HD 3620 -- Human Bonding

Professor Hazan
Spring 2019

PRELIM ONE STUDY GUIDE

The first prelim will be given in class on Tuesday, February 19 th, and you will have the entire period to work
on it. It will cover the lectures from January 29th through February 14th, and corresponding readings (see below for
details).

The exam will consist solely of short answer/essay questions and count for 30% of your course grade. The
questions are designed to test your understanding and integration of course material more than simple memorization.

Note that the graduate TAs will be available to help during their weekly walk-in hours. See the course
syllabus for days/times/locations and check Blackboard for any special announcements about changes.

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WHAT YOU SHOULD KNOW FROM LECTURE

What are the dynamics of the attachment behavioral system? In other words, how does the system work? What turns
it on and off?

What makes attachment relationships different from other types of social ties? That is, what are the four defining
features?

The attachment system is designed to monitor the proximity and/or availability of attachment figures. What are
examples of endogenous and exogenous factors that affect whether an attachment figure is judged to be sufficiently
near?

What is the difference between attachment behaviors and attachment bonds?

Within Bowlby’s theory, what is meant by “monotropy” and “attachment hierarchies” and “cradle to grave” (with
normative restructuring)?

What are the approximate ages, stages, and related behaviors in the ontogeny (formation) of infant-caregiver
attachment bonds?

What are three adaptive challenges that humans had to successfully negotiate in order to continue as a species, and
what are the corresponding behavioral systems that evolved in response to these challenges?

What are the factors that promote bonding between infants and adults by activating the parental/caregiving system)?

What are the factors that influence an infant’s “selection” of an attachment figure?

What is the bi-phasic response to separation from an attachment figure? On the basis of his studies of rat mothers and
pups, what did Hofer conclude about the “despair” phase and about attachment bonds more generally?

In terms of parent-infant co-sleeping… What differences between co-sleepers and non-co-sleepers were observed in
© Cindy Hazan, 2019
the lab? How might these differences relate to Sudden Infant Death Syndrome (SIDS)? What sleeping position
(prone vs. supine) and sleeping arrangement (same vs. separate rooms/beds) is currently recommended by the
American Academy of Pediatrics?

What is so-called “kangaroo care,” and what are its short- and long-term effects?

What are the functions and activating stimuli of the following social-behavioral systems: attachment,
parental/caregiving, sexual mating?

How did Harlow’s experiments test the secondary drive theory of infant-caregiver bonding? What “sleeper effects”
did he discover? What might account for these interrelations among social-behavioral systems? What did he
conclude regarding contact comfort?

What are the three main patterns (“styles”) of infant-caregiver attachment identified by Ainsworth et al. and what
characterizes the laboratory behavior of babies in each of the three categories? Which episodes in the experiment are
coded in order to assign infants to a particular pattern/category? What one variable assessed in the first 3 months of
life predicted how babies would behave in the “strange situation” at 12 months of age? How was this variable defined
by Ainsworth? And what are the caregiving antecedents of each of the patterns/styles?

What evidence indicates that infant attachment styles as observed in the strange situation at one year of age are the
result of experiences with caregivers and not just inborn differences in temperament?

How did infants who were classified as secure, ambivalent or avoidant in the strange situation at one of year age differ
in their approach to problem-solving tasks in the laboratory at two years of age?

WHAT YOU SHOULD KNOW FROM THE READINGS

Reis & Collins: The authors argue that relationship science is changing theories and perspectives in psychological
science. Be familiar with the examples they provide in the section on social cognition.
Fairhurst, Loken & Grossmann: In lecture we discussed the effects of medium velocity stroking on infants’ heart
rate and attention. No further findings from this paper will be covered on the exam.
Glocker et al.: In lecture we discussed the effects of neotenous (infantile) features on perceptions of cuteness and
motivation for caretaking. No further findings from this paper will be covered on the exam.
Feldman et al.: we didn’t get to this topic in lecture so it will not be covered on this prelim.
Hofer: In this paper Hofer uses findings from animal models to address three questions relevant to human
attachment. Be familiar with his answers to all three.
Wright: Ferber’s method was discussed in lecture. Be familiar with the author’s arguments against it.
Ainsworth et al.: Be familiar with the observed behavior, as well as the authors’ interpretations of the behavior, of
infants in each of the three (A, B, and C) groups—both at home and in the “strange situation.” [Note: you will not be
expected to know differences between subgroups, such as C1 and C2.]
Suomi: Be familiar with the methods and findings regarding “effects of maternal deprivation…” (pp. 175-177),
“effects of disruptions of maternal care…” (pp. 178-179) and “effects of unusually secure early attachments…” (pp.
179-181).
Zayas et al.: focus your review on the introduction, present research, and discussion of the findings sections. if you
have background in statistics, you will appreciate the results section, but it will not be covered on the exam, nor will

© Cindy Hazan, 2019

the “two traditions” sections or the elaboration of each.
Nelson et al.: we didn’t get to this topic in lecture so it will not be covered on this prelim.

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Note: Students are expected to abide by the Cornell University Code of Academic Integrity:
https://cuinfo.cornell.edu/aic.cfm. Penalties for violation include dismissal from the university.

A FEW TIPS AND RECOMMENDATIONS:

1. Do not hesitate to ask for clarification.

It’s difficult to answer a question accurately if you’re not sure what’s being asked. Every attempt will be
made to ensure that exam questions are clear, but if the wording strikes you as confusing or ambiguous please do not
hesitate to ask for clarification.

2. Bring your favorite writing instrument plus at least one backup.

Pens are fine, but the TAs recommend pencils with good erasers (see #4 below).

3. Start by writing your name on every page of the exam.

The TAs disassemble the exams prior to grading. To ensure that you receive credit for all of your responses it
is essential that you write your name at the top of every page of the exam. We recommend you do this before you
begin working.

4. Limit your responses to the textboxes.

Every question will be followed by a textbox for recording your answer. We encourage you to be concise. Bullet
points are most welcome. Please be advised that TAs will consider only the information contained within the textboxes.

5. Arrive a little early if you can (but don’t enter the auditorium before 2:40).

Because the class is so large, it typically takes several minutes for everyone to settle enough for lecture to
begin. On exam days, this could be costly. If you wish to have the full 75 minutes to work on the exam, you will need
to be seated and ready to begin promptly at 2:55.

Best of luck!

© Cindy Hazan, 2019