Читать книгу Developmental Psychopathology - Группа авторов - Страница 118

Because secure attachments allow young children to venture out to explore their world, they underlie the capacity to interact with and learn from our environment. Indeed, a meta‐analysis by van IJzendoorn and colleagues (1995) concluded that insecure attachment is associated with both lower cognitive performance and poorer language competence. Securely attached infants perform better than insecurely attached infants on tests of cognitive development (Egeland & Farber, 1984; van Bakel & Riksen‐Walraven, 2004) and this pattern extends to intelligence testing in kindergarten (van IJzendoorn & Vliet‐Visser, 1988). In third and fourth grades, children who were more securely attached had (among other things) parents who provided more encouragement and assistance with school and were able to form better relationships and be more cooperative and self‐regulated in school (West, Matthews, & Kerns, 2013). Reciprocal models in which a child’s cognitive ability influences their development of secure attachments have also been supported (e.g., Stievenart, Roskam, Meunier, & van de Moortele, 2011) suggesting the link between cognitive development and attachment is likely to be bidirectional.