Showing papers in "Monographs of The Society for Research in Child Development in 1985"

Security in infancy, childhood, and adulthood: A move to the level of representation.

Abstract: We are grateful to the Institute of Human Development, Berkeley, and to the Society for Research in Child Development for funding that made the study of our sample at 6 years possible. In its earlier phases, the Social Development Project was supported by the William T. Grant Foundation, by the Alvin Nye Main Foundation, and by Bio-Medical Support Grants 1-444036-32024 and 1-444036-32025 for studies in the behavioral sciences. The Child Study Center at the University of California was invaluable in its provision of subjects and in the training provided for our observers and examiners. The National Center for Clinical Infancy Programs provided support and assistance to Nancy Kaplan. This project would not have been possible without the direction and assistance provided by Donna Weston and by Bonnie Powers, Jackie Stadtman, and Stewart Wakeling in its first phases. For the initial identification of infants who should be left unclassified-an identification critical to the present study-we gratefully acknowledge both Judith Solomon and Donna Weston. Carol George participated in the designing of the sixth-year project; Ruth Goldwyn served as adult interviewer; and Ellen Richardson served as the child's examiner. The videotapes and transcripts of the sixth-year study were analyzed by Jude Cassidy, Anitra DeMoss, Ruth Goldwyn, Nancy Kaplan, Todd Hirsch, Lorraine Littlejohn, Amy Strage, and Reggie Tiedemann. Mary Ainsworth, John Bowlby, Harriet Oster, and Amy Strage provided useful criticism of earlier versions of this chapter. The overall conceptualization was substantially enriched by suggestions made by Erik Hesse.

Attachment theory: Retrospect and prospect.

Abstract: This chapter has several major aims The first is to provide an overview of attachment theory as presented by John Bowlby in the three volumes of Attachment and Loss (1969/1982b, 1973, 1980), giving special emphasis to two major ideas: (1) attachment as grounded in a motivational-behavioral control system that is preferentially responsive to a small number of familiar caregiving figures and (2) the construction of complementary internal working models of attachment figures and of the self through which the history of specific attachment relationships is integrated into the personality structure These two concepts, but especially the notion of internal working models, will be used in the second section of the chapter to interpret refinements and elaborations of the theory that have been primarily the result of the work and influence of Mary Ainsworth Topics discussed are maternal and infant contributions to the quality of attachment relationships, stability and change in the quality of attachment relationships, carryover effects from earlier to later relationships, and intergenerational transmission of attachment patterns as an intracultural and cross-cultural phenomenon An attempt is made to clarify a variety of theoretical points and to discuss others that remain to be clarified Finally, I consider how recent insights into the development of socioemotional understanding and the development of event representation can be integrated into attachment theory to shed new light on the origins of individual differences in personality development In doing so, I have also attempted to provide a framework for the studies presented in this volume

Defining and Assessing Individual Differences in Attachment Relationships: Q-Methodology and the Organization of Behavior in Infancy and Early Childhood.

Abstract: At times, it seems as if attachment research could fall victim to its own success In the span of barely 15 years, we have come to accept Freud's view that attachment in infancy constitutes a genuine love relationship We have recognized that this relationship is closely tracked by patterns of behavior toward caregivers and that this behavior is complexly organized, goalcorrected, and sensitive to environmental input We have also adapted observational techniques employed by behavioral biologists and learned to examine infant behavior in detail and in context As a result we have learned

The Relationship between Quality of Attachment and Behavior Problems in Preschool in a High-Risk Sample.

Abstract: Bowlby (1969/1982b, 1973, 1980) has eloquently described how an infant's relationship with the primary caregiver lays the groundwork for later social-emotional development. The patterning of the early attachment relationship is the foundation on which later representational models of self and attachment figure are constructed. Such models strongly influence the ways in which a child relates to others, approaches the environment, and resolves critical issues in later stages of development. In Bowlby's words, a person who has formed a secure attachment "is likely to possess a representational model of attachment figure(s) as being available, responsive, and helpful and a complementary model of himself as at least a potentially lovable and valuable person" (Bowlby, 1980, p. 242). The securely attached child, with positive expectations of self and others, is more likely to "approach the world with confidence and, when faced with potentially alarming situations, is likely to tackle them effectively or to seek help in doing so" (Bowlby, 1973, p. 208). In contrast, infants whose emotional needs have not been consistently or adequately met come to view the world as "comfortless and unpredictable; and they respond either by shrinking from it or doing battle with it" (Bowlby, 1973, p. 208). Bowlby proposes that disturbances of the attachment

Maternal sensitivity and newborns' orientation responses as related to quality of attachment in northern Germany.

Abstract: Our longitudinal study was conducted in Bielefeld, North Germany. In our home observations we focused on infant crying and maternal responsiveness, on behaviors relevant to close bodily contact, and on infant responses to brief everyday separations and reunions. All these behaviors were found by Ainsworth et al. (1978) to be closely linked to the development of different patterns of infant-mother attachment. We also used Ainsworth's maternal sensitivity scale to make global ratings of maternal behavior during the infant's first year and correlated these ratings with infant attachment patterns in the Strange Situation. In addition, we tried to ascer-

Attachment security, mother–child interaction, and temperament as predictors of behavior-problem ratings at age three years.

Abstract: The central goal of the study reported here was to identify antecedent characteristics of the child and family that best predicted behavioral/ emotional problems at 3 years of age. In prior work (Bates & Bayles, 1984; Bates, Olson, Pettit, & Bayles, 1982; Lee & Bates, 1984; Lounsbury & Bates, 1982; Olson, Bates, & Bayles, 1984; Pettit & Bates, 1984) we have written extensively about mother-infant interaction, temperament, and intellectual functioning and about their interrelationships across development. What we learned from these prior findings will form the basis for interpreting patterns of relationships among our predictor and outcome variables in the present study. As a first step toward answering our central question, we considered how the important index of attachment security related to several of the mother-child relationship measures that had been included in our previous studies. As a second step, we examined relationships of attachment security to other child characteristics, such as difficult temperament and sociability. Finally, we approached our central question more directly by considering how all these variables jointly predicted behavior problems at age 3 years.

The neighborhood walk: sources of support in middle childhood.

Abstract: This report documents children's perception of their involvement with self-development, family members, and members of the community and begins to test the relation between that network and aspects of social-emotional functioning during middle childhood. Support was conceptualized to include experiences of both relatedness to and autonomy from others. Three major types of reported support in this study using the Neighborhood Walk were considered: others as resources (e.g., persons in the peer, parent, and grandparent generation; pets), intrapersonal sources of support (e.g., hobbies; fantasies--structured and unstructured; skill development), and environmental sources of support (e.g., places to get off to by oneself; formally sponsored organizations with structured and unstructured activities; informal, unsponsored meeting places). One hundred sixty-eight children (72 7-year-olds and 96 10-year-olds), residing in nonmetropolitan and rural northern California and representing all but the lowest Hollingshead socioeconomic status, participated in this study. To assess their sources of support at home and in the neighborhood/community, each of these 168 children was taken on a Neighborhood Walk, and then several measures of social-emotional functioning were administered. Cross-sectional data form the empirical basis for a developmental perspective on sources of support, the structure of social-emotional functioning, and the relationship between sources of support and social-emotional functioning during middle childhood. The child's perception of support was found relevant to predicting the social-emotional functioning of children growing up in relatively secure and low-stress conditions in modern American society. Furthermore, a broad-based as opposed to a limited network and informal as opposed to formal sources of support were more predictive of social-emotional functioning. The empirical and theoretical relevance of considering middle childhood as a period of active development involving expansion and integration of social and affective phenomena was underscored by the results. First, it appears that the 7-year-olds have not yet developed the underlying response or habit clusters that characterize the 10-year-olds. Second, with respect to reported sources of support, 10-year-olds appear to have more elaborated sources of support than do 7-year-olds. Third, the findings confirm that developing a bridge to extended family and neighborhood resources is related to expressions of social-emotional functioning during middle childhood and that 10-year-olds appear to make effective use of more social support factors than do 7-year-olds.(ABSTRACT TRUNCATED AT 400 WORDS)

Infant temperament, mother's mode of interaction, and attachment in Japan: an interim report.

Abstract: The objective of our research is to investigate the possible relationships among several variables: the infant's temperamental disposition, the mother's mode of interaction, and the quality of the subsequent motherinfant attachment. Our ultimate objective is to understand how processes in early infancy lay the basis for important individual differences in both personality and cognitive style in later childhood (Azuma, Kashiwagi, & Hess, 1981; Miyake, Tajima, & Usui, 1980). Specifically, our research concerns the relationship between the infant's temperamental characteristics and the attachment to his or her mother; the

The Social Transmission of Parental Behavior: Attachment Across Generations.

Abstract: The idea that an individual's childhood relationships with parents affect later close relationships, including adult love relationships and parent-child relationships, is central to Freud's developmental theory. This idea has continued to play an important role in psychoanalytic theory and is prominent in psychoanalytically oriented work (e.g., Benedek, 1949; Berger & Kennedy, 1975; Bettelheim, 1967; Fraiberg et al., 1975; Giovacchini, 1970; LaBarre, Jessner, & Ussery, 1960; Winnicott, 1965).' The view that there is intergenerational continuity in the quality of parental behavior is also explicit in Bowlby's theory of attachment (Bowlby, 1979). However, it is only very recently that empirical studies guided or influenced by attachment theory have been conducted in this area. Two bodies of research relevant to the question of intergenerational continuity of attachment quality will be presented here: studies documenting the effects of separation or disruption in the family of origin and studies in which parents reported on their childhood attachments. This research will be interpreted within a theoretical perspective derived from Bowlby (1969/ 1982b, 1973, 1980), Epstein (1973, 1976, 1979), and Epstein and Erskine (1983).

Security of infant-mother, -father, and -metapelet attachments among kibbutz-reared Israeli children.

Abstract: Although the Strange Situation procedure was developed two decades ago, it was until recently used exclusively in the United States. Only in the late 1970s did researchers begin using the procedure in other countries, notably, Sweden (Lamb, Hwang, Frodi, & Frodi, 1982), West Germany (Grossmann et al., 1981; Grossmann et al., in this vol.), andJapan (Miyake et al., in this vol.). What follows is a report of our attempt to use the Strange Situation procedure to explore the effects of kibbutz rearing practices on

Current perspectives in attachment theory: illustration from the study of maltreated infants.

Abstract: While much of the current work on attachment is based on Bowlby's observations of clinical populations of infants, it is ironic that it is only recently that investigators have begun to study the quality of attachment in atypical populations of infants (e.g., Cicchetti & Serafica, 1981; Crittenden, 1981; Egeland & Sroufe, 198 a; Gaensbauer & Harmon, 1982; SchneiderRosen & Cicchetti, 1984; Serafica & Cicchetti, 1976). The study of atypical populations has implications for our current theories of normal development and for our understanding of the integrative nature of advances in the cognitive, social, and emotional domains (see Cicchetti & Schneider-Rosen, 1984, for a review). Furthermore, the examination of qualitative differences in the nature of the attachment relationship in atypical populations can help

Secular trends in the study of Afro-American children: a review of Child Development, 1936-1980.

Abstract: Almost since its inception, the psychological study of Afro-American children has spawned heated debate. At issue most often have been the appropriateness of comparing the behavior of Afro-American children to that of Euro-American children, labeling as deficits differences found between these two groups, and using tests normed on Euro-American children to assess the development of Afro-American children (Howard & Scott, 1981; McLoyd & Randolph, 1984; Myers, Rana, & Harris, 1979). In the main, critics argue that the study of Afro-American children has been impoverished by the tether of the comparative framework and point to biases in procedures, instruments, and the interpretation of data that, in their view, invalidate a major portion of comparative research (Hall, 1974; Howard & Scott, 1981; Myers et al., 1979; Weems, 1974). In the present study, we examine secular trends in studies of Afro-

Early social development in institutionally reared Greek infants: attachment and peer interaction.

Abstract: Normal social development is believed to take place in widely varying ethnic and socioeconomic settings that include most possible permutations of nuclear and extended families (e.g., Whiting & Child, 1953). Several important studies of the 1940s, 1950s, and 1960s (e.g., Goldfarb, 1943; Skodak & Skeels, 1949; Spitz, 1946) concluded, however, that normal personality and cognitive development is adversely affected by rearing in institutional settings. In this chapter we hope to demonstrate that under certain conditions institutionally reared infants can develop normally, in the sense that they are able to form attachments to key caregivers and to distinguish familiar from unfamiliar peers. In addition, these infants are capable of forming bonds with new primary caregivers. The research described here was conducted at the Mitera Babies' Cen-

Historical changes in the family and the life course: implications for child development.

Abstract: A relatively new field, the history of the family has provided a time perspective on contemporary issues as well as an understanding of behavior in the past. The questions asked by family historians have much in common with those of psychologists, anthropologists, sociologists, and economists (Elder, 1978b; Hareven, 1971, 1974, 1976; Stone, 1981; Tilly & Cohen, 1982). The uniqueness of historical research on the family is not only in providing a perspective on change over time but also in examining family behavior within specific social and cultural contexts. Historians have thus contributed not just examinations of diachronic changes but investigations of synchronic patterns within discrete time periods as well. The overall effect of studies in the history of the family has been to revise a simplistic view of social change and family behavior over time. These revisions have also generated a host of new questions, which have yet to be answered (Elder, 1981; Hareven, 1977b). Over the past decade, research in the history of the family has moved from a narrow study of the family as a household unit at one point in time to a consideration of it as a process over the entire lives of its members; from a study of discrete domestic family or household structures to one of the nuclear family's interaction with the wider kinship group; and from a study of the family as a separate domestic unit to an examination of its interaction

The Great Care of Godly Parents: Early Childhood in Puritian New England.

Abstract: The history of early childhood in premodern America remains to be written. While interest in early American childhood has remained high since the 1960s, most of it has been focused on older children-particularly adolescents. The lack of historical attention paid to young children is unfortunate because efforts on behalf of the young child by their families, churches, and schools can provide us with useful insights not only about the child but also about the dynamics of these institutions in the socialization of the young. This chapter will focus on three aspects of the young Puritan child in the seventeenth and eighteenth centuries.1 First, we will analyze Puritan ideology and how it may have influenced attitudes toward childrenespecially how views of infant damnation and of the child's will may have affected the responses of adults. Second, we will investigate whether Puritans really saw young children as distinct and different from others or

Perils of Popularization: The Founding of PARENTS' MAGAZINE.

Abstract: The modern field of child development, most scholars would readily agree, owes its very existence as a respectable academic enterprise to the generous financial support provided by the Laura Spelman Rockefeller Memorial Fund (LSRM) in the 1920s and 1930s. To the LSRM, especially to its chief program officers Beardsley Ruml and Lawrence K. Frank, child development represented not merely a field of scientific inquiry but the birth of a broader social movement. Starting at rock bottom with childrearing practices in the home, the movement would, its philanthropic sponsors confidently believed, radiate outward and eventually transform all social institutions. The LSRM agreed to invest so heavily in scientific research on children only because it assumed that the results of research would be immediately practicable and that extensive programs in parent education (also partially funded by the LSRM) would carry the latest findings to mothers for immediate home use. The LSRM, in short, was committed to spreading what I have elsewhere termed the "gospel of child development" in readily accessible form to the lay public (Schlossman, 1981). Nobody believed more avidly in the gospel of child development as the key to happier children, more enlightened parents, and a more just social order than Lawrence Frank. To some more cautious scholars in the 1920s, Frank's enthusiasm for deriving immediately practicable results from scientific research seemed occasionally naive and boundless. Convinced that mass dissemination of research findings was imprudent until a secure knowledge base had accumulated, they attempted to placate Frank on the

James Mark Baldwin on the Origins of Right- and Left-Handedness: The Story of an Experiment That Mattered.

Abstract: After many years of neglect, the work of the American philosopherpsychologist James Mark Baldwin (1861-1934) has finally begun to arouse interest among developmental psychologists. To date, however, attention has been focused on Baldwin's theoretical and philosophical contributions, while his empirical work, including studies of infancy and early childhood and laboratory investigations of adult memory and reaction time, has won only passing mention (e.g., Broughton & Freeman-Moir, 1982). This is understandable, since these studies occupied Baldwin only briefly early in his career (1889-1896) and are regarded to have been of negligible value in their own right. As Boring said, "Baldwin's genius did not lie in experimentation. He was a philosopher at heart, a theorist" (1957, p. 532). That verdict continues to stand (e.g., Mueller, 1976). I do not question this judgment, although Baldwin's investigations of infancy and early childhood are worth examination, given their critical role in the formation of his thinking about development (see Wozniak, 1982). At least one of these early investigations, however, proved to be important in its own right-a study of the development of hand preference in the infant (Baldwin, 1890a), which was completed during Baldwin's brief tenure at the University of Toronto (18891893).1

The National Research Council Committee on Child Development and the Founding of the Society for Research in Child Development

Abstract: To understand the origins of the Society for Research in Child Development (SRCD) we must begin not with its official organization in 1933 but with the founding of the Committee on Child Development (CCD) in 1924 by the National Research Council (NRC). The SRCD evolved directly from this committee and for 15 years continued to receive its support, becoming autonomous only in 1948. The NRC, a part of the National Academy of Sciences, was itself only 9 years old when it established the committee. It was founded in 1916 by reformers within the academy to make that ineffectual organization more responsive to the nation's defense needs and to create a permanent centralized scientific organization that would stimulate and coordinate the research activities of government, industry, and academe (Dupree, 1957).

The First Twenty-Five Years of the Society for Research in Child Development.

Abstract: When I was invited to prepare this part of the society's history, I accepted at once, and then only gradually did it dawn on me that I would need to find some records. A few letters and many telephone calls later, I learned that seven boxes of the archives of the society had just the past summer been stored in a warehouse on the far south side of Chicago, there awaiting shipment to the National Library of Medicine. With Barbara Kahn's kind offices it nevertheless took many weeks to effect the transfer. Then in November 1982, with Manfred Waserman's many courtesies, I searched through those large unlabeled boxes to glean what I could of events during the first 25 years. Most informative were the yearly reports prepared by Robert S. Woodworth for the National Research Council on the work and