Development & Learning unit test

Piaget's stages

Fixed vs variable interval

Punishment vs negative reinforcement

Attachment styles

Assimilation vs accommodation

Classical conditioning

Fixed vs variable ratio

Learned helplessness

Latent learning

Critical vs sensitive periods

Vygotsky's zone of proximal development

Acquisition, extinction, spontaneous recovery

EVIDENCE-BASED QUESTION (EBQ). Use the three sources provided to answer all parts of the question. For Parts B and C you must cite the source used, either parenthetically ("...(Source 1)") or embedded ("According to Source 1..."). Write in complete sentences, using appropriate psychological terminology. QUESTION: Using the sources provided, develop and justify an argument about whether the quality of early attachment relationships shapes later social and emotional functioning. SOURCE 1 (Harlow, 1958, American Psychologist). Infant rhesus monkeys were separated from their mothers and raised with two surrogate figures: one made of bare wire that dispensed milk, and one covered in soft terry cloth that dispensed none. The infants spent the great majority of their time clinging to the cloth surrogate, going to the wire figure only to feed and returning immediately. When a frightening object was introduced into the cage, the infants ran to the cloth surrogate and, after clinging to it, would eventually venture out to explore the object; infants with access only to the wire figure did not use it this way and instead froze or fled. Monkeys raised without a responsive mother showed marked social deficits in adulthood. SOURCE 2 (Ainsworth, Blehar, Waters & Wall, and the Strange Situation research program beginning in 1970). Infants aged roughly twelve to eighteen months were observed in a laboratory playroom through a series of eight brief episodes involving a caregiver, a stranger, and two separations and reunions. Infants were classified by their behavior, particularly at reunion. Securely attached infants explored the room actively while the caregiver was present, showed distress at separation, and were readily comforted on reunion before returning to play. Insecure-avoidant infants explored without checking in and ignored or turned away from the caregiver at reunion despite showing physiological signs of stress. Insecure-resistant infants explored little, were highly distressed at separation, and at reunion sought contact while simultaneously resisting it and remained difficult to soothe. Caregivers of secure infants had been observed at home to respond more promptly and consistently to infant signals. SOURCE 3 (Hazan & Shaver, 1987, Journal of Personality and Social Psychology). Adults responded to a newspaper questionnaire in which they selected which of three descriptions best characterized their feelings in romantic relationships; the descriptions were written to correspond to the secure, avoidant, and resistant patterns identified in infancy. The proportions selecting each description in the adult sample were broadly similar to the proportions of infants classified in each category in attachment research. Respondents choosing the secure description reported relationships characterized by trust and comfort with closeness and reported longer relationship durations; those choosing the avoidant description reported discomfort with intimacy, and those choosing the resistant description reported preoccupation and fear of abandonment. Attachment style was also related to respondents' recollections of their relationships with their parents.