Study Guide 2020 PDF

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HD 3620 -- Human Bonding Professor Hazan Spring 2020 PRELIM ONE STUDY GUIDE The first prelim will be given in class on Tuesday, February 18th, and you will have the entire period to work on it. It will cover the lectures from January 23rd through February 13th, and corresponding readings (see below for details). The exam will consist solely of short answer/essay questions and count for 30% of your course grade. The questions are designed to test your understanding and integration of course material more than simple memorization. Note that the graduate TAs will be available to help during their weekly walk-in hours. See the course syllabus for days/times/locations and check Canvas for any special announcements about changes. -------------------------------------------------------WHAT YOU SHOULD KNOW FROM LECTURE What is the difference between so-called “primary” and “secondary” drives? What is the “secondary drive theory” of infant attachment or why babies love their mothers? What are some reasons that Bowlby doubted its validity? According to Bowlby’s model, what are the dynamics of the attachment behavioral system? In other words, how does the system work? What turns it on and off? What are the four features that define attachment bonds and set them apart from other types of social relationships? What is the emotion regulation function of attachment bonds? Within Bowlby’s theory, what is meant by “monotropy” and “attachment hierarchies” and “cradle to grave” (with normative restructuring)? What are the approximate ages, stages, and related behaviors in the ontogeny (formation) of infant-caregiver attachment bonds? What are three adaptive challenges that humans had to successfully negotiate in order to continue as a species, and what are the corresponding behavioral systems that evolved in response to these challenges? What are the factors that promote bonding between infants and adults by activating the parental/caregiving system? What are the factors that influence an infant’s “selection” of an attachment figure? What is the bi-phasic response to separation from an attachment figure? On the basis of his studies of rat mothers and pups, what did Hofer conclude about the “despair” phase and about attachment bonds more generally? In terms of parent-infant co-sleeping… What differences between co-sleepers and non-co-sleepers were observed in the lab? How might these differences relate to Sudden Infant Death Syndrome (SIDS)? What sleeping position (prone vs. supine) and sleeping arrangement (same vs. separate rooms/beds) is currently recommended by the American Academy of Pediatrics? © Cindy Hazan, 2020

What is so-called “kangaroo care,” and what are its short- and long-term effects? What are the functions and activating stimuli of the following social-behavioral systems: attachment, parental/caregiving, sexual mating? How did Harlow’s experiments test the secondary drive theory of infant-caregiver bonding? What “sleeper effects” did he discover? What might account for these interrelations among social-behavioral systems? What did he conclude regarding contact comfort? What is the general design of Ainsworth’s “strange situation” paradigm? Which episodes in the experiment are coded in order to assign infants to a particular pattern/style? What are the three main patterns (“styles”) of infant-caregiver attachment identified by Ainsworth et al. and what characterizes the laboratory behavior of babies in each of the three categories? What one variable assessed over the first 3 months of life predicted how babies would behave in the “strange situation” at 12 months of age? How was this variable defined by Ainsworth? And what are the caregiving antecedents of each of the patterns/styles? What evidence indicates that infant attachment styles as observed in the strange situation at one year of age are the result of experiences with caregivers and not just inborn differences in infant temperament? How did infants who were classified as secure, ambivalent or avoidant in the strange situation at one of year age differ in their approach to problem-solving tasks in the laboratory at two years of age? Early attachment patterns/styles emerge from a combination of an infant’s innate predisposition to form bonds with adult caregivers and the consistent/inconsistent responsiveness/unresponsiveness of the adult caregivers they happen to end up with. How in theory do these early bonding experiences affect future relationships and the ways that individuals respond to stress?

WHAT YOU SHOULD KNOW FROM THE READINGS

Reis & Collins: The authors argue that relationship science is changing theories and perspectives in psychological science. Be familiar with the examples they provide in the section on social cognition. Fairhurst, Loken & Grossmann: This paper reports the effects of medium velocity touch on infants’ heart rate and attention. The findings will be incorporated into later lecture material on the effects of touch in adult relationships. Glocker et al.: This paper was briefly discussed in lecture. Be familiar with the effects of infantile features on perceptions of cuteness and motivation for caretaking. Feldman et al.: we didn’t get to this topic in lecture so it will not be covered on this prelim. Hofer: In this paper Hofer uses findings from animal models to address three questions relevant to human attachment. Be familiar with his answers to all three. Wright: Ferber’s method was discussed in lecture. Be familiar with the author’s arguments against it. Suomi: Be familiar with the methods and findings regarding “effects of maternal deprivation…” (pp. 175-177), “effects of disruptions of maternal care…” (pp. 178-179) and “effects of unusually secure early attachments…” (pp. 179-181). © Cindy Hazan, 2020

Zayas et al.: focus your review on the introduction, present research, and discussion of the findings sections. If you have background in statistics, you will appreciate the results section, but it will not be covered on the exam, nor will the “two traditions” sections or the elaboration of each. -------------------------------------------------Note: Students are expected to abide by the Cornell University Code of Academic Integrity: https://cuinfo.cornell.edu/aic.cfm. Penalties for violation include dismissal from the university. Yes, dismissal from the university! It is rare, but it does happen. More common is the penalty of having a violation permanently recorded on your transcript and, in the case of seniors, delayed graduation. There will be a large team of vigilant graduate and undergraduate TAs in the auditorium during the exam, plus a backup team of proctors hired by the college. Please don’t even think about cheating. Students caught in the past invariably regretted having done so. If you need assistance preparing for any exam in this course, we are here to help. We urge you to take advantage of the multiple resources provided you by the course staff. A FEW TIPS AND RECOMMENDATIONS: 1. Do not hesitate to ask for clarification. It’s difficult to answer a question accurately if you’re not sure what’s being asked. Every attempt will be made to ensure that exam questions are clear, but if the wording strikes you as confusing or ambiguous please do not hesitate to ask for clarification. 2. Bring your favorite writing instrument plus at least one backup. Pens are fine, but the TAs recommend pencils with good erasers (see #4 below). 3. Start by writing your name on EVERY page of the exam. The TAs disassemble the exams prior to grading. To ensure that you receive credit for all of your responses it is essential that you write your name at the top of every page of the exam. We recommend you do this before you begin working. 4. Limit your responses to the textboxes. Every question will be followed by a textbox for recording your answer. We encourage you to be concise. Bullet points are most welcome. Please be advised that TAs will consider only the information contained within the textboxes. 5. Arrive a little early if you can (but please don’t enter the auditorium before 2:40). Because the class is so large, it typically takes several minutes for everyone to settle enough for lecture to begin. On exam days, this could be costly. If you wish to have the full 75 minutes to work on the exam, you will need to be seated and ready to begin promptly at 2:55. Best of luck! © Cindy Hazan, 2020...