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History and Theory Influential Study Presentation
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Gisselle Lozano
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Updated Nov 10, 2020
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00:01 - 00:01
Hello, everyone.
00:02 - 00:05
My name is Giselle Lozano, and today I will be
00:05 - 00:08
guiding us through a presentation called The Nature of Love
00:08 - 00:09
by Harry F.
00:09 - 00:12
Harlow. My take on it is providing a more of
00:12 - 00:15
a. Then versus a now aspect is I will tie
00:15 - 00:18
Harlow's findings on attachment and love into more modern findings
00:19 - 00:20
in psychology today.
00:21 - 00:23
So let's look at our first full point of what
00:23 - 00:24
is love.
00:25 - 00:29
According Toa Harlow, love is a wondrous state, deep, tender
00:29 - 00:29
and rewarding.
00:30 - 00:32
This is a definition I think we can all understand
00:33 - 00:33
it to be.
00:34 - 00:37
Harlem sparked the interest, not necessarily because of the emotion
00:37 - 00:39
itself. More so the power of the emotion.
00:40 - 00:42
Um, he was kind of thinking this is a very
00:43 - 00:47
common and spoken of emotion that we have no research
00:47 - 00:47
on right now.
00:48 - 00:49
And why is that happening?
00:50 - 00:53
Essentially, he was kind of questioning the fact that this
00:53 - 00:57
is an emotion that pervades our entire lives that we
00:57 - 01:00
have no knowledge over, except for just giving each other
01:01 - 01:04
flowers on a special day or writing a letter to
01:04 - 01:04
our loved ones.
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So this is when Harlow decides to take love into
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the lab.
01:10 - 01:13
Now that we know some of Carlo's motivations into learning
01:13 - 01:14
more about love and attachment.
01:15 - 01:16
Let's look at his love hypothesis.
01:18 - 01:24
Mhm. How long was assessing essentially the foundational aspect of
01:24 - 01:27
why we develop attachment towards our caregivers and where love
01:28 - 01:29
essentially comes from?
01:29 - 01:33
So he was wondering, Does our attachment to our primary
01:33 - 01:37
caregivers and infancy come from having our primary needs be
01:37 - 01:42
met? These needs being hunger, thirst, elimination, pain and sex.
01:43 - 01:45
Or does it come from another factor he was defining?
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Another factors may be a love or affection or a
01:49 - 01:50
physical presence.
01:51 - 01:54
So Harlow was trying to say, Waas, are we developing
01:55 - 01:58
these attachments to our caregivers because they're feeding us when
01:58 - 02:02
we're hungry or giving us something when we're thirsty or
02:02 - 02:06
eliminating pain from us or eliminating loneliness or anything like
02:06 - 02:09
that, Um, or are we developing these attachments due to
02:09 - 02:09
something else?
02:10 - 02:13
So the big question do we form our love bonds
02:13 - 02:16
to our maternal figures because they fulfill our primary needs?
02:16 - 02:18
Well, let's look at Carlos objectives.
02:21 - 02:24
Harlow was attempting to assess the role of maternal attachment
02:25 - 02:28
specifically in monkeys, and he wanted to compare the strength
02:28 - 02:30
of attachment according to two factors.
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Thes two factors being one contact comfort and to nursing
02:35 - 02:39
practices. So essentially, Harlem set up this study to provide
02:40 - 02:44
two sources of maternal figures for the infant monkeys within
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the lab setting.
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The monkeys were kind of held in these cages in
02:48 - 02:50
which they were provided with these two factors.
02:51 - 02:55
So the first figure here was a kind of cubbie
02:55 - 02:58
like area in which the monkeys were able to go
02:58 - 03:01
into to be able to be fed, so that little
03:02 - 03:04
Cubby had a straw attached to it.
03:04 - 03:07
So the monkeys were able to go and sit on
03:07 - 03:09
the strong when they were hungry or thirsty, and right
03:09 - 03:13
next to it, he had a figure that was serving
03:13 - 03:17
to physically represent a monkey or a mom monkey.
03:17 - 03:21
Essentially, um, this mom monkey was adult like figure shaped
03:21 - 03:25
out of wood and covered in a cloth that was
03:25 - 03:28
providing, like, a soft nature to the monkeys whenever they
03:28 - 03:29
would kind of up close to it.
03:30 - 03:35
And, um, this kind of figure had a face that
03:35 - 03:38
had eyes that had a mouth and actually only had
03:38 - 03:41
one breast, so the breast wasn't actually serving to produce
03:41 - 03:41
any lactation.
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It was actually just a representative feature to provide that
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visualization for the monkeys.
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Eso They kind of like, saw that figure as an
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actual mother.
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Eso He kind of put these figures next to each
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other. And he was trying to assess whether the monkeys
03:58 - 04:01
were going to gravitate more toward the figure that was
04:01 - 04:03
feeding them or if they were going to gravitate more
04:03 - 04:05
toward the figure that was present.
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And it was there for 24 hours.
04:08 - 04:11
It was providing, um, warmth and comfort.
04:12 - 04:14
And also, one thing I forgot to mention about this
04:14 - 04:17
figure is that it had a light bulb that was
04:17 - 04:19
on top of it that was serving to kind of
04:19 - 04:22
radiate heat onto the monkey when it was near it.
04:22 - 04:26
So in this figure, um, the monkey was experiencing, as
04:26 - 04:29
I mentioned that close contact comfort as well as that
04:29 - 04:32
same radiated heat that the monkey would experience with being
04:32 - 04:34
close to their actual maternal figure.
04:35 - 04:38
Um, as our bodies produce that heat naturally, so let's
04:39 - 04:40
look into his structure.
04:42 - 04:45
So let's look into the structure and methods that Harlow
04:45 - 04:48
used to carry out this study microscope.
04:51 - 04:54
Harlow is studying love because he believes it makes an
04:54 - 04:59
indelible impact on a young life, the relationship between a
04:59 - 05:00
mother and her child.
05:01 - 05:05
What Harlow calls our earliest social environment could hold the
05:05 - 05:06
key to explaining behavior throughout life.
05:08 - 05:09
Hello, designs.
05:10 - 05:11
A set of ingenious experiments.
05:12 - 05:16
Hey, races a baby monkey allowing him to choose between
05:17 - 05:18
two surrogate mothers.
05:18 - 05:22
Ah, wire mother that feeds you and a cloth father
05:22 - 05:26
that doesn't a cloth mother that Harlow thinks might provide
05:26 - 05:28
something else comfort.
05:31 - 05:35
So, as we can see in that video, the study
05:35 - 05:37
kind of allowed for the monkeys toe have the two
05:38 - 05:40
sources of food and contact comfort.
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So let's look at the results of the study.
05:44 - 05:47
So Harlow was actually come to be surprised with the
05:47 - 05:51
fact that the monkeys were preferring the contact comfort over
05:52 - 05:52
the food source.
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So in instances of fear and insecurity and general existence
05:57 - 06:00
within the lab setting, the monkeys were gravitating more toward
06:00 - 06:03
the mother figure that was providing that contact comfort.
06:04 - 06:08
So Harlow realize that toothy contact comfort plays a significant
06:09 - 06:12
role in the development of affection, all responses significantly more
06:12 - 06:13
so than the source of nursing.
06:17 - 06:19
Now that we've reviewed Harlow study on love and attachment,
06:20 - 06:23
let's look at more modern findings and kind of figure
06:23 - 06:25
out this connections between them, we're gonna look at attachment
06:26 - 06:27
in adult life.
06:28 - 06:32
A more recent study, connected in 2016 by rules, studies
06:33 - 06:36
the effects of disorganized attachment style seen in adulthood, as
06:36 - 06:39
well as organized attachment styles of anxiety and aboard avoidance
06:40 - 06:43
in order to observe connections between early childhood trauma and
06:44 - 06:46
Externalizing behaviors and adult romantic relationships.
06:47 - 06:50
Essentially, the outcomes of the study were inputted into an
06:50 - 06:51
attachment model.
06:51 - 06:55
To assess adult this organization, the structure of the study
06:55 - 06:59
kind of just used 510 US citizens, and they were
07:00 - 07:02
asked to complete an online survey that was assessing their
07:03 - 07:07
childhood trump trauma experiences and as well as their current
07:07 - 07:10
experiences from romantic relationships in general adult life.
07:11 - 07:13
Um, the results of the study actually showed that childhood
07:14 - 07:17
trauma played a significant role in the development of organized
07:18 - 07:21
attachment styles and stronger romantic relationships in adulthood.
07:24 - 07:27
So as we can see here, the early experiences that
07:28 - 07:30
we form in infancy and the attachments to our caregivers
07:31 - 07:33
kind of are carried out throughout our entire life as
07:34 - 07:35
a scene in this image.
07:35 - 07:38
Here in the first image here, the baby is crying
07:39 - 07:42
and is experiencing distress and based off of the way
07:42 - 07:43
that their caregiver response to them.
07:44 - 07:45
They begin to form attachments.
07:46 - 07:49
And this attachment style is carried out throughout their life,
07:49 - 07:53
and adults use their romantic partners attachment figures to kind
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of demonstrate behaviors that they have learned and that they
07:56 - 07:57
have attached themselves.
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Thio. So I guess the earliest experiences of being attended
08:02 - 08:06
to when we're crying or just having that presence of
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our caregiver there is going to really play active roles
08:10 - 08:12
in our adult relationships in general.
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Adult life after Haarlem provided that research on contact, comfort
08:18 - 08:21
and the importance of having a present caregiver their toe
08:21 - 08:25
foreign positive attachment styles, a ZX well, Azaz the findings
08:25 - 08:26
by rolls of 2016.
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It seems to be that the importance of development positive
08:31 - 08:35
attachment styles is almost essential to being able to develop
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organized attachment styles and organized behavior in adult life.
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Next, we're gonna look at another, more recent finding, kind
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of alluding to both of these called The Patterns of
08:49 - 08:58
Love. So study by Varia, conducted in 2007, investigates the
08:58 - 09:03
relationship between memories of parental experiences in childhood as well
09:03 - 09:07
as current adult romantic relationships and This sample study was
09:07 - 09:11
actually conducted in a population of college students, and the
09:11 - 09:12
sample size was of 877.
09:14 - 09:17
And these students were assessed in attachment styles in romantic
09:17 - 09:19
relationships, using Brennan's 1998.
09:20 - 09:25
The experiences in close relationships inventory Next, the participants memories
09:25 - 09:29
of childhood experiences with their parents were assessed using Hassan
09:29 - 09:32
and Shavers 1987 adjective checklists.
09:33 - 09:36
The results showed that participants attachment styles seemed to have
09:36 - 09:39
a connection to their memories of their parental attachment styles.
09:40 - 09:43
This means that students were living out similar, if not
09:43 - 09:46
the same type of attachment styles that their parents were
09:46 - 09:47
carrying out throughout their entire lives.
09:48 - 09:51
So essentially things that we're learning in our childhood are
09:51 - 09:53
things that we were pursuing as adults.
09:55 - 09:59
According to Harlow of Aurea and Rolls, Three experiences that
09:59 - 10:02
we're developing as infants really are carried out into our
10:02 - 10:05
adult lives, so it's significantly important.
10:05 - 10:09
Thio. Make sure that we're maintaining those positive relationships with
10:09 - 10:11
their infants in our little ones.
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To be able to allow them thio carry out were
10:13 - 10:15
positive relationships in their adult lives.
10:17 - 10:20
Now that we've explored love and attachment In the 19
10:21 - 10:24
fifties, the 2000 sevens and did not 2016.
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We learned a little bit more about the foundational aspect
10:28 - 10:28
of love.
10:28 - 10:30
I really hope you all enjoyed my presentation.
10:31 - 10:33
And I cannot wait to watch all of your presentations.
10:34 - 10:35
I hope everyone has a great day.
10:36 - 10:36
Thank you.
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