Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
44 Cards in this Set
- Front
- Back
|
monadic bias
|
it's easier to study individuals than to study relationships
|
|
|
reasons for studying relationships and not merely individuals
|
conceptual, functional, empirical
|
|
|
conceptual reasons
|
relating to specific ideas or concepts: "there is an inherent need to belong"
|
|
|
functional reasons
|
what role relationships play in life, etc. (to learn about their function)
|
|
|
empirical reasons
|
used in examples where individual phenomena simply can't be explained without reference to relationships
|
|
|
The Scientific Method
|
theory, hypothesis, observations
|
|
|
privation vs. deprivations
|
privation=never had it to begin with
deprivation=had it and then it was taken away |
|
|
Self Report Method (2 types)
|
structured interview, structured questionnaire
|
|
|
Clinical Interview Method
|
semi-structured interview (follow-up questions)
|
|
|
Observational Method
|
naturalistic or structured observations
|
|
|
Microanalytic coding: Expressive Behavior method
|
decode facial movements
|
|
|
Physiological/Biological method
|
cortisol level, sweat, blood pressure
|
|
|
Detecting Associations method
|
1)correlational designs 2)experimental designs; detect statistical relations by either showing group differences or showing that two or more variables are associated with one another
|
|
|
Cross-sectional design
|
observe behaviors of couples of different ages at the same time
|
|
|
Longitudinal
|
follow same couples across time
|
|
|
convergent validity
|
test results are similar to another test's results that was meant to measure the same thing
|
|
|
discriminant validity
|
test results are different from another test's results that was meant to measure something different
|
|
|
ecological validity
|
experiment setting is similar to that of the real world
|
|
|
distinguishable dyads
|
can distinguish dyad members by some variable (or trait); husband and wife, younger brother and older brother
|
|
|
nondistinguishable dyads
|
can't distinguish dyad members by any variable (same sex partners, same sex twins, same sex friends)
|
|
|
actor partner interdependence model
|
one person's response to a variable not only affects their own result but also their partner's
|
|
|
exchange orientation
|
cost and benefit relationhip; strangers, acquaintances
|
|
|
communal orientation
|
one person has an obligation to care for the other; parents, spouse
|
|
|
2 functions of attachment
|
1)secure base
2)safe haven |
|
|
attachment theory is not deterministic, but rather...
|
probabilistic
|
|
|
secure base
|
you feel safe going away and knowing you have someone to come back to
|
|
|
safe haven
|
when you feel threatened or upset you have someone to go to
|
|
|
in harlow's drive reduction study the cloth monkeys always went to..
|
the cloth monkey
|
|
|
anxious/resistant attachment
|
don't explore, unable to be settled by caregiver, seeks but resists comfort
|
|
|
anxious/avoidant attachment
|
avoids caregiver upon reunion after stressful separation
|
|
|
asocial phase
|
0-6 weeks; don't respond to parents as being special in any way
|
|
|
phase of indiscriminant attachments
|
6 weeks-7 mos.; anyone in environment might be targeted as attachment
|
|
|
specific attachment phase
|
7-9 mos.
|
|
|
phase of multiple attachment
|
9 mos.+ ; development of hierarchy of attachment figures
|
|
|
sensitivity hypothesis
|
security is created by sensitive caregiving
|
|
|
universality hypothesis
|
all human infants develop specific attachments (emotional connections) with their primary caregiver
|
|
|
normativity hypothesis
|
most infants develop effective bonds involving the ability to use primary caregiver as a secure base and a safe haven
|
|
|
secure base/competence hypothesis
|
secure attachments foster exploration of the external environment
|
|
|
q-set
|
observe kids in a natural setting
|
|
|
sensitivity hypothesis
|
security is created by sensitive caregiving
|
|
|
universality hypothesis
|
all human infants develop specific attachments (emotional connections) with their primary caregiver
|
|
|
normativity hypothesis
|
most infants develop effective bonds involving the ability to use primary caregiver as a secure base and a safe haven
|
|
|
secure base/competence hypothesis
|
secure attachments foster exploration of the external environment
|
|
|
q-set
|
observe kids in a natural setting
|
