attachment Flashcards
(132 cards)
1
Q
caregiver-infant interactions
what does a good quality of early social interactions lead to
A
succesful development of attachments between babies and care givers
2
Q
caregiver-infant interactions
how do interactions show reciprocity
A
care giver and baby respond to eachothers signals and elicit a response from one another
3
Q
caregiver-infant interactions
what are alert phases
A
when the baby signals that they are ready for a spell of interaction
4
Q
caregiver-infant interactions
how often do mothers pick up on alert phases
A
2/3 times, however varies due to skill of mother and external factors.
5
Q
caregiver-infant interactions
what does active involvement suggest
A
babies actually play an actuve role and initiate interactions
6
Q
caregiver-infant interactions
what is interactional synchrony
A
- the temporal coordination of micro-level social behaviour
- when baby and caregivers emotions and actions mirror one another
7
Q
caregiver-infant interactions
when does synchrony begin
A
- as young as 2 weeks old
8
Q
caregiver-infant interactions
why is interactional synchrony important for attachment
A
- russel-isabella et el 1989
- 30 mothers and babies
- high levels of synchrony = better quality mother-baby attachment
9
Q
caregiver-infant interactions
how can attachement be recognised
A
- proximity- wants to be close
- separation distress
- secure base behaviour- explore surroundings, return to caregiver
10
Q
caregiver-infant interactions
advantages of interactions between caregivers and infants being filmed
A
- filmed in a lab- other activity that may distract baby can be controlled
- can be analysed later (wont miss key behaviours)
- more that one observer can record data and establish inter-rater reliability
- babies dont know theyre being observed- behaviour doesnt change
11
Q
caregiver-infant interactions
reasons why it is difficult to observe babies
A
- they lack coordination and mobility
- subtle movements
- expression may be unclear
- difficult to determine what is happening from the babies perspective
12
Q
caregiver-infant interactions
how come observing this behaviour doesnt show developmental importance
A
doesnt tell us the purpose of these behaviours
13
Q
schaffers stages of attachment
the four stages of attatchment
A
- asocial stage
- indiscriminate attachment
- specific attachment
- multiple attachments
14
Q
schaffers stages of attachment
asocial stage
1. how old
2. behaviours
A
- few weeks old
- similar behaviour between humans and inanimate objects, still prefered to be with people (especially familiar ones+more comforted by them)
15
Q
schaffers stages of attachment
the indiscriminate stage
1. how old
2. behaviours
A
- 2-7 months
- clear preference for humans over inanimate objects, accept cuddles and comfort from any person, dont usually show separation anxiety
16
Q
schaffers stages of attachment
the specific attachment stage
1. how old
2. behaviours
A
- 7 months
- anxiety towards strangers, anxiety when separated from their attachment figure
17
Q
schaffers stages of attachment
does schaffers research have good external validity?
A
- yes- mothers did the observations (except for the stranger anxiety) so behaviour was natural
- however, mothers may be bias
18
Q
schaffers stages of attachment
why is research on the asocial stage inacurate?
A
- babies have poor coordination and fairly immobile
- may be difficult to recognise anxiety in babies
19
Q
schaffers stages of attachment
do schaffers stages of attachment have useful real world application?
A
- day care:
- ascocial + indiscriminate day care is okay
- specific stage difficult
- parents should bare these in mind
20
Q
the role of the father
when do babies attach to their fathers
A
- 75% of babies attach to their fathers by 18 months
21
Q
the role of the father
percentage of babies that their father is their first attachment
A
- 3% father
- 27% father and mother
22
Q
the role of the father
what did the babies do when the fathers walked away
A
protested
23
Q
the role of the father
how is the role of the father different
A
it is usually to do with play and stimulation than emotional development
24
Q
the role of the father
what did grossman et el’s study reveal
A
- attachment to fathers is less important to attachment to mothers as attachment to mothers is related to adolescence
25
# the role of the father
evaluation: why is the question "what is the role of the father" confusing
* want to understand different things about the question
* whether it be the role of the rather as the primary or secondary attachment
26
# the role of the father
what evidence contradicts the idea that fathers have a distinctive role
* children without fathers do not develop differently from those who do
27
# the role of the father
why do children without fathers not develop differently?
families can adapt to accomodate the role played by fathers
28
# the role of the father
strength of research into the role of the father as real world application
* used to provide advice
* informed fathers can be 1 attachment figure (mum busy with work)
* father not needed for development
* parental anxiety reduced
29
# animal studies of attachment
who first studied imprintinng and when
Lorenz 20th century
30
# animal studies of attachment
imprinting definition
an inate readiness to acquire certain behaviours during a critical/ sensitve period of development
31
# animal studies of attachment
Lorenz's procedure with the goose eggs
* randomly divided a clutch of goose eggs
* some were hatched by the mother
* some hatched in an incubator by Lorenz
32
# animal studies of attachment
findings from Lorenz's goose experiment
* incubator group followed Lorenz
* controlled group followed mother
* when mixed up in box, same result occured
33
# animal studies of attachment
What did Lorenz's research reveal about sexual imprinting?
* birds imprinted on humans would later show courtship to them
* peacock first saw tortoise- showed courtship to tortoise
34
# animal studies of attachment
evaluation: research support from regolin and vallortigara on chicks
* chicks first exposed to shape combinations that moved around
* when other shapes introduced - still chose to follow the first combination
35
# animal studies of attachment
evaluation: why cant Lorenz's research be generalised to humans
* mammals attachment system is different and more complex than in birds
* mammals have a two way attachment process
36
# animal studies of attachment
How did Peter Seebach apply Lorenz's research to humans
* identified "baby duck syndrome" in humans attached to their first ever computer opperating system
37
# animal studies of attachment
who did harlow study
16 baby rhesus monkeys
38
# animal studies of attachment
Harlow found that newborns in a bare cage would usually die unless...
they had something soft like a blanket to cuddle
39
# animal studies of attachment
who did the baby monkeys spend more time with in harlows study
the cloth wire model mother
40
# animal studies of attachment
what happened to the monkeys without mothers
* developed more agressive
* less social
41
# animal studies of attachment
what is the critical period in attachment and how long was it for the monkeys
* how long the monkey had to be introduced to an attachment figure
* 90 days
42
# animal studies of attachment
evaluation: was harlows study unethical?
* yes- caused severe and longterm distress
* no- findings proved to be useful theoretical and practical applications
43
# animal studies of attachment
evaluation: how can Harlows study be used in real world application
* helps social workers and clinical psychologists to understand that lack of bonding may be a serious risk factor in a childs development
* they can then step in and intervene
44
# animal studies of attachment
evaluation: can harlows study be applied to humans
* yes- mammals share common attachment
* no- human brain is more complex
45
# explainations of attachment: learning theory
who came up with the learning attachment theory?
John Dollard and Neal Miller
46
# explainations of attachment: learning theory
learning theory in simple terms
babies love who give them food, "cupboard love"
47
# explainations of attachment: learning theory
what are the two types of conditioning?
classical and operant
48
# explainations of attachment: learning theory
classical conditioning is when..
A neutral stimulus (caregiver) becomes a conditioned stimulus through repeated association with an unconditioned stimulus (food).
49
# explainations of attachment: learning theory
operant conditioning is when...
we learn to associate our actions with outcomes
50
# explainations of attachment: learning theory
what is reinforced behaviour?
When the outcomes of our actions lead us to repeat the action again and again
51
# explainations of attachment: learning theory
what is the difference between positive and negative reinforcement?
positive- when we learn to repeat a behaviour to get a rewarding outcome
negative-when we learn to repeat a behaviour to avoid an unrewarding outcome
52
# explainations of attachment: learning theory
positive and negative reinforcement reasons to stay close to caregiver.
positive- babies learning that they get food when they stay near their caregiver.
negative-babies learning that they can reduce hunger by staying near the caregiver.
53
# explainations of attachment: learning theory
attachment as a secondary drive
54
# explainations of attachment: learning theory
evaluation: how does Lorenz's study appose learning theory
* geese imprinted on first thing they saw, regardless of food
55
# explainations of attachment: learning theory
evaluation: how does Harlow's study oppose learning theory
* no support for importance of food.
* chose soft surrogate mother over the one that provided milk
56
# explainations of attachment: learning theory
evaluation: What did Russel Isabella find that opposes learning theory
interactional synchrony predicted highest quality of attachment
57
# explainations of attachment: learning theory
evaluation: what did schaffer and emmerson find that opposes learning theory
primary attachment was usually mother regardless of who fed them
58
# explainations of attachment: learning theory
evaluation: how else does conditioning play a role in attachment other than with food
may associate feeling warm and comfortable with a caregiver
59
# explainations of attachment: learning theory
evaluation: weakness of classical and operant conditioning theory
says that baby takes a passive role when it takes an active role in the interactions that produce attachment
60
# explainations of attachment: learning theory
evaluation: what do metapelets in israel show
* babies are fed by foster mothers
* however still form main attachment with actual mother- comfort!!
61
# explanations of attachment: Bowlby's theory
why did Bowlby reject the learning theory
if it was true- a two year old should take readily to whoever feeds them
(not the case)
62
# explanations of attachment: Bowlby's theory
what kind of explanation did bowlby propose
an evolutionary explanation (attachment being an innate survival system)
63
# explanations of attachment: Bowlby's theory
why is bowlby's theory described as monotropic?
relied heavily on a childs attachment to one particular caregiver (mono)
64
# explanations of attachment: Bowlby's theory
who was "mother" in bowlby's experiment
* didnt need to be biological
* or even female
* primary attachment figure
65
# explanations of attachment: Bowlby's theory
bowlby believed that the more time spent with a caregiver...
the better
66
# explanations of attachment: Bowlby's theory
two principles that clarify that the more time spent with attachment figure the better
* law of continuity-
more constant and predictable a childs care, the better the quality of their attachement
* law of accumualted separation
the effects of every separation add up, the safest dose is therefor a zero dose
67
# explanations of attachment: Bowlby's theory
what "cute" innate behaviours are babies born with and what is their purpose?
* smiling, cooing, gripping
* gets the attention from adults
68
# explanations of attachment: Bowlby's theory
what are social releasers?
innate "cute" behaviours that activate adult social interaction and make an adult attach to a baby
69
# explanations of attachment: Bowlby's theory
what kind of process did bowlby believe attachment is
reciprocal process- mother and baby are hardwired to be attached
70
# explanations of attachment: Bowlby's theory
when and what does Bowlby believe to be the critical period
* 2.5 years
* infant attachment system is active
* sensitive period
* if attachment is not formed in this time, they will find a lot more tricky to form later
71
# explanations of attachment: Bowlby's theory
what is an internal working model
a childs mental representation of their relationship with their primary caregiver
serves as a model for what relationships are like.
72
# explanations of attachment: Bowlby's theory
effect of reliable caregiver in first relationship compared to poor treatment
* reliable- expectation of loving and reliable relationships/ will show these qualities in future relationships
* poor- expect such treatment and act in that way
73
# explanations of attachment: Bowlby's theory
internal working model effects childs later ability to... because
parent themselves
they base parenting on their experience
74
# explanations of attachment: Bowlby's theory
evaluation: what did schaffer and emmerson find that challenges the validity of monotropy
* although most babies did attach to one baby first- some formed multiple attachments at the same time
* attachment that influenced later behaviour in life may just have been stronger, not necessarily better quality
* (bowlby monotropy wrong- not a unique quality and importance to childs primary attachment figure
75
# explanations of attachment: Bowlby's theory
evaluation: how did T berry brazelton's research support social releasers
* babies trigger interactions using social releasers
* when primary attachment figure ignored babies social releasers- babies became increasingly distressed
76
# explanations of attachment: Bowlby's theory
evaluation: how did Heidi Bailey et al study support internal working model
* assessed attachment relationships between 99 mothers and their 1 year old
* measured mothers attachment to THEIR attachment figures and compared to their attachment with their babies
* poor attachment = poor attachment
77
# explanations of attachment: Bowlby's theory
evaluation: what other influences is there on social development
* genetic differences in anxiety and sociability which could effect social behaviour in babies and adults
78
# Types of attachment
who conducted "strange situation"
Mary Ainsworth and Silvia Bell
79
# Types of attachment
What behaviours were used to judge attachment?
* proximity-seeking
* exploration and secure base behaviour
* stranger anxiety
* separation anxiety
* response to reunion
80
# Types of attachment
the seven episodes of strange situation
1. baby encouraged to explore
2. stranger comes in, talks to caregiver and approaches baby
3. caregiver leaves baby and stranger together
4. caregiver returns, stranger leaves
5. caregiver leaves baby alone
6. stranger returns
7. caregiver returns and is reunited with the baby
81
# styles of attachment
what is secure attachment?
* parent used as safe base
* high stranger anxiety
* high separation anxiety
* reunion behaviour
82
# styles of attachment
what is insecure-avoidant attachment?
* indifferent caregivers (not very responsive to their needs)
* indifferent reunion behaviour
* happy to explore
* low stranger anxiety
* low separation anxiety
83
# styles of attachment
what is insecure resistant attachment?
* when the child isnt used to recieving constant care and affection
* unwilling to exolore
* high stranger anxiety
* high separation anxiety
* angry reunion behaviour
84
# types of attachment
how old were the children in the strange situation
9-18 months old
85
# types of attachment
what behaviours are used to judge attachment
* proximity seeking
* exploration and secure-base behaviour
* stranger anxiety
* separation anxiety
* reunion behaviour
86
# types of attachment
what type of experiment was strange situation
* controlled
* overt
* non-participation
* observation
87
# types of attachment
evaluation: how does the strange situation have good predictive validity
strange situation measures something real and meaningful in a babies attachment
type B (secure) attachments in babies and toddlers tend to have better outcomes in childhood and adulthood (better achievement and less bullying) as well as better mental hea;th in adult hood.
88
# types of attachment
what reason does Jerome Kegan give to suggest that the strange situation may not actually measure attachment
genitically influenced anxiety levels could account for variations in attachent behaviours in strange situation and later on
89
# types of attachment
what makes the strange situation have good inter-rater reliability
* johanna bick et al found 94% of attachment cases matched with Ainsworths study
* in controlled environment- conditions are replicable (reliable)
* movements are clear- easy to observe
90
# types of attachment
why is the strange situation believed to be culture bound?
* was developed in USA and UK
* making it only valid for use in generally western cultures
* takahashi- japan babies show higher separation anxiety separation of mother and baby is rare in japanese cultures
91
# cultural variations in attachment
collectivist cultures values and examples
* community
* support
* family
* india
* china
92
# cultural variations in attachment
individualistic cultures values and examples
* independance
* uniqueness
* self reliance
* UK
* USA
* Denmark
* Germany
93
# cultural variations in attachment
what was the procedure of van IJzendoorn and Kroonenbergs study
* meta-analysis of 32 studies across 8 countries
* 1990 children
* 15 studies in USA
94
# cultural variations in attachment
van IJzendoorn and Kroonenberg's findings
* in all countries secure attachment was the most common, ranging from 75% in britain to 50% in china
* individualistic- insecure resistant attachment was all under 14% (similar to ainsworths original sample)
* collectivist- insecure- resistant rates above 25% and very low levels of insecure avoidant
* variations of results between studies in the same country were greater than between countries
95
# cultural variations in attachment
who conducted the italian study and what did they find and believe to be the reasoning?
* simonella
* using strange situation
* 50% secure
* 36% insecure avoidant
* explanation- mothers work increasingly long hours so use childcare
96
# cultural variations in attachment
who did the korean study and what did they find
* Jin
* 87 babies
* most secure
* those insecurely attached- resistant, 1 was avoidant
* mainly due to child-rearing styles, like japan where babies are with their mothers for most of the time
97
# cultural variations in attachment
evaluation: advantage of most of the research being carried out by indigenous researchers and counterpoint
* e.g. germany- grossman and japan- Takahashi
* issues of missunderstanding, language barriers stereotypes and biases can be avoided
* however not all research has been done in that way
98
# cultural variations in attachment
evaluation: how can confounding variables effect findings (being done in different countries uses different methodologies)
* e.g. samples may have been taken in dofferent ways or in different locations
* and these factors can't be matched so its hard to tell if difference between the countries are due to these factors
99
# cultural variations in attachment
evaluation: why is it questionable that the studies are done using a western method (imposed etic)
* e.g. lack of affection to pcg might indicate insecure- avoidant attachment in britain but in germany this type of attchment is positive as they're raised to be independent
100
# bowlby's theory of maternal deprivation
what is bowlby's theory of maternal deprivation
the idea that the continual presence of care from a mother figure/subsitute is essential for normal psychological development of babies both intellectually and emotionally
101
# bowlby's theory of maternal deprivation
is there a difference between separation and deprivation
separation is the child not being in the presence of a primary attachment figure, deprivation of emotional care is what is truly harmful
102
# bowlby's theory of maternal deprivation
how long do psychologists believe the critical period to be
2.5 years, can be extended up to 5, separation during this time can be harmful
103
# bowlby's theory of maternal deprivation
who are mantosh and saroo brierly
mantosh- put in orphanage since burth, suffered severe psychological deprivation
saroo- placed in an orphanage as a 5 year old after being separated from his loving mother, He was separated from his mum after the critical period, so he didn’t suffer from deprivation.
104
# bowlby's theory of maternal deprivation
3 consequences of deprivation
1. impaired cognitive development
2. impaired emotional development
3. impaired behavioural development
105
# bowlby's theory of maternal deprivation
how is intellectual development/cognitive development effected by maternal deprivation
abnormally low IQ
poor language skills
difficulty with attention and memory
106
# bowlby's theory of maternal deprivation
how is emotional development effected by maternal deprivation
- struggle to control emotions
- struggle to form relationships with others
107
# bowlby's theory of maternal deprivation
how is emotional development impaired by maternal deprivation
* bad behaviour
* may turn to delinquency
108
what are the 3 stages bowlby suggests children experience during short term separations
* P- protest
* D- dispair
* D- detachment
109
# bowlby's theory of maternal deprivation
what about bowlbys 44 theives study is flawed?
* bowlby himself carried out family interviews of the participants
* left him open to bias as he knew which he would expect to show affectionless psychopathy
* he also based his findings off of Goldfarbs study which in itself is flawed as it was done on children in wartime villages (they would already be traumatised)
110
# bowlby's theory of maternal deprivation
Levy et al's research with baby rats that supports Bowlby's theory
* baby rats separated from their mothers for as little as a day had permenant negetive effects on their social development
111
# bowlby's theory of maternal deprivation
weakness of the 44 thieves study (prived vs deprived)
many of bowlbys thieves had disrupted early lives (e.g hospital) and may not have had chance to form attachment
privation explains never forming attachment in the first place
112
# bowlby's theory of maternal deprivation
how do the czech twins demonstrate how good aftercare can prevent damage
* czech twins were extremely emotionally and physically abused from 18 months to 7 years
* however were then adopted and experienced care and were fully recovered as teens
* suggests it isn't a critical period, but a sensitive period
113
# romanian orphan studies: institutionalisation
who was the former president of romania and what were his policies and the consquences of them?
* nicolai ceaucescu
* required romanian women to have 5 children as an aim to make the country more powerful
* many families couldn't afford to keep all leurs enfants so would have to give some up
114
# romanian orphan studies: institutionalisation
procedure of rutter et als research
* 165 romanian orphans studied to see if good care could make up for poor early experiences in institutions
* children assessed at age 4, 6,11,15 and 22-25 years
* in terms of cognitive, physical and emotional development
* compared them to a control group of 52 british children adopted at the same time
* when they arrived in the UK... half of them had intellectual issues and most of them were severely undernourished
115
# romanian orphan studies: institutionalisation
rutter found at age 11 the IQ differed
* adopted before 6m
* adopted 6m-2y
* adopted after 2y
* before 6m: 102
* 6m-2y: 86
* after 2y: 77
116
# romanian orphan studies: institutionalisation
children who were adopted after 6m were more likely to show disinhibited attachment what does this look like?
* attention seeking
* clinginess
* social behaviour directed towards all adults
117
# romanian orphan studies: institutionalisation
findings of rutter et als research: secure/insecure attachment
* 74% securely attached
* 19% of institutionalised group insecurely attached
* disinhibited attachment
- 44% of romanian
- 20% in british
118
# romanian orphan studies: institutionalisation
what was the procedure of Zeanah et al's study?
assessed attachment type in 95 romanian children aged 12-31, who had spent most of their life in institutionalised care (average 90%)
compared to control group of 50 children who had never been in an institution
measured attachment type using strange situation
carers also interviewed
119
# romanian orphan studies: institutionalisation
findings of Zeanah et al
- ?% control group securely attached
- ?% institutionalised group securely attached
- disinhibited attachment
* 74%
* 19%
* double disinhibited attachment in institutionalised children
120
# romanian orphan studies: institutionalisation
weakness of using a longitudinal study
attrition- the loss of participants across the course of the study
influences the results of the study- dont know the turn out of those who stopped taking part (most likely the ones behaving badly and struggling psychologically)
so the effects of privation may have been under estimated in the study
121
# romanian orphan studies: institutionalisation
why might the study have been prone to social desirablity bias
families may have said the adopted children were performing better than they really were
122
# influence of early attachment on later relationships
what does the continuity hypothesis explain
the quality of the childs first attachment acts as an imitation/template for future relationships and assume that is how they are all meant to be
e.g. only agreeing or not being too emotionally close
123
# influence of early attachment on later relationships
who did the love quiz in 1987?
Hazan and Shaver
124
# influence of early attachment on later relationships
what was hazan and shavers process?
* sent out a love quiz in an american newspaper (volunteer sampling)
* analysed 620 replies
* first section: current/most important relationship
* second: general love experiences e.g. number of partners
* third: assessed attachment type by asking people to choose statements which best explained their feelings
125
# influence of early attachment on later relationships
hazan and shaver findings
found correlation between parent and current relationships
e.g. 56% securely attached were the modst likely to have good and long lasting relationships
126
# influence of early attachment on later relationships
weakness of hazan and shaver using volunteer sampling
the sample who filled out questionnaire might not be representative of the whole population
specific type of personality
127
# influence of early attachment on later relationships
limitation of using hazan and shavers research as it is self report
people arent always accurate and objective
social desirability bias
128
# influence of early attachment on later relationships
wilson and smith found that in children aged 7-11 in london their role in bullying would be...
secure
insecure avoidant
insecure resistant
* not involved
* victim
* bully
129
# influence of early attachment on later relationships
baileys assessement of 99 mothers showed that most of them..
had the same attachment with their mother as to their baby
130
# influence of early attachment on later relationships
evaluation: 3 criticisms of hazan and shavers love quiz
1. it was correlational research, doesn't directly show the cause and effect between childhood and adult relationships
2. volunteer sample, same kind of people picking up newspaper
3. self report method, people may twist the truth
131
# influence of early attachment on later relationships
evaluation: how does verissimo et al's research support the idea that early attachments influence later relationships?
* observation of preschool childrens attachments with mother and father compared to social interactions in nursery
* a strong attachment to the father was the best predictor of ability to make friends at school.
* suggests a strong attachment to the father has an important influence on the quality and quantity of childhood friendships
132
