2        months or less)
2. are greater if the baby has a difficult rather than an easy temperament
3. have yet to be established

*d.       are greater if the leave is longer rather than shorter and are greater if the baby has a difficult rather than an easy temperament

1. none of these

 

Essay questions

 

5-1, p. 135-137

What is an emotional attachment?  How are the synchronized routines that infants and caregivers often establish thought to contribute to parent-infant attachments?

 

5-2, p. 139-142

Compare and contrast the social-learning, cognitive-developmental, and ethological explanations of how infants form primary attachments.

 

5-3, p. 143  WWW

Based on what is known from available research, describe the strategies that parents might use to make necessary separations more tolerable for infants and toddlers.

 

5-4, p. 144-145

Mother returns after a separation and is reunited with her 1-year-old as part of

the “Strange Situation.”  How does the infant respond to this reunion if he is securely attached? resistant? avoidant? disorganized/disoriented?

 

5-5, p. 147-148

Describe the two patterns of caregiving that are thought to foster avoidant attachments and compare each to the caregiving style thought to promote resistant attachments.

 

5-6, p. 150

Observations linking sensitive parenting to secure attachments are correlational data which do not establish that sensitive caregiving causes a child to establish a secure attachment. Is there any evidence which might be interpreted as supporting such a causal inference? Explain.

 

5-7, p. 151-152  WWW

Cite two lines of evidence that the quality of a child’s attachments depend more on the caregiving she has received than on her temperamental qualities. How, then, does temperament influence attachments?

 

5-8, p. 156-157

Describe Bowlby’s theory of internal workinq models. Is there any evidence that these models might be transmitted from parent to child and have long-lasting effects on the character of a person’s close relationships later in life? Cite some research to support your claim.

 

5-9, p. 160-161

You are called upon to debate Freud’s claim that socially deprived institutionalized children are forlorn and apathetic and suffer many developmental impairments because they have failed to establish a secure attachment with a single mother figure.  How would you answer the challenge, and what evidence would you cite to rebut Freud’s explanation of social deprivation effects?

 

5-10, p. 161-164 WWW

A social critic argues that because most day care in the U.S. is far less than optimal, women should stay home to care for their infants and toddlers, if not forever, at least until they are age 3 or older.  Rebut this claim, citing at least two findings to suggest that the critic’s viewpoint is misleading and potentially harmful.