Characteristics of Oral-Digital Habits

Relations Between Children's Attachments to Their Mothers and to Security Blankets.

“…These findings are seemingly in contrast to numerous articles that have consistently claimed that blankets-for children attached to them-generally facilitate adaptive behaviors in the mother's absence (e.g., Passman, 1987Passman, , 1998Passman & Weisberg, 1975;Ybarra et al, 2000). The present results, however, may be understood in light of other research demonstrating that security blankets lose some effectiveness under conditions of high arousal (Passman, 1976;Passman & Lautmann, 1982; see also Friman et al, 2001). The assessments in the playroom for blanket attachment, which had been preceded by those for security of attachment to the mother in the Ainsworth Strange Situation, necessitated yet another separation from the mother that undoubtedly engendered incremental stress by that third separation (as evidenced by the degeneration of the children's behavior in the playroom; cf.…”

“…Children's network of multiple attachments may even include inanimate objects. Attachment to a soft object, seen in about 60% of middleclass preschool children (Friman, Byrd, & Oksol, 2001;Passman & Halonen, 1979;Teng, Ybarra, & Passman, 2000), in many ways appears similar to the bond with the mother. Under mildly stressful conditions, use of nonsocial security objects like blankets and pacifiers can promote play, exploration, emotional adjustment, and learning while decreasing distress and physiological arousal (Friman et al, 2001;Halonen & Passman, 1978;Passman, 1977Passman, , 1987Passman & Weisberg, 1975).…”

“…Attachment to a soft object, seen in about 60% of middleclass preschool children (Friman, Byrd, & Oksol, 2001;Passman & Halonen, 1979;Teng, Ybarra, & Passman, 2000), in many ways appears similar to the bond with the mother. Under mildly stressful conditions, use of nonsocial security objects like blankets and pacifiers can promote play, exploration, emotional adjustment, and learning while decreasing distress and physiological arousal (Friman et al, 2001;Halonen & Passman, 1978;Passman, 1977Passman, , 1987Passman & Weisberg, 1975). Significantly, such adaptation occurs only in children who are considered attached to the object: For those who have not developed attachments to objects, their availability is functionally meaningless (Passman, 1977;Passman & Weisberg, 1975).…”

Transitional object use, attachment, and help‐seeking behaviour in Taiwanese adolescents

“…Children develop multiple attachments as they grow, and some of these attachments may be to inanimate objects (Friman, Byrd, & Oksol, 2001) such as blankets or soft toys. These transitional objects can play an emotional role in a child's life, providing comfort when confronting psychological conflict and helping children to regulate their emotions (Steier & Lehman, 2000).…”