Emotional Development, Temperament, and Attachment Chapter 11.

Emotional Development, Emotional Development, Temperament, and Temperament, and

AttachmentAttachment

Chapter 11Chapter 11

Emotional DevelopmentEmotional Development

TheoriesTheories– WatsonWatson

FearFear RageRage LoveLove Learned through classical conditioningLearned through classical conditioning

– 1960s, operant conditioning…1960s, operant conditioning…– Social learning theory…Social learning theory…


Darwin: Universal facial expressionsDarwin: Universal facial expressions– Evidence for Darwin’s theoryEvidence for Darwin’s theory

Cross-cultural similarityCross-cultural similarity Identifying facial expressionsIdentifying facial expressions

– Used Fore, a preliterate society in New GuineaUsed Fore, a preliterate society in New Guinea


Innate or learned??Innate or learned??– Some researchers believe that all of the Some researchers believe that all of the

basic emotionsbasic emotions (those that can be (those that can be directly inferred from facial expressions) directly inferred from facial expressions) are present in the first few weeks of lifeare present in the first few weeks of life

– At birth, babies show interest, distress, At birth, babies show interest, distress, disgust, and contentmentdisgust, and contentment

– Between 2-7 months, anger, sadness, Between 2-7 months, anger, sadness, joy, surprise, and fear developjoy, surprise, and fear develop

– May be biologically programmedMay be biologically programmed


Hiatt, Campos, & EmdeHiatt, Campos, & Emde– Examined happiness, surprise, and fear Examined happiness, surprise, and fear

in 10-12 month oldsin 10-12 month olds– Presented with 6 situations:Presented with 6 situations:

2 intended to produce happiness2 intended to produce happiness 2 intended to produce surprise2 intended to produce surprise 2 intended to produce fear2 intended to produce fear


Hiatt, Campos, & Emde (con’t)Hiatt, Campos, & Emde (con’t)– Do two situations designed to produce Do two situations designed to produce

the same emotional state elicit similar the same emotional state elicit similar facial expressions?facial expressions?

– Are these patterns different from other Are these patterns different from other situations?situations?

– Are there other signs that the infant is Are there other signs that the infant is experiencing the intended emotion?experiencing the intended emotion?


Sternberg, Campos, & EmdeSternberg, Campos, & Emde– Provoked anger in 7-month-olds by Provoked anger in 7-month-olds by

frustrating themfrustrating them– Infants displayed anger expressions: Infants displayed anger expressions:

brows joined together with vertical line brows joined together with vertical line between them, eyelids narrowed, mouth between them, eyelids narrowed, mouth squaredsquared


Ganchrow looked at newborns in the Ganchrow looked at newborns in the first day of life – at their first feedingfirst day of life – at their first feeding– Newborns fed sweet or bitter liquidsNewborns fed sweet or bitter liquids– Elicited different expressionsElicited different expressions

Appears that infants can demonstrate Appears that infants can demonstrate different facial expressions and different facial expressions and appear to experience these emotions appear to experience these emotions as wellas well

Can they also recognize emotions?Can they also recognize emotions?


Caron, Caron, & Myers – visual Caron, Caron, & Myers – visual discriminationdiscrimination– Showed 4-7 m/o a sequence of pictures:Showed 4-7 m/o a sequence of pictures:

4 different women, each expressing the 4 different women, each expressing the same emotion (happiness or surprise)same emotion (happiness or surprise)

Infants habituate to pictures…Infants habituate to pictures…


Walker-Andrews – matching faces & Walker-Andrews – matching faces & voicesvoices– Presented 5 and 7 m/o with 2 films side Presented 5 and 7 m/o with 2 films side

by sideby side– One showed a person making an angry One showed a person making an angry

expression, the other a happy expression, the other a happy expressionexpression

– Lower part of face was hiddenLower part of face was hidden– Soundtrack was presentedSoundtrack was presented


Does all of this support Darwin’s Does all of this support Darwin’s claim that infants have the innate claim that infants have the innate ability to recognize the meaning of ability to recognize the meaning of emotional facial expressions?emotional facial expressions?


Haviland & LelwicaHaviland & Lelwica– Mothers sat facing 10 week old babiesMothers sat facing 10 week old babies– Mother displayed 3 emotions: Mother displayed 3 emotions:

happiness, sadness, angerhappiness, sadness, anger Facial expressions + tone of voiceFacial expressions + tone of voice


Social ReferencingSocial Referencing– Infants use adults’ reactions to events Infants use adults’ reactions to events

as guides to how they should react to as guides to how they should react to the same eventthe same event

– Happens in Happens in uncertainuncertain situations situations


Social Referencing (con’t)Social Referencing (con’t)– KlinnertKlinnert

Mother and 12-18 month old infant, mother Mother and 12-18 month old infant, mother seated in cornerseated in corner

Mother previously trained to demonstrate: Mother previously trained to demonstrate: happiness, fear, neutral expressionhappiness, fear, neutral expression

Mother had wireless earplugMother had wireless earplug 3 toys presented, one at a time:3 toys presented, one at a time:

– Green remote control dinosaur, head of incredible Green remote control dinosaur, head of incredible hulk, remote control spiderhulk, remote control spider


Social Referencing – Klinnert (con’t)Social Referencing – Klinnert (con’t)– Approached mother more quickly after Approached mother more quickly after

fear, stayed near her and touched her fear, stayed near her and touched her moremore

– Approached toy more when mother Approached toy more when mother smiledsmiled

– In between for neutralIn between for neutral


Campos & KlinnertCampos & Klinnert– Placed infants on visual cliff with Placed infants on visual cliff with

medium drop offmedium drop off– Mother on one side of cliff, baby on Mother on one side of cliff, baby on

otherother


Darwin’s theory, revisitedDarwin’s theory, revisited– At least some facial expressions seem to At least some facial expressions seem to

be universalbe universal– Still not certain if expressions are Still not certain if expressions are

innate, but appear early in infancyinnate, but appear early in infancy– Not sure if ability to recognize Not sure if ability to recognize

expressions is innate, but is present expressions is innate, but is present during infancyduring infancy


Basic emotionsBasic emotions– Interest, distress, disgust, contentment, Interest, distress, disgust, contentment,

anger, sadness, joy, surprise, fearanger, sadness, joy, surprise, fear Complex/secondary emotionsComplex/secondary emotions

– Depend on social experience – Depend on social experience – understanding social rules and understanding social rules and standardsstandards

– Shame, guilt, pride, embarrassment, Shame, guilt, pride, embarrassment, envyenvy


Complex/secondary emotions (con’t)Complex/secondary emotions (con’t)– Require social experienceRequire social experience– Parental approval/disapproval defines Parental approval/disapproval defines

standardsstandards– Culture defines standardsCulture defines standards– Appear at end of second year, as Appear at end of second year, as

children develop a sense of selfchildren develop a sense of self


Complex/secondary emotions (con’t)Complex/secondary emotions (con’t)– Alessandri & Lewis (1996)Alessandri & Lewis (1996)

4-5 y/o children engaged with puzzles and 4-5 y/o children engaged with puzzles and maternal reactions were monitoredmaternal reactions were monitored

– Kelley, Brownell, & Campbell (2000)Kelley, Brownell, & Campbell (2000) Maternal evaluative feedback rated during Maternal evaluative feedback rated during

challenging task when toddlers were 2 years challenging task when toddlers were 2 years oldold

Self-evaluative affect (pride & shame) rated Self-evaluative affect (pride & shame) rated during achievement tasks when toddlers were during achievement tasks when toddlers were 3 years old3 years old


Children more likely to show shame if Children more likely to show shame if parents belittle them (e.g., “You are parents belittle them (e.g., “You are so bad for breaking that toy.”)so bad for breaking that toy.”)

Children more likely to experience Children more likely to experience guilt if parents criticize inappropriate guilt if parents criticize inappropriate behavior but provide explanations for behavior but provide explanations for why it was wrong, how it affected why it was wrong, how it affected others, and what can be done as others, and what can be done as reparation.reparation.

Regulating EmotionsRegulating Emotions

Ability develops slowlyAbility develops slowly– Young infantsYoung infants– End of second yearEnd of second year– 18-24 months18-24 months

Regulating EmotionsRegulating Emotions

Toddlers have difficulty regulating fearToddlers have difficulty regulating fear Adults can foster emotional regulation Adults can foster emotional regulation

through distraction and understandingthrough distraction and understanding Exposure to negative emotions, Exposure to negative emotions,

regardless of at whom they are regardless of at whom they are directed, relates to higher negative directed, relates to higher negative emotionality and lower ability to emotionality and lower ability to regulateregulate

Emotional UnderstandingEmotional Understanding

<3: difficulty identifying and labeling <3: difficulty identifying and labeling emotional expressionsemotional expressions

4-5: able to identify happiness, anger, 4-5: able to identify happiness, anger, sadness from body movements; can sadness from body movements; can also understand that current also understand that current emotional state may be based on emotional state may be based on previous experiencesprevious experiences

Emotional understanding continues to Emotional understanding continues to improveimprove

Emotional UnderstandingEmotional Understanding

8: some situations elicit different 8: some situations elicit different emotions in different peopleemotions in different people

6-9: can experience two emotions 6-9: can experience two emotions simultaneouslysimultaneously

AttachmentAttachment

A strong, enduring emotional tie to a A strong, enduring emotional tie to a specific other personspecific other person

Seen in desire to seek out and be Seen in desire to seek out and be near the other personnear the other person

Usually Usually mother or primary caretakermother or primary caretaker Doesn’t have to be biological motherDoesn’t have to be biological mother Can have multiple attachmentsCan have multiple attachments

Theories of AttachmentTheories of Attachment

Psychoanalytic theoryPsychoanalytic theory Secondary drive/learning theorySecondary drive/learning theory Counterevidence – Harry HarlowCounterevidence – Harry Harlow

– Newborn monkeys separated from Newborn monkeys separated from mothersmothers

– Raised with artificial surrogates Raised with artificial surrogates (dummies)(dummies)

Theories of AttachmentTheories of Attachment

Bowlby’s Ethological TheoryBowlby’s Ethological Theory– Emphasizes evolutionary roots and Emphasizes evolutionary roots and

biological functions of behaviorbiological functions of behavior– Three behaviors indicative of Three behaviors indicative of

attachmentattachment Stranger anxietyStranger anxiety Separation protestSeparation protest Secure base behaviorSecure base behavior

Individual Differences in Individual Differences in AttachmentAttachment

Develop expectations about social Develop expectations about social relationships through social relationships through social interactions during first two yearsinteractions during first two years

Develop “internal working model”Develop “internal working model”– Of self and others…Of self and others…– May affect later social relationshipsMay affect later social relationships

Assessing AttachmentAssessing Attachment

Strange Situation (Mary Ainsworth)Strange Situation (Mary Ainsworth)– RationaleRationale

Attachment has survival valueAttachment has survival value Attachment behaviors should be Attachment behaviors should be

triggered in times of stresstriggered in times of stress

Episodes 2-8 last for 3 minutes each, although separation episodes may Episodes 2-8 last for 3 minutes each, although separation episodes may be truncated and reunion episodes may be expanded for babies who be truncated and reunion episodes may be expanded for babies who become extremely upsetbecome extremely upset

Types of AttachmentTypes of Attachment

Secure (65% of U.S. babies)Secure (65% of U.S. babies) Avoidant (insecure; 20% of U.S. Avoidant (insecure; 20% of U.S.

babies)babies) Ambivalent/resistant (insecure; 10-Ambivalent/resistant (insecure; 10-

15% of U.S. babies)15% of U.S. babies) Disorganized (insecure; 5-10% of Disorganized (insecure; 5-10% of

U.S. babies)U.S. babies)

Assessing AttachmentAssessing Attachment

Attachment Q-sort (AQS)Attachment Q-sort (AQS)– Sort descriptors into categories ranging from Sort descriptors into categories ranging from

“most like” to “least like” the child at home“most like” to “least like” the child at home– Seems to correlate well with Strange Situation Seems to correlate well with Strange Situation

classificationsclassifications Adult Attachment Inventory in adultsAdult Attachment Inventory in adults

– Relates to current relationshipsRelates to current relationships– Relates to parentingRelates to parenting– http://www.yourpersonality.net/affect/http://www.yourpersonality.net/affect/– http://www.web-research-design.net/cgi-bin/crqhttp://www.web-research-design.net/cgi-bin/crq

/crq.pl/crq.pl

Consistency of AttachmentConsistency of Attachment

Sroufe & Waters classified 50 infants Sroufe & Waters classified 50 infants at 12 months and again at 18 at 12 months and again at 18 monthsmonths– 48 classified same48 classified same

Less stable families Less stable families more change more change (although most still classified the (although most still classified the same)same)

Quality of CaregivingQuality of Caregiving

Sensitivity-insensitivitySensitivity-insensitivity Acceptance-rejectionAcceptance-rejection Cooperation-interferenceCooperation-interference Accessibiilty-ignoringAccessibiilty-ignoring Secure Secure high on all four dimensions high on all four dimensions Avoidant Avoidant rejecting and insensitive rejecting and insensitive Resistant Resistant rejecting and either rejecting and either

interfering or ignoringinterfering or ignoring Disorganized Disorganized abuse/neglect abuse/neglect

FathersFathers

Young et al. (1995) found that Young et al. (1995) found that perceived paternal love and caring perceived paternal love and caring was predictive of children’s life was predictive of children’s life satisfaction with a national sample of satisfaction with a national sample of 640 12- to 16-year-olds living in two-640 12- to 16-year-olds living in two-parent familiesparent families

Father-child conflict, but not mother-Father-child conflict, but not mother-child conflict, was positively child conflict, was positively associated with adolescent associated with adolescent depression (Cole & McPherson, 1993)depression (Cole & McPherson, 1993)

Fathers (con’t)Fathers (con’t) Forehand and Nousianen (1993) found Forehand and Nousianen (1993) found

that when mothers were high in that when mothers were high in acceptance, the acceptance of fathers acceptance, the acceptance of fathers made an enormous differencemade an enormous difference

low father acceptance scores were low father acceptance scores were associated with children with poorer associated with children with poorer cognitive competencecognitive competence

high father acceptance scores were high father acceptance scores were associated with children with significantly associated with children with significantly better cognitive competencebetter cognitive competence

infants still seem to prefer mother in times infants still seem to prefer mother in times of stress, but fathers are important…of stress, but fathers are important…

Consequences of Consequences of AttachmentAttachment

Problem-solvingProblem-solving– Secure attachment Secure attachment enthusiasm, enthusiasm,

followed directions, seldom cried or followed directions, seldom cried or became angry, asked for help when became angry, asked for help when neededneeded

– Insecure attachment Insecure attachment ignored ignored directions, easily frustrated, gave up directions, easily frustrated, gave up quickly, seldom asked for help, even quickly, seldom asked for help, even when neededwhen needed


Social AdjustmentSocial Adjustment– Secure attachment Secure attachment social leaders; social leaders;

initiated activities, showed empathy, initiated activities, showed empathy, curiositycuriosity

– Insecure attachment Insecure attachment socially socially withdrawn, less curiositywithdrawn, less curiosity

– Follow up at 11-12 and 15-16 yearsFollow up at 11-12 and 15-16 years Secure attachment Secure attachment displayed better social displayed better social

skills, had better peer relations, and were skills, had better peer relations, and were more likely to have close friendsmore likely to have close friends


Information ProcessingInformation Processing– Belsky, Spritz, & Crnic (1996) gave 3 Belsky, Spritz, & Crnic (1996) gave 3

y/o a puppet show y/o a puppet show – children saw positive (e.g., a birthday children saw positive (e.g., a birthday

party) and negative (e.g., spilling juice) party) and negative (e.g., spilling juice) eventsevents

Cross-Cultural StudiesCross-Cultural Studies

Northern Germany (Grossman)Northern Germany (Grossman)

AA BB CC

N. GermanyN. Germany 49%49% 33%33% 12%12%

U.S.U.S. 26%26% 57%57% 17%17%

Cross-Cultural StudiesCross-Cultural Studies

Japan (Miyake et al.)Japan (Miyake et al.)

AA BB CC

N. GermanyN. Germany 49%49% 33%33% 12%12%

U.S.U.S. 26%26% 57%57% 17%17%

JapanJapan 0%0% 72%72% 28%28%

Daycare and AttachmentDaycare and Attachment

NICHD study of early childcareNICHD study of early childcare– No relation between childcare (e.g., age No relation between childcare (e.g., age

of entry, hours per week, type of facility) of entry, hours per week, type of facility) and attachment above and beyond and attachment above and beyond effects of mother-child relationshipeffects of mother-child relationship

– Combined effects worse than those of Combined effects worse than those of low maternal sensitivity and low maternal sensitivity and responsiveness aloneresponsiveness alone

ChallengesChallenges

NativistNativist– Innate temperament influences Innate temperament influences

personality and social behaviorpersonality and social behavior Later experienceLater experience

– Early experience doesn’t necessarily Early experience doesn’t necessarily have irreversible, lasting effectshave irreversible, lasting effects

TemperamentTemperament

Person’s style of behavior and Person’s style of behavior and pattern of emotional reactionspattern of emotional reactions– Fearful distressFearful distress– Irritable distressIrritable distress– Positive affectPositive affect– Activity levelActivity level– Attention span/persistenceAttention span/persistence– Rhythmicity Rhythmicity

TemperamentTemperament

Hereditary and Environmental Hereditary and Environmental Influences on TemperamentInfluences on Temperament– Hereditary InfluencesHereditary Influences– Environmental InfluencesEnvironmental Influences

TemperamentTemperament Hereditary and Environmental Hereditary and Environmental

Influences on TemperamentInfluences on Temperament– Cultural InfluencesCultural Influences

Stability of TemperamentStability of Temperament– Activity level, irritability, sociability, Activity level, irritability, sociability,

fearfulnessfearfulness– Behavioral inhibition Behavioral inhibition

Temperamental ProfilesTemperamental Profiles

Thomas & ChessThomas & Chess– Easy (40%) – even tempered, positive, Easy (40%) – even tempered, positive,

open to new experiencesopen to new experiences– Difficult (10%) – active, irritable, Difficult (10%) – active, irritable,

irregular in habitsirregular in habits– Slow-to-warm-up (15%) – inactive, Slow-to-warm-up (15%) – inactive,

moody, respond to novelty mildly moody, respond to novelty mildly negativelynegatively

Temperament and Later Temperament and Later AdjustmentAdjustment

““Spirited” at 2-3 years Spirited” at 2-3 years 70% have 70% have behavior problems at age 5-6behavior problems at age 5-6

Slow to warm up Slow to warm up 50% had 50% had problems with social interaction at problems with social interaction at age 8-10age 8-10

Goodness-of-fit…Goodness-of-fit…

Temperament and Temperament and AttachmentAttachment

Doesn’t explain correlation between Doesn’t explain correlation between attachment and maternal behaviorattachment and maternal behavior

KochanskaKochanska– Caregiving Caregiving secure vs. insecure secure vs. insecure

attachmentattachment– Temperament Temperament avoidant vs. avoidant vs.

resistant/ambivalent insecure resistant/ambivalent insecure attachmentattachment


Direct:Direct:

temperament temperament attachment attachment Indirect:Indirect: TemperamentTemperament

Parental Behavior

AttachmentClassification


Ainsworth/Sroufe:Ainsworth/Sroufe:Early ParentalBehavior

EarlyAttachment

InfantBehavior

Child’s LaterBehavior


Lamb:Lamb:Early ParentalBehavior

Later ParentalBehavior

EarlyAttachment

LaterAttachment

InfantBehavior

Child’s LaterBehavior


Early ParentalBehavior

Later ParentalBehavior

EarlyAttachment

LaterBehavior

EarlyTemperament

LaterTemperament

Emotional Development, Temperament, and Attachment Chapter 11.

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