Testing a dual-process model of avoidant defenses

Research suggests that the defensive strategy used by people who score high on attachment-related avoidance when they encounter interpersonal threats involves two stages: automatic vigilance followed by effortful avoidance. In two studies we varied stimulus exposure times and cognitive load to determine how attention is regulated by avoidant individuals. Results indicate that avoidant individuals were vigilant toward contempt faces when the faces were presented for 100 ms but quickly disengaged from them when the faces were presented for 750 ms. Moreover, avoidant participants could disengage from contempt faces presented for 750 ms while rehearsing a simple 1-digit number, but not when rehearsing a 7-digit number, suggesting that avoidant disengagement is a cognitively effortful process. Theoretical and practical implications are discussed.     

Preoccupied attachment,need to belong,shame, and interpersonal perfectionism: An investigation of the Perfectionism Social Disconnection Model

According to the Perfectionism Social Disconnection Model, interpersonal components of perfectionism (i.e., socially prescribed perfectionism, perfectionistic self-presentation) develop when individuals exhibit an inordinate need for belongingness and shame as a result of early attachment insecurity and/or a lack of emotional attunement in the caregiver–child relationship. This study hence examined the mediating effects of the need to belong and shame on the relationships between insecure attachment and interpersonal perfectionism. A sample of 513 undergraduates completed self-report measures including trait perfectionism, perfectionistic self-presentation, shame, the need for belongingness, and attachment styles. As hypothesized, socially prescribed perfectionism and perfectionistic self-presentation were both positively associated with the need to belong, shame, and insecure attachment styles. Furthermore, results from multiple mediation analyses indicated that the associations between preoccupied attachment and interpersonal components of perfectionism were mediated by a strong need for belongingness and shame. The present study hence provides further empirical support for the Perfectionism Social Disconnection Model and highlights the importance of examining the quality of attachment relationships for individuals with elevated interpersonal perfectionism.     

From brand aversion or indifference to brand attachment: Authors' response to commentaries to Park,Eisingerich, and Park's brand attachment–aversion model

The primary purpose of our target article was to theoretically argue and empirically demonstrate that it is possible to elevate the customer–brand relationships to the desired level of human relationships by offering three types of self-relevant benefits. In this response, we discuss the major comments provided by each set of commentators, which are insightful and thought-provoking. It is our hope that this dialogue will open up a new avenue for future research regarding the nature and management of customer–brand relationships.     

Une intervention brève auprès de parents adoptants centrée sur la sensibilité parentale : effets sur le sentiment de compétence parentale et l’attachement de l’enfant

Adopted children seem to imply specific challenge for themselves and their adoptive parents regarding the recovery of their attachment representations. Based on the hypothesis relating parental sensitivity of adopting parents and children's attachment representations, this study aims to create an intervention based on parental sensitivity for adoptive French-speaking families. Nine adoptive families took par to this study whose children are between 2 and 11 years old. In this exploratory research, the recovery of the children's attachment representations and the moderation of parental self-efficacy were assessed. Our results highlighted the relevance of this intervention.     

Temperamental precursors of infant attachment with mothers and fathers

The degree to which parent sensitivity and infant temperament distinguish attachment classification was examined. Multilevel modeling was used to assess the effect of parent sensitivity and infant temperament on infant–mother and infant–father attachment. Data were collected from mothers, fathers, and their infants (N = 135) when the infant was 3-, 5-, 7-, 12-, and 14-months old. Temperament was measured using the Infant Behavior Questionnaire-Revised ( Gartstein & Rothbart, 2003); parent sensitivity was coded during the Still Face Paradigm ( Tronick, Als, Adamson, Wise, & Brazelton, 1978); attachment was coded using the Strange Situation ( Ainsworth, Blehar, Waters, & Wall, 1978). Results indicate that mothers and fathers were less sensitive with insecure-avoidant infants. Whereas only one difference was found for infant–mother attachment groups and temperament, five significant differences emerged for infant–father attachment groups, with the majority involving insecure-ambivalent attachment. Infants classified as ambivalent with fathers were higher in perceptual sensitivity and cuddliness and these infants also showed a greater increase in low-intensity pleasure over time compared with other infants. Results indicate the importance of both parent sensitivity and infant temperament, though operating in somewhat different ways, in the development of the infant–mother and infant–father attachment relationship.     

When competence and love are at stake: Achievement goals and perceived closeness to parents in an achievement context

In two studies, college students’ achievement goals were linked to their perceptions of closeness to their parents following an exam. In Study 1, mastery-approach goals positively predicted perceived closeness immediately after an exam, prior to receiving feedback. In Study 2, mastery-approach goals again positively predicted perceived closeness, but performance–avoidance goals interacted with exam performance in predicting closeness. Specifically, poor exam performance predicted feeling distant from parents among those high in performance–avoidance goals but not among those low in performance–avoidance goals. This suggests that parental attachment may be involved in the achievement strivings of adults.     

Attachment, depression, and fear of death in older adults: The roles of neediness and perceived availability of social support

This study investigated individual differences in depression and fear of death in older adulthood in the context of attachment theory. The roles of neediness and perceived availability of social support were examined. Participants were 113 Israeli older adults (aged 69–85) who were all in good health and functioning well. Social support was found to moderate the association between a low positive other-dimension (PO) of attachment and fear of death. Neediness mediated the relationships between a low positive self-dimension (PS) of attachment and depression. Findings are discussed within the framework of Bowlby’s distinction between attachment and dependency.     

Social Development: a Psychobiological Perspective

Social development from a psychobiological perspective is part of evolutionary biology. From a functional standpoint two major interrelated themes can be discerned in the evolution of behavior: Wanting (referring collectively to the vital needs of an organism) and Knowing (referring collectively to the organism’s knowledge or skill for meeting its vital needs). The social development of the immature primate involves the integration of these themes in two distinct but overlapping phases. In the initially most salient phase, the manifestations of wanting and knowing are focused on constructing an effective relationship with the mother (mother-directed). One of the most important achievements during this phase is the formation of an emotional attachment (probably based on a psychoneuroendocrine core) to a specific object in which elements of both wanting and knowing are intimately involved. The second phase becomes increasingly prominent as development proceeds. The salient manifestations of this phase are focused on relations with the world beyond the mother (other-directed), and involve a new integration of the motivational and emotional components of wanting and knowing, characterized by attraction to novelty, exploration, social interaction and acquisition of knowledge and skills in the contexts of foods, predators and other members of the species.

Attachment and Family Processes in Children's Psychological Adjustment in Middle Childhood

This study examined the links between parent–child attachment, whole family interaction patterns, and child emotional adjustment and adaptability in a sample of 86 community families with children between the ages of 8 and 11 years. Family interactions were observed and coded with the System for Coding Interactions and Family Functioning (SCIFF; Lindahl, 2001). Both parents and each target child completed the appropriate form of the Behavior Assessment System for Children‐2nd Edition (BASC‐2; Reynolds & Kamphaus, 2004). Target children also completed the Children's Coping Strategies Questionnaire (CCSQ; Yunger, Corby, & Perry, 2005). Hierarchical multiple regressions indicated that Secure mother–child attachment was a robust predictor of children's emotional symptoms, but father–child attachment strategies were not significant independent predictors. Positive Affect in family interactions significantly increased the amount of variance accounted for in children's emotional symptoms. In addition, Family Cohesion and Positive Affect moderated the relationship between father–child attachment and children's emotional symptoms. When data from all BASC‐2 informants (mother, father, child) were considered simultaneously and multidimensional constructs were modeled, mother–child security directly predicted children's adjustment and adaptive skills, but the influence of father–child security was fully mediated through positive family functioning. Results of the current study support the utility of considering dyadic attachment and family interaction patterns conjointly when conceptualizing and fostering positive emotional and behavioral outcomes in children.