Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Autobiographical memory (AM) is the memory of an individual’s past life events. It is the foundation of the formation, development and change of one’s self system and is important for maintaining an individual’s self-identity and sense of continuity. The formation of a specific AM is a process of construction. Attachment may affect the process of AM through conceptual self system and working-self goal system. Current research about attachment and AM focuses on the relationships between the characteristics of attachment, which include the characteristics of individual attachment and parental attachment, and the objective, phenomenological, narrative and reconstructive characteristics of AM. The future research should focus on the mental and neural mechanisms of how attachment affects the process of AM and consider the relationships between the characteristics of parental attachment and the process of filial AM in different social and cultural contexts and at different developmental stages. There is also a need to control confounding variables more strictly and use research methods with high scientific rigor, such as priming paradigm, resting-state functional connectivity method, and SenseCam methodology.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The sensitivity of caregivers plays a crucial role in developing secure attachment relationships. According to the attachment theory, children internalize their interactions with attachment figures as the Internal Working Models (IWMs), which guide their information processing and behavioral performance later in intimate relationships. As a basic structure of IWMs, the attachment script is conceptualized as a set of attachment expectations. However, little has been known about how young children represent those attachment interactions. Studies have found that attachment figures’ response patterns are related to young children’s support-giving expectations. However, few studies have directly explored how attachment figures’ responses influence young children’s attachment expectations. The present study used a real-time interaction task to examine how attachment figures’ response patterns affected children’s expectations of attachment figures’ support-giving behavior and willingness. In both experiments, the Attachment Expectation Task (AET) was used to manipulate attachment figures’ response patterns, and the Attachment Story Completion Test (ASCT) was used to measure children’s attachment styles. Experiment 1 adopted a 2 (response pattern: response/non-response) x 2 (attachment style: secure/insecure) mixed design to investigate how attachment figures’ response pattern influenced children’s support-giving behavior and willingness expectations under deterministic conditions. A total of 161 children 5~6 years of age were recruited (82 boys, mean age =5.66 ± 0.29 years). Experiment 2 adopt a 3 (response pattern: 20% / 50% / 80%) x 2 (attachment style: secure/insecure) mixed design to investigate the effects of response pattern on children’s support-giving expectations under probabilistic response conditions. A total of 95 children 5~6 years of age participated (45 boys, mean = 5.46 ± 0.29 years). Participants in both experiments were asked to finish the AET and the ASCT in two sessions. The results showed: (1) in new intimate relationships, secure children were more likely to expect attachment figures would and were more willing to provide support than insecure children (Experiments 1 & 2); (2) children’s expectation of support-giving behavior and willingness increased under response condition but decreased under non-response condition (Experiment 1); (3) children’s expectation of support-giving behavior and willingness significantly decreased under 20% and 50% response condition, however, under 80% response condition, only expectation of support-giving behavior decreased significantly (Experiment 2); (4) low-level response (non-response and 20% response condition) had a higher effect on children’s expectation revision of behavior and willingness than high-level response (response, 80%, and 50% condition) (Experiment 1 and 2). The results indicate that attachment styles influence 5-and 6-year-old children’s initial attachment support- giving expectations for new attachment figures, and they can revise these expectations based on attachment figures’ response patterns. The current study enriches the empirical evidence on how attachment figures’ response influences children’s attachment expectation revision in interpersonal interactions and extends our understanding of the organization and development of attachment representation. These findings also have important implications for the mechanism underlying secure attachment development in children.
Subjects: Psychology >> Developmental Psychology submitted time 2022-09-13
Abstract：
The sensitivity of caregivers plays a crucial role in the development of secure attachment relationships. According to the attachment theory, children internalize their interactions with attachment figures as the Internal Working Models (IWMs), which that guide their information processing and behavioral performance in intimate relationships later on. However, little has been known about how young children represent those attachment interactions. As a basic structure of IWMs, the attachment script is conceptualized as a set of attachment expectations. Studies have found that attachment figure’s response patterns are related to young children’s support-giving expectation. However, few studies have directly explored how attachment figures’ responses influence young children’s attachment expectations. Using a real-time interaction task, the present study intended to examine how attachment figures’ response pattern affected children’s expectations of attachment figures’ support-giving behavior and willingness.
In both experiments The Attachment Expectation Task (AET) was used to manipulate attachment figures’ response pattern, and the Attachment Story Completion Test (ASCT) was used to measure children's attachment styles. Experiment 1 adopted a 2 (response pattern: response/non-response) x 2 (attachment style: secure/insecure) mixed design to investigate how attachment figures’ response pattern influenced children’s support-giving behavior and willingness expectations under deterministic conditions. A total of 161 children 5-6 years of age were recruited (82 boys, mean age =5.66 ± 0.29 years). Experiment 2 adopt a 3 (response pattern: 20% / 50% / 80%) x 2 (attachment style: secure/insecure) mixed design to investigate the effects of response pattern on children’s support-giving expectations under probabilistic response conditions. A total of 95 children 5-6 years of age participated (45 boys, mean = 5.46 ± 0.29 years). Participants in both experiments were asked to finish the AET and the ASCT in two sessions.
The results showed: (1) in new intimate relationships, secure children were more likely to expect attachment figures would and were more willing to provide support than insecure children (Experiment 1 & 2); (2) children’s expectation of support-giving behavior and willingness increased under response condition but decreased under non-response condition (Experiment 1); (3) children’s expectation of support-giving behavior and willingness significantly decreased under 20% and 50% response condition, however, under 80% response condition, only expectation of support-giving behavior decreased significantly (Experiment 2); (4) low-level response (non-response and 20% response condition) had a higher effect on children’s expectation revision of behavior and willingness than high-level response (response, 80%, and 50% condition) (Experiment 1 and 2).
The results indicate that attachment styles influence 5- and 6-year-old children’s initial attachment support-giving expectations for new attachment figures, and they can revise these expectations based on attachment figures’ response patterns. The current study enriches the empirical evidence on how attachment figures’ response influences children’s attachment expectation revision in interpersonal interactions and extends our understanding of the organization and development of attachment representation. These findings also have important implications for the mechanism underlying secure attachment development in children.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Cognitive Psychology submitted time 2020-05-01
Abstract： In the context of cognitive science, attachment research has revealed a social cognition shift. Researchers’ interest is shifting from focusing on individual differences in attachment to the attachment schemas behind the differences. The research paradigm has also shifted from observational measure to the fine cognitive experimental paradigm represented by priming. The attachment priming paradigm is divided into secure priming and unsecure priming. Priming materials will activate different attachment schemas, prompting individuals to adopt secure attachment strategy, hyperactivating strategy or deactivating strategy, respectively, and thus show different mental and behavioral patterns. Meanwhile, these patterns can moderate the priming effects. And all these processes form a dynamic priming feedback loop. Future research should refine the components and structure of attachment schemas, focus on the relationship between attachment anxiety and attachment priming, and explore the impact of attachment priming on subsequent cognitive processing from the perspective of processing time. "
Subjects: Psychology >> Personality Psychology submitted time 2020-01-02
Abstract： Traditional attachment theory suggests that individual’s attachment-related psychological and behavioral patterns are relatively stable, but whether in information processes or life-span development, individual’s attachment patterns are both relatively stable and context-sensitive, i.e. attachment patterns have trait-state duality. The interactions between one’s trait attachment and contextual features together sharp individual’s attachment pattern in a particular context. The patterns of interactions between attachment orientations and attachment priming in studies using attachment priming paradigm provide a window to understand the duality of attachment and the relationship between trait and state attachment. And the two-stages model of attachment activation offers a framework for integrating and understanding these patterns. Future studies should optimize the manipulation check of attachment priming and consider the interaction between attachment avoidance and attachment anxiety. More attention should be paid to the attachment differences within the group of people with high attachment anxiety to clarify the patterns of interaction between trait and state attachment. And studies show focus on the stage that the attachment coping strategies impact on the effects of attachment priming to explore the mechanism of the interactions betweentrait and state attachment.
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