Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The lens model emphasizes that the validity of cues is important in accurate personality judgment. Existing research indicates that text messages, voice communication, face images, video clips reflecting different situations, and face-to-face communication involving many kinds of verbal and nonverbal information play an important role in the process of personality judgment. On the other hand, conventional text and video information against the background of the network can also effectively reflect an individual's personality traits. Besides, the validity of some network languages—the use of facial expressions and status updates and clicking “like,” which are closely related to personality traits—is worth further exploration. Future research should consider the cues into the real-life situation and improve the ecological validity. It is also important to consider comparison between different cues to see which kind of lead is more effective. Finally, future research should be conducted from the perspective of the validity of the individual behaviors in the network situation to try to understand the cues of personality judgment more deeply.
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.
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Awaiting Review
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