scholarly journals Toward a Radically Embodied Neuroscience of Attachment and Relationships?

2017 ◽  
Author(s):  
Lane Beckes ◽  
Hans IJzerman

Attachment theory (Bowlby, 1969/1982) posits the existence of internal working models as a foundational feature of human bonds. Radical embodied approaches instead suggest that cognition requires no computation or representation, favoring a cognition situated in a body in an environmental context with affordances for action (Barrett, 2011; Chemero, 2009; Wilson & Golonka, 2013). We explore whether embodied approaches to social soothing, interpersonal warmth, separation distress, and support seeking could replace representational constructs such as internal working models with a view of relationship cognition anchored in the resources afforded to the individual by their brain, body, and environment in interaction.We review the neurobiological bases for social attachments and relationships and attempt to delineate how these systems overlap or don’t with more basic physiological systems in ways that support or contradict a radical embodied explanation. We suggest that many effects might be the result of the fact that relationship cognition depends on and emerges out of the action of neural systems that regulate several clearly physically grounded systems. For example, the neuropeptide oxytocin appears to be central to attachment and pair-bond behavior (Carter & Keverne, 2002) and is implicated in social thermoregulation more broadly, being necessary for maintaining a warm body temperature as has been discovered in rats (Kasahara et al., 2007) and humans (Beck et al., 1979).Finally, we discuss the most challenging issues around taking a radically embodied perspective on social relationships. We find the most crucial challenge in individual differences in support seeking and responses to social contact, which have long been thought to be a function of representational structures in the mind (e.g., Baldwin, 1995). Together we entertain the thought to explain such individual differences without mediating representations or computations.This paper was published in Frontiers:Beckes, L., IJzerman, H., & Tops, M. (2015). Toward a radically embodied neuroscience of attachment and relationships. Frontiers in human neuroscience, 9.

Author(s):  
Chia-Huei Wu

The aim of this chapter is to introduce attachment theory to provide a knowledge background for applying the theory to understand employee proactivity. This chapter firstly introduces the concept of behavioral system in attachment theory and then specifically elaborates the development and operation of an attachment behavioral system, the central behavioral system that can shape operation of other behavioral systems. Finally, the chapter elaborates how the development of the attachment behavioral system shapes individuals’ internal working models of self, others, and the broader social environment which continuously guide an individual’s attitudes, beliefs, and behaviors in later life.


2000 ◽  
Vol 41 (2) ◽  
pp. 287
Author(s):  
Hewlett ◽  
Lamb ◽  
Leyendecker ◽  
Schölmerich

2019 ◽  
Vol 3 (1) ◽  
pp. 10 ◽  
Author(s):  
Rosa de Castro ◽  
Dora Pereira

Portuguese schools have high student failure and early school leaving rates (Pordata, 2017) giving rise to a number of initiatives aimed at their reduction. The “Alternative Curricular Course” (ACC) promotes the learning of basic skills, specifically in Portuguese language and Mathematics, to support logical reasoning and artistic, vocational, and professional development. Its main goal is the fulfilment of compulsory schooling and the reduction of academic failure. Research based on attachment theory (Bowlby, 1969) suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioural competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and also influence their academic performance. This study evaluates the relationship between internal working models of students, their perceptions of the quality of their relationships with teachers, and their academic performance using three measures: (i) the “Inventory of Attachment in Childhood and Adolescence” (IACA) measure, (ii) the “Inventory of Parent and Peer Attachment” (IPPA) measure—concerning the attachment to teacher”, and (iii) a socio-demographic questionnaire on a sample of 305 students from the 8th grade of regular education (RE) and the ACC. The results reveal that students on the ACC exhibit a less secure internal working model than students in RE, and that the perception of the quality of the student-teacher relationship, regarding the dimension of acceptance and understanding by the teachers, is associated with a better academic performance. These results align with those of other recent studies in support of the conclusion that the process of attachment has a significant influence on educational contexts, consistent with attachment and related theories.


2000 ◽  
Vol 41 (2) ◽  
pp. 287-297 ◽  
Author(s):  
Barry S. Hewlett ◽  
Michael E. Lamb ◽  
Birgit Leyendecker ◽  
Axel Schölmerich

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