Attachment - paper 1 Flashcards
(109 cards)
1
Q
attachment
animal studies
A
a close , two way (reciprocal) , emotional bond between two individuals where each sees eachother as essential for their own emotional security
2
Q
key study - kondrad lorenz
animal studies
A
- geece
- procedure - divided clutch of geece eggs into two , 1 group with mother and 1 in an incubator - see lorenz first
- conc
- demonstarted imprinting
- there is a critical time period - after 32 hrs the gosling were unlikly to imprint, the most time between 13-16hrs
3
Q
imprinting
animal studies
A
an inhertited trait that animals use as survival. altricial animals expirence hours after being born , where they develop an extremely close bond with animals they see first
4
Q
lorenz case study
animal studies
A
- observed peacoks who had been raised in a reptile house and imprinted on a giant tortise
- in adulthood they only showed courtship towards giant toritise
5
Q
key study - harry harlow
animal studies
A
- rhesus monkeys
- procedure 1 - raised the monkeys in a lad and some raised in isolation
- findings - isolated monkeys - distruted behaviour , circuling blank stair , some straved to death
- non isolated - social deficits , clung to cloth monther
- procedure 2 - 16 babies with wire or cloth mum , both provided milk
- findings - babes spent more time with cloth mother , when the wire one had milk they would go for food thn back to cloth mum
- proceudre 3 - add scary noise
- findings - run to mother when scared then venture out , with no mother they were paralyzed with fear
6
Q
maternal deprivation
animal studies
A
- being deprived of a mother
- consequence - didnt develop normal social behvaiour , more aggressive , less sociable , neglected their own babies
7
Q
critical period
animal studies
A
- a period of time where something must happen or else it wont form (attachment)
- rhesus monkeys - 90 days
8
Q
postives of animal studies
animal studies
A
- practicallity
- have tight control over condtions
- we can create condtions and manipluate them
- application
- profound effect on humands with child and mother
- its not a result of food but comfort , helps with nurserys ect
- helps social workers understand what to do with children who have been deprived of early attachment
- generalisabilty
- monkeys are similar to humans - all primates have simialr attachments
9
Q
negtaives of animal studies
animal studies
A
- ethics
- monkeys suffered great psychological harm , and killed their own babys
- however don’t have the same guidelines
- cost benfit anylsis - led to better zoos treatment and child neglect cases
- generalisability
- humans have bigger brains than monkeys and are psychologically more complex
10
Q
operant condtioning
learning theories
A
- postive reinforcment would be the care giver giving love/comfort
- negative reinforcemnt would be the parents taken away hungery for the bay to feel happy
11
Q
cupboard love theory
learning theories
A
- infants attach to their caregiver for food
- it can be a result of associating stimuli (classical condtioning) or altering behaviour through reinforcement and punishment (operant condtioning)
- food (UCS) = happy (UNR)
- food (UCS) + mum (NS) = happy (UCR)
- mum (CS) = happy (CR)
12
Q
learning theory
learning theories
A
- the baby has to learn to form an attachment
- operant conditoning , the parent rewards the baby by feeding him , so he asscoiated the caregiver with food
- food is the primary reinforcer
- food doesnt come without the caregiver , so caregiver is the secondary reinforcer
- the baby will then repeat actions taht bring the caregiver close e.g crying
13
Q
harlow supporting and contriditiction learning theories
learning theories
A
- support
- operant condtioning - mum gives comfort and they come back
- contridicts
- comfort is the primary reinforcement not food
14
Q
why does lorenz contradict learning theories
learning theories
A
the baby geece had no reinforcment and attachment with the first thing they saw - attachment is innate not learnt
15
Q
learning theories is simplistic
learning theories
A
- reductionist
- the “feeding” is to simplistic
- not as simple as giving food to somebody and forming an attachment
- not just food - comfort , responsivness
16
Q
schaffer and emerson
learning theories
A
- first attachmnets that were fomred by 39% of babies were not the person who physically carried them
- attachmnets are more likely to form with those who are more sentive and rewarding to the bay and who play with them
- this is a weakness for learning theories
17
Q
Bowlby and evolutionary theory
Bowlby and evolutionary theory
A
attachment is an innate process that serves an important evolutionary function (survival)
18
Q
bowlbys monotropic theory
Bowlby and evolutionary theory
A
- MISS CRIED
- monotropy
- innate
- survival
- social realsers
- critical period
- reciprocal
- internal working model
- evolutionary
- dire consequences
19
Q
monotropy
Bowlby monotropic theory
A
- a vital close bond with just one attacment figure
- did not rule out the possibility of other attachments
- the primary bond is the most important one
- believed it was qualitivly different from any subsequent attachments
20
Q
innate
Bowlby monotropic theory
A
- inborn , natural
- children come into the work biologically pre-programmed to form attachments - help survival
21
Q
survival
Bowlby monotropic theory
A
- the state of fact of continuing to live or exist
- attachments with others is more likely to ensure survival - lorenzo showed this with geece
22
Q
social realisers
Bowlby monotropic theory
A
- certain innate behaviours which help to ensure proximity and contct to attachment - smiling , crying
23
Q
critical period
Bowlby monotropic theory
A
- a period of development during a childs developments to form an attachment , after attachment will never be able to occur and damdage is done (irreversible)
- took back hat he said “sensitve period” - attachments can still form later on
- geece - 14-16hrs
- monkey - 90 days
- humans - 2.5yrs
24
Q
reciprocal
Bowlby monotropic theory
A
- given or felt by each towards the other
- over time the focus of a child moves from hvaing needs met to taking oppurtunites for interactionist (not one sided)
25
**internal working model**
| Bowlby monotropic theory
* early attachment with parent , a child develops a cognitve frame work comprising mental representation for the understanding of the world , self and others
* cognitve hypothesis - our childhood attachmnet style will continue into our adult life , and affect the way we attach to others when we are older
26
**evolutionary**
| Bowlby monotropic theory
* based on darwins theory
* aspects of the brain structure , cognitve and behavioural are interpreted as adaptions to the physcial or social enviornment
27
**dire consequences**
| Bowlby monotropic theory
* extremely serious
* children shoul recieve continous care from primary carrer for aprox two years
* "maternal deprivation" - irreversible long term consequence
28
supports Bowlby monotropic theory
| Bowlby monotropic theory
* **bailey et al** - studied 99 mothers with 1yr old , measures their own attachment witht heir mothers using interviews - found mothers with poor attachment with their babies had poor attachment to mothers - **supports internal wokring model**
* **buess et al** - found attachment to mother at infancy was a good preditor of childs social behaviour at school agd 5 - **supports montorphy attachment**
* **brazelton** - observed mothers and baies intercating , did still face expiremnet , when mother didnt react the baies were extremely distressed and curled up motionless - **supports social realsiers**
29
contridictions of Bowlby monotropic theory
| Bowlby monotropic theory
* **bailey** - used self reprt techniqie , retorspective (old mems) , demand characteristica , gender bias
* **schaffer and emerson** - found 18month old babies (13%) had attachment to one person , most had more **contridicts monotrophy attchament**
* **monotopy is socially sentive** - pressure on mothers to be perfect - wouldnt be able to work - "fathers are useless"
* **temperment may be as important as attachment** - some babies are anxious , othersd more socialbe
* could explain behaviour better than attachment
* correlation does not equal causation
* tempermant = a childs genetically influenced personality
30
attachment behaviours (maccoby) - infant
| infant caregiver interactions
* **seeking proximity** - watch , cry
* **distress on seperation** - cry , distress
* **joy on reunion** - stop crying , smile , giggle
31
attachment behaviours (maccoby) - child (mobile)
| infant caregiver interactions
* **seeking proximity** - follow
* **distress on seperation** - cry
* **joy on reunion** - hug
* **secure base behaviour** - take toys and show mum
32
attachment behaviours (maccoby) - adult
| infant caregiver interactions
* **seeking proximity** - hug
* **distress on seperation** - message
* **joy on reunion** - hug
* **secure base behaviour** - go to find friends and feel relived
33
features of infant caregiver interactions
| infant caregiver interactions
* **reciprocity** - two way interaction , baby and caregiver respond to eachother in turn
* alert phases - when the baby signals they are ready to interact the mother will respond 2/3 of the time
* **interactional synchrony** - when behaviours are synchronised because they are moving in the same or a similar pattern . infants mirrowing a caregivers emotions and behaviours
34
meltzoff and moore
| infant caregiver interactions
* observed and filmed babies aged up to 27 days old , exposed to three facial expression (tounge , mouth widening , lip pursing) and one gestire (waving finger)
* **findings** - babies as young as 12 days old would try and imediate facial and physcial gestures
35
isabella and belsky
| infant caregiver interactions
* babys that had secure attachment would display more synchronized behvaiours than those with insecure attachment
* **findings**
* secure - interacted in a well times resprical and rewarded manner
* insecure avoidant - displayed material instructivness and overstimulated
* incsecure resistant - poorly cooridnated , under involved and inconsisent
* **conc** - different interactional behaviours predicted attachment quality
36
brazelton
| infant caregiver interactions
* parents were intructed to ignore their babies social realisers
* the babies responded very badly
* suppoets the role of social realisers and reciporotcty is very important
37
negatives of infant caregiver interactions
| infant caregiver interactions
* **its hard to know what is happening when observing babies** - babies cant talk and only express throught gestures and expression
* **meltzoff and moore** - re did expiremnt and only tougne was reliably replicated (howveer are portraying something)
* **observations dont tell is the purpose of these features**
38
positves of infant caregiver interactions
| infant caregiver interactions
* **good reliability bc of controlled observation**
* controlled process
* independant observers
* many cameras - good anaylsis
* no dmeand characteristcs - babies doesnt know its being observed
39
schaffer and emersons theory
| schaffer and emersons theory
1. PHASE 1 - **asocial stage**
2. PHASE 2 - **indiscriminate attachment**
3. PHASE 3 - **specifc attachment**
4. PHASE 4 - **multiple attachments**
40
phase 1 - asocial stage
| schaffer and emersons theory
* 0-2 months
* behaviour towards non human objects and humans are quite similar
* show limited prefernce to familar adults
* babies are still slightly happier in the presence of other humans
* EXAMPLE - simling at a human who interacts with them
41
phase 2 - indiscriminate attachment
| schaffer and emersons theory
* 2-7 months
* preference over people rather than objects
* increasing ability to recognise familar faces
* will accept comfort from any adult , no stranger anxiety
* EXAMPLE - smiling (slightly) more around people than when alone , looking more at faces
42
phase 3 - specifc attachment
| schaffer and emersons theory
* 7 months
* show distress on seperation from primary care giver ( found its the person who offers the most interactions and responds best to their needs)
* show joy at reunion with that person and are most comforted by them
* show stranger anxiety
* EXAMPLE - stop crying when pocked up by primary care giver , crying when they leave the room
43
pase 4 - multiple attachments
| schaffer and emersons theory
* 8 months
* show attachment to toher people , not just primary care giver
* the number of attachments formed depends on how consitent relationships the infant has
* there is a ddebate to wether these are equally as intense or if there is still some special attachment (monotrpy)
* EXAMPLE - seekings proxmity to famialr adults (grandparents)
44
negatives of these stages
| schaffer and emersons theory
* **problems studying the asocial stage** - babies have poor coordination and are generally imobile , difficult to make judgements and evidence cant be reliaded on
* **conflicting evidence on multiple attachments** - some research suggest not all babies form one primary attachment before they form others
* collectivist cultures - some have lots of carers drom the output
* **measuring multiple attachments** - babies can have playmates as well as attachment figures , no way to distuguish behaviours , just bc someone leaves the crying might not be about them
45
supporting evidence - the study
| schaffer and emersons theory
* **aim** - investigate the age at which infants become attached , who they become attached and if more than one
* **procedure** - longitunal study , 60 glaswegen babies , visted monthly at their own houses , interviwed about kids behvaiour (self report) , shown in 7 everyday seperations
* **result** - 6-8months old , 50% of babies showed seperation for a specific person
* 8-10months , 80% specfic attachamnet , 30% had multiple
* within 1 month of first attachment ,29% of infants had multiple attachments
* within 6 months of the first attachment 78% had multiple attachments
46
conclusion of the study
| schaffer and emersons theory
* indicated that attachments were most likely to form with those who responded to the babys signals not the person they spent the most time with
* called it sensitve responsivness
* who plays with you and communicates and responds to their emotion
47
evaluations of schaffer and emersons study
| schaffer and emersons theory
* **benefits of the observation being completed in own homes and by parents**
* good ecological validity
* babies are behaving in a normal environmant
* **however**
* no control over what happens , parents could lie for social desirability
* **benefits of a longitunal study**
* removes particapnant variables , parents dont tend to change
* gets rid of anomilies
* **quality of sample**
* same place , not reprosentive
* small sample size
48
1. fathers role is **different** to mothers - this is due to biological and psychologcial difference between men and women
| multiple attachments and role of the father
* **HORMONES** - oestrogen underlines caring behaviour , this makes women more biologcally suited to forming attachments
* **SOCIO-CULTURAL FACTORS** - child rearing could be seen by some as a sterotypically femine - this could put men off even wanting to get involved
49
supporting evidence - 1. fathers role is **different** to mothers - this is due to biological and psychologcial difference between men and women
| multiple attachments and role of the father
* **hrdy**
* found that fathers were less likely to detect infant distress than mothers
* this supports bilogical difference
* would suggest the fathers role is biologically determined
50
biological determinism
| multiple attachments and role of the father
refers to the idea that all humans behaviour is innate and determined by genes
51
issues with biological determinism
| multiple attachments and role of the father
* some fathers are able to form close attachments - could worry these people that its not real
* when they are "baby sitting" they are capable of doing the job
* even become secure base
52
soft determinism
| multiple attachments and role of the father
* refers to the idea that human behaviour is constrained by the enviornment or biological make up but only to a certain extent
53
2. fathers play a different role; not caregiver but are important playmates
| multiple attachments and role of the father
* more playful , phsyically active and better at providing challenging situations
* "boys will be boys"
* men are more care free in soceity
* lack of sensitvity may lead to better problem solving
* men teach about their erxpirences (problem solving)
* verismmo - found the quality of the relationship between father and child significantly correlated with the number of friends at nursey
54
3. fathers can demonstrate sensitive responsivness
| multiple attachments and role of the father
* secure bonds are possible if fathers are in an intimate (close marrage)
* this suggests children can form secure relationships with their fathers however depends on the father-mother relationship
* feild - found interaction is what makes the parent primary cargegiver not gender
55
issues with research into fathers
| multiple attachments and role of the father
* **research has left unawnsered questions** - if fathers have distinct role then why arent children without fathers different?
* studies have found that children growing up in signle or same sex families do not devlop any differenlt drin those in a two parents relationship
* **research is confusing** - different researchers are looking into different areas
* difficult bc psycholgosts cant easily awsner the questions
56
research which shows fathers less important
| multiple attachments and role of the father
* schaffer and emerson found majority of babies attach to mother first
* argued that fathers dont have enough eostrogen to form nuturing attachment
* grossman suggests that the quality of attacment with mother and not father had an affect on attachment in adolescence
57
reasearch that shows fathers are just as important
| multiple attachments and role of the father
* macCallum and golombok have found children grwoing up in single or same sex marrage do not devolp any differently
* grossman suggests that fathers have a greater role in other parts of attachment
* feild found that fathers can be nuturing attachment figures if the mother is less availabe
58
strange situation - mary ainsworth
| strange situation
* a technique that places infants in a different situation allowing observation of key attachment behaviours in order to research quality of attachment
* it shows rather than attachment being all or nothing (bowlby) there are individual differences in attachment qualty
* **aim** - to rearch the quailty/type of attachment to the caregiver , it places the infant in different situations
* **method** - controlled obsrervation
* **sample** - 100 white middle class american mothers
* 7 episodes lasting 3 mins
* behaviours measure ; secure base behaviour , seperation anxiety , stranger anxiety , reunin behaviour
59
stages of strange situation
| strange situation
1. mother and baby are alone -**exploration and secure base behaviour**
2. a stranger enters and treis to interact with baby - **stranger anxiety**
3. the mother leaves the room and baby is alone with stranger - **stranger anxiety and seperation anxiety**
4. mother returns and starnger leaves - **reunin behaviour and secure base**
5. mother leaves and baby is alone - **seperation anxiety**
6. stranger returns - **starnger anxiety**
7. mother re enters and stranger leaves - **reunion behaviour**
60
type of attachments
| strange situation
* unsecure avoidant
* secure
* insecure resistant
61
insecure avoidant - types of attachment
| strange situation
* mother ignores baby when needing comfort
* no secure base
* low seperation anxiety
* low stranger anxiety
* does not seek proximity and comfort on reunion
62
secure - attachment type
| strange situation
* mother is sentivie to babies needs
* yes secure base
* mild seperation anxiety
* mild stranger anxiety
* seeks proximity and easily comforted on reunion
63
insecure resistant - attachment type
| strange situation
* mother is inconsistent with babys needs
* no secure base just proximity
* high sepration anxiety
* hig stranger anxiety
* seeks promxity but not easily comforted on reuinon q
64
caregiver sensitivity hypothesis
| strange situation
the way the caregivers behaves towards an infant directly causes the infant atatchment type
65
percentage of infants in the study
| strange situation
* type a - 22%
* type b - 65%
* type c -12%
66
postives of strange situation
| strange situation
* **good reliabilty** - main et al did the test and found it was reliable , was consistent and had good external reliablity
* **good inter-rater** - bick found that 94% observes agreed
* **accepted around the world** - paradigm
* **high validiy**
* predict later relationshop
67
negatives with strange situation
| strange situation
* **ethnocentrism** - social norms in parenting change for each culture and the catagories may not work for all
* **only looks into mother** - could have different attachment to father or grandparents , different levels of responsivness - lacks internal validity
* **other attachment styles** - main and soloman found disorganised attachment - descries a child who doesnt fit in any of the 3
* **reductionist** - simplyfing complex phenomen into simple type , says a few simple behaviours can identify you as a type
* **ethical issues** - putting s child under stress delibarty , protection of harm , no informed consent
* **sample bias** - 100 middle class white women
* **lacks ecolgocial validity**
68
culture
| strange situation - cultural differences
* rules , customs , morals and ways of interacting that bind together people of society
* learn the rules and customs of our culture through life (socialtionsion)
69
subculture
| strange situation - cultural differences
* groups within a culture that share many of the dominant characteristcs of that culture but have some different characteristics and customs of its own
70
attachment difference between culture
| strange situation - cultural differences
* bowlby suggested attachment is innate , should mean culture should not effect a gentic tendacy to form attachment
* some studies have found significant difference across cultures , however could have been due to a research error
71
key study - van Ijzendoorn and krooenberg
| strange situation - cultural differences
* conducted a meta analysis using a variety of data bases of strange situation study
* **sample** - 32 different studies conducted in 8 countries
* 18 studies were from the usa
* 1. usa
* 2. uk
* 3. china
* 4. japan
* 5. sweden
* 6. germany
* 7. israel
* 8. netherlands
* **findings** - most general was secure , least common was insecure resistant
72
specifc findings
| strange situation - cultural differences
* uk - highest secure **75%**
* china - lowest secure **50%**
* germany - highest insecure avoidant **35%**
* israel - highest insecure resitant **27%**
* japan - highest insecure resitant **25%**
* variation of study results within the same country were 150% greater than those between countries
* parenting styles are not the same within a country
73
meta-analysis
| strange situation - cultural differences
a statistical analysis of the data from many studies focused on the same phenomenon , which aims to generate a general conclusion
74
collectivist culture
| strange situation - cultural differences
* a society where social and individuals ties are strong , with epople being part of a strong cohesive groups
75
individualstic culture
| strange situation - cultural differences
* prioritization or emphasis of the individual over the entire group , people are motivated by their own preference and viewpoints
76
germany
| strange situation - cultural differences
* individulstic culture
* parents encourage indepence
* not much distress on seperation
* not much jot on reuinon
* not much stranger anxiety
* **avoidant**
77
israel
| strange situation - cultural differences
* collectivist culture
* babies have multiple carrers
* self sufficent farming community
* excessive stranger anxiety
* **resistant **
78
japan
| strange situation - cultural differences
* parenting is protective
* emotional dependance is encouraged
* never spend time away from parents
* excessive stress on seperation
* excessive stranger anxiety
* **resistant**
79
evaluations of research strange situation - cultural differences
| strange situation - cultural differences
* **biased sample** - only 5 of the studies were carried out in collectivist cultures
* **imposed etic** - was made for by an american for america , not the same as america
* **problem with meta anyalsis** - the difference was 150% greater in countries , meta anyalsis concluded that eveyrone in the same culture they had the same parenting ect
80
seperation
| deprivation
when attachment bond is formed but the child is temporaly not in the presence of the attachment figure
81
deprivation
| deprivation
when an attachment bond is formed but then broken due to prolonged seperation
82
privation
| deprivation
when a child doesnt form any attachment with a significant person (lack of love)
83
distruption of attachment
| deprivation
* belived in monotropic attachment
* every seperation adds up and eventually come maternal deprivation
* become the law **accumulated seperation**
* if you expirence seperation enough times they will add up to deprivation consequences
84
what happened bc of that study?
| deprivation
* unlimited parenting visting hours in hospitals
* encouraged parents to stay with their children at all times
85
short term seperation
| deprivation
* james roberson
* **procedure** - observed children in a hospitial
* **john** - left in nursery for 9 days , never got visted by mother/father , wanted attention from nurses , they never gave it to him
* extremly distressed , cried pitifully , refused food , wouldnt sleep , sobs of despair
* ignored is father , didnt want to know his father , emotionally attached
* **findings** - children will be less attached when going back home
86
bowlbys maternal deprivation hypothesis
| deprivation
* if you are constantly serperated from your primary caregiver at a young ages
* you will gorw up thinking you are unworthy of love and will affect later relationships
* and think growing up without a safe and loving environment is normal
* will not have a good undertsanding of right and wrongso will feel less guilty when doing bad things
* bowbly called tjos affectionless psychopathy
* may also lack intelligence and have a low iq - called mental retardation
* this will happen in the critical period (2.5yrs)
87
effects of maternal deprivation
| deprivation
* **intellectual** - abnormal low iq
* **emotional** - affaectionless psycopathy , the inability to expirence guilt or strong emotions
88
key study - the 44 juvenile theives
| deprivation - supporting evidence
* **aim** - investigate the effect of deprivation
* **procedure** - 44 adolestents wh had been refered to the clini for stealing , compared to a control gorup of 44
* did an iq test and interviewed families ect
* **findings** - 17 of those thieves had expirecnes deprivation compared to 2 in the control group
* 14 of the thieves had affectionless psycopathy
* **conc** - supports maternal deprivation hypthosesis but
* not all affectionless psychopaths expirences deprivation , so not the sole cause
89
negatives of the 44 theives study
| deprivation
* **self reporting** - social desirability bias , why would you lie about leaving your child
* **lots had moved in childhood** - they may have never formed an attachment , were suffering from privation not deprivation which rutter suggested was far more deleterious
* **retrospective mems** - memories may not have be accuarte
* **not reprosentive sample** - more boys than girls in the study , beta bias , gender bias
90
research deprivation
| deprivation
* **supproting** - goldfard followed up on orphanes testing their iq through ages and the ones who never got fostered were in the retarded range
* **controdicting** - koluchova did a case on twins who were locked away for 7yrs and when they were fostered they seemed to fully recover , may be a sensitve period not critical
91
privation
| privation
* use case studies
* where there has been no attachment fromed
92
genie (curtis)
| privation
* **age** - 13yr
* **condtions** - dark room , chained to bed and potty , visted just for food
* **phsycial** - extremelet malnurhsied , looked 5
* **cognitve** - menatal age of 2.5 , couldnt feed herslef
* **post discovery** - made progress - mental age of 8
* but couldmt learn grammer
93
mary and louise (skuse)
| privation
* two sisters found at 2.5 and 3.5
* mother kept them in isolation
* tied to bed by a dog lead
* no pseech and showed little play
* louise led a normal life and recovered
* mary did not and grew up in an austic unit
* louise could have had an attachment beofre her sister was born
94
evaluations of case studies
| privation
* **good**
* can reserach naturally occuring events that you would not be able to do in real life
* **retrospective data**
* old data , not present in time and self report/mems could be wrong
* **ethics**
* particapnt harm
* no informed consent
* **not genersalble**
* **lack of control means its hard to asses what caused it ** - was it attachmnet of abuse
95
institutionalisation
| privation
* the effect of living in an instrutional setting e.g hospital , orphanage and the behaviour is due to living that way
96
key study - rutter
the english romanian adoption study
| privation
* longitunal study that started in 1998
* **aim** - ivestigate wether good quality care after adoption could make up for early instutionalisation
* **procdure** - 165 romanian orphanswere adopted into british families
* their physcial, cognitve and emotional development was asses , 4 , 6 , 11 and 15 yrs old
* three groups and control
* 1. adopted before the age of 6 months
* 2. adopted between 6 moths and 2 years
* 3. adopted after 2 years
* 4. 52 british children who adopted
97
results of key study - rutter
the english romanian adoption study
| privation
* at the age of 11 they did an iq test
* g1 - 102 , g2- 86 , g3 - 77
* these remained until 16
* found a new attachment style in the children in mostly g3**disinhibted attachment** - "a pettern of attention seeking behaviours with a realtive lack of selectivity in social relationship"
98
key study - zeanah
the bucharest early intervention projet
| privation
* same aim as rutter
* 95 children 13-31 months old
* same procedure as rutter
* **results** - 74% had secure attachment in control group , only 19% in other
* 65% of the intustiinalisation group were disorganised attatchment
* **part 2**
* randomly alloacted kids to foster or staying in orphanges
* showed foster helped
* the placemnt before 2 is key
99
hodges and tizzard
| privation
* investigate insitutaional upbrinign on later relationships
* 65 kids aged 4 months with no attachment
* 24 were adopted , 15 returned home , 26 still in instutuion
* did interviews and questionares at later ages
* maternal deprivation was over come by adopted kids
* all 3 groups still struggled with making attachments to friends ect
100
evaluations of romian studies
| privation
* **natural** - rutter did a natural study with no manipuation
* **zeanah** - manipulated where kids went, not ethical at all
* **application**- real life application as hospitals and nuserys help with the foster systm ect
* **romanian** - is it generliasble as the uk is very different to romanaina
101
hazen and shaver - love quiz
| later relationships
* extended bowlbys ideas that later love should be predictable from knowledge of their early attachment style
* **aim** - wanted to see if there was a correlation between infants attachment to their future realtionships
* **procedure** - love quiz - two compondents , measure of attachment type and indivudlas beliefs ect now
* 620 replies ages from 14-82
* **results** - strikly high correlation between infant attachment and adult romantic style
* **conc** - evidence support concept of iwm , did concede that not eveybody stayed the same attachment style and people changed
102
negatives of love quiz
| later relationships
* **self report** - social desirablity bias, could lie so nobody judges them , or could put awnser they know they are going to get secure
* **correlation** - correlation does not mean causation
* **volenterr sample** - could be all extroverted, cant generalise , certain type of person
103
study supporting childhood friendships
| later relationships
* **kerns** - secure had best quality friendships
* insecure struggled
* **myron-wilson and smith** - 196 ages 7-11 from london , secure - no bullying, avoidant- victums, resitant- bully
104
supporting study of attachment types on romatic relationhips
| later relationships
* **hazan and shaver** - love quiz
* **mccarthy** - 40 adult women assed as children and people with secure attachment had best reltionships later
105
supporting study for parenting style
| later relationships
* **bailey** - 99 mothers looking at their relationships with their mothers and their babies
* found they had similar attachment type with their babies as they did when they were oyunger with their mother
106
basic evalutions for attachment type later
| later relationships
* **mixed evidence** - zimmerman found there was very little relationship between quality of infant and adolesent attachment
* **retrospective** - all the studies look back at olf memories
107
secure childhood attachment
| later relationships
* **later childhood relationships** - not invloved in bullying , good quality friendships
* **romantic relationships** - long lasting good qaulity, belive love is common and easy to find
* **relationship with child as a parent** - tend to be sentive to childs needs
108
insecure avoidant childhood attachment
| later relationships
* **later childhood relationships** - likly to be victum to bullying, struggled with friendships
* **romatic relationships** - relationships involved jealousy and fear of intamcy , feel uncomftable deoending on others and dont need love to be happy
* **relationship with child as a parent** - tend to be insentive to their childs needs
109
insecure resitance childhood attachment
| later relationships
* **later childhood realtionships** - likelt to be bully and struggle with friendships
* **romantic relationships** - are obsesive and have emotional highs and lows , desire intense intimacy wich can scare people away
* **realtionship with their child as a parent** - tend to be inconsictent with childs needs
