{"id":562,"date":"2023-03-03T19:13:22","date_gmt":"2023-03-03T19:13:22","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/childhood-emotional-and-social-development\/"},"modified":"2025-12-03T19:42:37","modified_gmt":"2025-12-03T19:42:37","slug":"childhood-emotional-and-social-development","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/childhood-emotional-and-social-development\/","title":{"raw":"Attachment and Parenting: Learn It 1\u2014Attachment Theory","rendered":"Attachment and Parenting: Learn It 1\u2014Attachment Theory"},"content":{"raw":"<section class=\"textbox learningGoals\">\r\n<ul>\r\n\t<li>Describe attachment styles and the significance of developing a self-concept<\/li>\r\n\t<li>Explain parenting styles<\/li>\r\n<\/ul>\r\n<\/section>\r\n<section data-depth=\"2\"><\/section>\r\n<section data-depth=\"2\">\r\n<h2 data-type=\"title\">Attachment<\/h2>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">Psychosocial development occurs as children form relationships, interact with others, and understand and manage their feelings. In social and emotional development, forming healthy attachments is very important and is the major social milestone of infancy. Developmental psychologists are interested in how infants reach this milestone. They ask such questions as: How do parent and infant attachment bonds form? How does neglect affect these bonds? What accounts for children's attachment differences?<\/p>\r\n<section class=\"textbox keyTakeaway\">\r\n<h3>attachment<\/h3>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\"><strong>Attachment<\/strong> refers to the deep emotional bond and connection between a caregiver and a child\u2014or any two individuals\u2014characterized by feelings of love, trust, and security, which profoundly influence the child's development and well-being.<\/p>\r\n<\/section>\r\n<h4 class=\"font-claude-response-body-bold text-text-100 mt-1\">Harlow's Monkey Studies<\/h4>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">In the 1950s, Harlow conducted a series of experiments on monkeys that challenged prevailing assumptions about attachment. He separated newborn monkeys from their mothers and presented each monkey with two surrogate mothers. One surrogate was made out of wire mesh and could dispense milk. The other was softer and made from cloth but did not provide nourishment.<\/p>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">The research showed that the monkeys preferred the soft, cuddly cloth monkey, even though she did not provide any food. The baby monkeys spent their time clinging to the cloth monkey and only went to the wire monkey when they needed to be fed.<\/p>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">Prior to this study, the medical and scientific communities generally thought that babies become attached to the people who provide their nourishment. However, Harlow (1958) concluded that there was more to the mother-child bond than nourishment. <strong>Feelings of comfort and security are the critical components to maternal-infant bonding<\/strong>, which leads to healthy psychosocial development.<\/p>\r\n<section class=\"textbox linkToLearning\">Harlow\u2019s studies of monkeys were performed before modern ethics guidelines were in place, and today his experiments are widely considered to be unethical and even cruel. Watch this <a href=\"https:\/\/www.youtube.com\/watch?v=OrNBEhzjg8I\" target=\"_blank\" rel=\"noopener noreferrer\">video to see actual footage of Harlow\u2019s monkey studies.<\/a><\/section>\r\n\r\n[caption id=\"attachment_6872\" align=\"alignright\" width=\"386\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/855\/2017\/03\/03191702\/b264621e863ce1b7a80d3858e981efbecdf548c2.jpeg\"><img class=\" wp-image-6872\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/855\/2017\/03\/03191702\/b264621e863ce1b7a80d3858e981efbecdf548c2.jpeg\" alt=\"A man holds a baby in the air.\" width=\"386\" height=\"265\" \/><\/a> <strong>Figure 1<\/strong>. Mutually enjoyable interactions promote the parent-infant bond. (credit: \"balouriarajesh_Pixabay\"\/Pixabay)[\/caption]\r\n\r\n<h4 class=\"font-claude-response-body-bold text-text-100 mt-1\">Bowlby and Ainsworth: Attachment Theory<\/h4>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">Attachment theory was largely generated by psychologists John Bowlby and Mary Ainsworth (Ainsworth &amp; Bowlby, 1991). Bowlby defined attachment as the affectional bond or tie that an infant forms with the mother (Bowlby, 1969). An infant must form this bond with a primary caregiver in order to have normal social and emotional development.<\/p>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\"><strong>Key Requirements for Healthy Attachment:<\/strong><\/p>\r\n<ul class=\"[&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc space-y-2.5 pl-7\">\r\n\t<li class=\"whitespace-normal break-words\">The caregiver must be responsive to the child's physical, social, and emotional needs<\/li>\r\n\t<li class=\"whitespace-normal break-words\">The caregiver and child must engage in mutually enjoyable interactions (Figure 1)<\/li>\r\n<\/ul>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">While Bowlby generated the overarching tenets of the theory, Ainsworth's research provided opportunities to test the theory in action and helped expand the theory itself. Ainsworth contributed the concept of an attachment figure serving as a <strong>secure base<\/strong>\u2014a parental presence that gives the child a sense of safety as they explore their surroundings (Ainsworth, 1967). Bowlby agreed that this attachment bond is very powerful and continues throughout life, using the concept of secure base to define a healthy attachment between parent and child (1988).<\/p>\r\n<section class=\"textbox example\">\r\n<h3>Exploring Attachment in Infancy: Groundbreaking Research in Uganda<\/h3>\r\n<p>Ainsworth led the first empirical study of attachment theory between 1953 and 1955 with the Ganda people in Uganda. Her work aimed to observe and analyze the development of attachment by closely studying 26 families with unweaned babies over a period of up to 9 months.<\/p>\r\n<p>She found that maternal sensitivity to infant signals was significantly correlated with secure attachment in infants. Babies of sensitive mothers tended to be securely attached, while infants of less sensitive mothers were more likely to be classified as insecurely attached. Additionally, mothers' enjoyment of breastfeeding also correlated with infant security.\u00a0<\/p>\r\n<p>Now, why is this important?<\/p>\r\n<p>Ainsworth's study highlighted the power of sensitive and responsive caregiving in forming a secure attachment. It showed us that when moms (and caregivers in general) are attuned to their babies' needs and can respond with love and care, it helps foster a strong foundation of trust and security. These insights helped shape attachment theory and provided a deeper understanding of how early experiences shape our relationships throughout life. So, next time you see a parent cuddling and responding to their little one's coos and cries, you'll know that they're building a bond that can last a lifetime.<\/p>\r\n<\/section>\r\n<h2>The Strange Situation<\/h2>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">In her quest to understand the variations in the ways children form attachments, Mary Ainsworth (1970) devised the Strange Situation procedure to examine the bond between mothers and their infants.<\/p>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">During the Strange Situation, a mother (or primary caregiver) and her 12-18-month-old infant are placed in a room together with toys. The procedure unfolds as follows:<\/p>\r\n<ol class=\"[&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-decimal space-y-2.5 pl-7\">\r\n\t<li class=\"whitespace-normal break-words\">The caregiver and child spend some time alone in the room, allowing the child to explore<\/li>\r\n\t<li class=\"whitespace-normal break-words\">A stranger enters the room<\/li>\r\n\t<li class=\"whitespace-normal break-words\">Shortly after, the mother leaves the baby with the stranger<\/li>\r\n\t<li class=\"whitespace-normal break-words\">After a brief period, the mother returns to offer comfort to her child<\/li>\r\n<\/ol>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">Researchers carefully observe the infant's response to both the separation and the reunion.<\/p>\r\n<section class=\"textbox linkToLearning\">\r\n<section>Watch <a href=\"https:\/\/www.youtube.com\/watch?time_continue=2&amp;v=QTsewNrHUHU&amp;embeds_referring_euri=https%3A%2F%2Fplugin.3playmedia.com%2F&amp;source_ve_path=MzY4NDIsMjM4NTE&amp;feature=emb_title\" target=\"_blank\" rel=\"noopener\">this video to view a clip of the Strange Situatio<\/a>n. Try to identify which type of attachment baby Lisa exhibits. You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/TheStrangeSituationMaryAinsworth.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"The Strange Situation - Mary Ainsworth\" here (opens in new window)<\/a>.<\/section>\r\n<\/section>\r\n<h2><span style=\"font-size: 26px; font-weight: 600; word-spacing: normal;\">Attachment Styles<\/span><\/h2>\r\n<p class=\"font-claude-response-body whitespace-normal break-words\">Based on how infants\/toddlers responded to the separation and reunion in the Strange Situation experiment, Ainsworth identified three types of parent-child attachments: secure, avoidant, and resistant (Ainsworth &amp; Bell, 1970). A fourth style, known as disorganized attachment, was later described (Main &amp; Solomon, 1990).<\/p>\r\n<\/section>\r\n<section data-depth=\"2\">\r\n<ol>\r\n\t<li>The most common type of attachment\u2014also considered the healthiest\u2014is called <strong>secure attachment<\/strong>. In this type of attachment, the toddler prefers his parent over a stranger. The attachment figure is used as a secure base to explore the environment and is sought out in times of stress. Securely attached children were distressed when their caregivers left the room in the Strange Situation experiment, but when their caregivers returned, the securely attached children were happy to see them. Securely attached children have caregivers who are sensitive and responsive to their needs.<\/li>\r\n\t<li>With <strong>avoidant attachment (sometimes called insecure or anxious-avoidant)<\/strong>, the child is unresponsive to the parent, does not use the parent as a secure base, and does not care if the parent leaves. The toddler reacts to the parent the same way she reacts to a stranger. When the parent does return, the child is slow to show a positive reaction. Ainsworth theorized that these children were most likely to have a caregiver who was insensitive and inattentive to their needs (Ainsworth, Blehar, Waters, &amp; Wall, 1978).<\/li>\r\n\t<li>In cases of <strong>resistant attachment<\/strong> <strong>(also called ambivalent or anxious-ambivalent\/resistant)<\/strong>, children desire closeness to their attachment figure but also resist their attempts to interact. They may be reluctant to explore their environment due to fear and uncertainty. During separation, they show distress and anger, and upon reunion, they struggle to find comfort. This behavior stems from inconsistent caregiver responsiveness, contributing to the development of resistant attachment (Ainsworth &amp; Bell, 1970).<\/li>\r\n\t<li>Children with a <strong>disorganized attachment <\/strong>style display atypical behavior in the Strange Situation, including freezing, erratic movements, or attempts to run away when the caregiver returns (Main &amp; Solomon, 1990). Disorganized attachment is commonly observed in children who have experienced abuse or unpredictable caregiving environments, which can disrupt their ability to regulate their emotions effectively.<\/li>\r\n<\/ol>\r\n<p>While Ainsworth\u2019s research has found support in subsequent studies, it has also met criticism. Some researchers have pointed out that a child\u2019s temperament may have a strong influence on attachment (Gervai, 2009; Harris, 2009), and others have noted that attachment varies from culture to culture, a factor not accounted for in Ainsworth\u2019s research (Rothbaum, Weisz, Pott, Miyake, &amp; Morelli, 2000; van Ijzendoorn &amp; Sagi-Schwartz, 2008).<\/p>\r\n<section class=\"textbox tryIt\">[ohm2_question height=\"300\"]4299[\/ohm2_question]<br \/>\r\n[ohm2_question height=\"1150\"]4300[\/ohm2_question]<\/section>\r\n<\/section>","rendered":"<section class=\"textbox learningGoals\">\n<ul>\n<li>Describe attachment styles and the significance of developing a self-concept<\/li>\n<li>Explain parenting styles<\/li>\n<\/ul>\n<\/section>\n<section data-depth=\"2\"><\/section>\n<section data-depth=\"2\">\n<h2 data-type=\"title\">Attachment<\/h2>\n<p class=\"font-claude-response-body whitespace-normal break-words\">Psychosocial development occurs as children form relationships, interact with others, and understand and manage their feelings. In social and emotional development, forming healthy attachments is very important and is the major social milestone of infancy. Developmental psychologists are interested in how infants reach this milestone. They ask such questions as: How do parent and infant attachment bonds form? How does neglect affect these bonds? What accounts for children&#8217;s attachment differences?<\/p>\n<section class=\"textbox keyTakeaway\">\n<h3>attachment<\/h3>\n<p class=\"font-claude-response-body whitespace-normal break-words\"><strong>Attachment<\/strong> refers to the deep emotional bond and connection between a caregiver and a child\u2014or any two individuals\u2014characterized by feelings of love, trust, and security, which profoundly influence the child&#8217;s development and well-being.<\/p>\n<\/section>\n<h4 class=\"font-claude-response-body-bold text-text-100 mt-1\">Harlow&#8217;s Monkey Studies<\/h4>\n<p class=\"font-claude-response-body whitespace-normal break-words\">In the 1950s, Harlow conducted a series of experiments on monkeys that challenged prevailing assumptions about attachment. He separated newborn monkeys from their mothers and presented each monkey with two surrogate mothers. One surrogate was made out of wire mesh and could dispense milk. The other was softer and made from cloth but did not provide nourishment.<\/p>\n<p class=\"font-claude-response-body whitespace-normal break-words\">The research showed that the monkeys preferred the soft, cuddly cloth monkey, even though she did not provide any food. The baby monkeys spent their time clinging to the cloth monkey and only went to the wire monkey when they needed to be fed.<\/p>\n<p class=\"font-claude-response-body whitespace-normal break-words\">Prior to this study, the medical and scientific communities generally thought that babies become attached to the people who provide their nourishment. However, Harlow (1958) concluded that there was more to the mother-child bond than nourishment. <strong>Feelings of comfort and security are the critical components to maternal-infant bonding<\/strong>, which leads to healthy psychosocial development.<\/p>\n<section class=\"textbox linkToLearning\">Harlow\u2019s studies of monkeys were performed before modern ethics guidelines were in place, and today his experiments are widely considered to be unethical and even cruel. Watch this <a href=\"https:\/\/www.youtube.com\/watch?v=OrNBEhzjg8I\" target=\"_blank\" rel=\"noopener noreferrer\">video to see actual footage of Harlow\u2019s monkey studies.<\/a><\/section>\n<figure id=\"attachment_6872\" aria-describedby=\"caption-attachment-6872\" style=\"width: 386px\" class=\"wp-caption alignright\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/855\/2017\/03\/03191702\/b264621e863ce1b7a80d3858e981efbecdf548c2.jpeg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-6872\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/855\/2017\/03\/03191702\/b264621e863ce1b7a80d3858e981efbecdf548c2.jpeg\" alt=\"A man holds a baby in the air.\" width=\"386\" height=\"265\" \/><\/a><figcaption id=\"caption-attachment-6872\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Mutually enjoyable interactions promote the parent-infant bond. (credit: &#8220;balouriarajesh_Pixabay&#8221;\/Pixabay)<\/figcaption><\/figure>\n<h4 class=\"font-claude-response-body-bold text-text-100 mt-1\">Bowlby and Ainsworth: Attachment Theory<\/h4>\n<p class=\"font-claude-response-body whitespace-normal break-words\">Attachment theory was largely generated by psychologists John Bowlby and Mary Ainsworth (Ainsworth &amp; Bowlby, 1991). Bowlby defined attachment as the affectional bond or tie that an infant forms with the mother (Bowlby, 1969). An infant must form this bond with a primary caregiver in order to have normal social and emotional development.<\/p>\n<p class=\"font-claude-response-body whitespace-normal break-words\"><strong>Key Requirements for Healthy Attachment:<\/strong><\/p>\n<ul class=\"[&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc space-y-2.5 pl-7\">\n<li class=\"whitespace-normal break-words\">The caregiver must be responsive to the child&#8217;s physical, social, and emotional needs<\/li>\n<li class=\"whitespace-normal break-words\">The caregiver and child must engage in mutually enjoyable interactions (Figure 1)<\/li>\n<\/ul>\n<p class=\"font-claude-response-body whitespace-normal break-words\">While Bowlby generated the overarching tenets of the theory, Ainsworth&#8217;s research provided opportunities to test the theory in action and helped expand the theory itself. Ainsworth contributed the concept of an attachment figure serving as a <strong>secure base<\/strong>\u2014a parental presence that gives the child a sense of safety as they explore their surroundings (Ainsworth, 1967). Bowlby agreed that this attachment bond is very powerful and continues throughout life, using the concept of secure base to define a healthy attachment between parent and child (1988).<\/p>\n<section class=\"textbox example\">\n<h3>Exploring Attachment in Infancy: Groundbreaking Research in Uganda<\/h3>\n<p>Ainsworth led the first empirical study of attachment theory between 1953 and 1955 with the Ganda people in Uganda. Her work aimed to observe and analyze the development of attachment by closely studying 26 families with unweaned babies over a period of up to 9 months.<\/p>\n<p>She found that maternal sensitivity to infant signals was significantly correlated with secure attachment in infants. Babies of sensitive mothers tended to be securely attached, while infants of less sensitive mothers were more likely to be classified as insecurely attached. Additionally, mothers&#8217; enjoyment of breastfeeding also correlated with infant security.\u00a0<\/p>\n<p>Now, why is this important?<\/p>\n<p>Ainsworth&#8217;s study highlighted the power of sensitive and responsive caregiving in forming a secure attachment. It showed us that when moms (and caregivers in general) are attuned to their babies&#8217; needs and can respond with love and care, it helps foster a strong foundation of trust and security. These insights helped shape attachment theory and provided a deeper understanding of how early experiences shape our relationships throughout life. So, next time you see a parent cuddling and responding to their little one&#8217;s coos and cries, you&#8217;ll know that they&#8217;re building a bond that can last a lifetime.<\/p>\n<\/section>\n<h2>The Strange Situation<\/h2>\n<p class=\"font-claude-response-body whitespace-normal break-words\">In her quest to understand the variations in the ways children form attachments, Mary Ainsworth (1970) devised the Strange Situation procedure to examine the bond between mothers and their infants.<\/p>\n<p class=\"font-claude-response-body whitespace-normal break-words\">During the Strange Situation, a mother (or primary caregiver) and her 12-18-month-old infant are placed in a room together with toys. The procedure unfolds as follows:<\/p>\n<ol class=\"[&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-decimal space-y-2.5 pl-7\">\n<li class=\"whitespace-normal break-words\">The caregiver and child spend some time alone in the room, allowing the child to explore<\/li>\n<li class=\"whitespace-normal break-words\">A stranger enters the room<\/li>\n<li class=\"whitespace-normal break-words\">Shortly after, the mother leaves the baby with the stranger<\/li>\n<li class=\"whitespace-normal break-words\">After a brief period, the mother returns to offer comfort to her child<\/li>\n<\/ol>\n<p class=\"font-claude-response-body whitespace-normal break-words\">Researchers carefully observe the infant&#8217;s response to both the separation and the reunion.<\/p>\n<section class=\"textbox linkToLearning\">\n<section>Watch <a href=\"https:\/\/www.youtube.com\/watch?time_continue=2&amp;v=QTsewNrHUHU&amp;embeds_referring_euri=https%3A%2F%2Fplugin.3playmedia.com%2F&amp;source_ve_path=MzY4NDIsMjM4NTE&amp;feature=emb_title\" target=\"_blank\" rel=\"noopener\">this video to view a clip of the Strange Situatio<\/a>n. Try to identify which type of attachment baby Lisa exhibits. You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/TheStrangeSituationMaryAinsworth.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;The Strange Situation &#8211; Mary Ainsworth&#8221; here (opens in new window)<\/a>.<\/section>\n<\/section>\n<h2><span style=\"font-size: 26px; font-weight: 600; word-spacing: normal;\">Attachment Styles<\/span><\/h2>\n<p class=\"font-claude-response-body whitespace-normal break-words\">Based on how infants\/toddlers responded to the separation and reunion in the Strange Situation experiment, Ainsworth identified three types of parent-child attachments: secure, avoidant, and resistant (Ainsworth &amp; Bell, 1970). A fourth style, known as disorganized attachment, was later described (Main &amp; Solomon, 1990).<\/p>\n<\/section>\n<section data-depth=\"2\">\n<ol>\n<li>The most common type of attachment\u2014also considered the healthiest\u2014is called <strong>secure attachment<\/strong>. In this type of attachment, the toddler prefers his parent over a stranger. The attachment figure is used as a secure base to explore the environment and is sought out in times of stress. Securely attached children were distressed when their caregivers left the room in the Strange Situation experiment, but when their caregivers returned, the securely attached children were happy to see them. Securely attached children have caregivers who are sensitive and responsive to their needs.<\/li>\n<li>With <strong>avoidant attachment (sometimes called insecure or anxious-avoidant)<\/strong>, the child is unresponsive to the parent, does not use the parent as a secure base, and does not care if the parent leaves. The toddler reacts to the parent the same way she reacts to a stranger. When the parent does return, the child is slow to show a positive reaction. Ainsworth theorized that these children were most likely to have a caregiver who was insensitive and inattentive to their needs (Ainsworth, Blehar, Waters, &amp; Wall, 1978).<\/li>\n<li>In cases of <strong>resistant attachment<\/strong> <strong>(also called ambivalent or anxious-ambivalent\/resistant)<\/strong>, children desire closeness to their attachment figure but also resist their attempts to interact. They may be reluctant to explore their environment due to fear and uncertainty. During separation, they show distress and anger, and upon reunion, they struggle to find comfort. This behavior stems from inconsistent caregiver responsiveness, contributing to the development of resistant attachment (Ainsworth &amp; Bell, 1970).<\/li>\n<li>Children with a <strong>disorganized attachment <\/strong>style display atypical behavior in the Strange Situation, including freezing, erratic movements, or attempts to run away when the caregiver returns (Main &amp; Solomon, 1990). Disorganized attachment is commonly observed in children who have experienced abuse or unpredictable caregiving environments, which can disrupt their ability to regulate their emotions effectively.<\/li>\n<\/ol>\n<p>While Ainsworth\u2019s research has found support in subsequent studies, it has also met criticism. Some researchers have pointed out that a child\u2019s temperament may have a strong influence on attachment (Gervai, 2009; Harris, 2009), and others have noted that attachment varies from culture to culture, a factor not accounted for in Ainsworth\u2019s research (Rothbaum, Weisz, Pott, Miyake, &amp; Morelli, 2000; van Ijzendoorn &amp; Sagi-Schwartz, 2008).<\/p>\n<section class=\"textbox tryIt\"><iframe loading=\"lazy\" id=\"ohm4299\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=4299&theme=lumen&iframe_resize_id=ohm4299&source=tnh&show_question_numbers\" width=\"100%\" height=\"300\"><\/iframe><br \/>\n<iframe loading=\"lazy\" id=\"ohm4300\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=4300&theme=lumen&iframe_resize_id=ohm4300&source=tnh&show_question_numbers\" width=\"100%\" height=\"1150\"><\/iframe><\/section>\n<\/section>\n","protected":false},"author":20,"menu_order":17,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"The Strange Situation - Mary Ainsworth\",\"author\":\"thibs44\",\"organization\":\"\",\"url\":\"https:\/\/www.youtube.com\/watch?v=QTsewNrHUHU\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"cc\",\"description\":\"Stages of Development\",\"author\":\"\",\"organization\":\"OpenStax College\",\"url\":\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/9-3-stages-of-development\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction\"},{\"type\":\"original\",\"description\":\"Research Methods in Developmental Psychology: Attachment in Adulthood: Young Black Gay and Bisexual Menu00a0\",\"author\":\"Jor Grapentine for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":545,"module-header":"learn_it","content_attributions":[{"type":"cc","description":"The Strange Situation - Mary Ainsworth","author":"thibs44","organization":"","url":"https:\/\/www.youtube.com\/watch?v=QTsewNrHUHU","project":"","license":"other","license_terms":"Standard YouTube License"},{"type":"cc","description":"Stages of Development","author":"","organization":"OpenStax College","url":"https:\/\/openstax.org\/books\/psychology-2e\/pages\/9-3-stages-of-development","project":"","license":"cc-by","license_terms":"Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction"},{"type":"original","description":"Research Methods in Developmental Psychology: Attachment in Adulthood: Young Black Gay and Bisexual Menu00a0","author":"Jor Grapentine for Lumen Learning","organization":"Lumen Learning","url":"","project":"","license":"cc-by","license_terms":""}],"internal_book_links":[],"video_content":null,"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/562"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/users\/20"}],"version-history":[{"count":21,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/562\/revisions"}],"predecessor-version":[{"id":7333,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/562\/revisions\/7333"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/parts\/545"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/562\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/media?parent=562"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapter-type?post=562"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/contributor?post=562"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/license?post=562"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}