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Psychology > Attatchement > Flashcards

Attatchement Flashcards

1
Q

what is attachment

A
  • an emotional bond between 2 people, e.g child and primary caregiver
  • the bond has to be a two way process that endures over time- lasts forever
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2
Q

define the term reciprocity

A
  • responding to an action with another action ( response doesn’t have to be mirrored)
  • e.g tickling- laughing
  • ‘turn taking’ - respond to one another
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3
Q

define the term interactional synchrony

A
  • when two people interact with each other they tend to mirror one another’s facial and body movements. This can include imitating emotions as well as behaviour
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4
Q

what experiment did Meltzoff + Moore propose (reciprocity)

A
  • they wanted to investigate reciprocity between infants and their caregivers
  • controlled observation
  • used 6 babies (12-27 days)
  • 12 babies (16-21 days)
  • model displaced 1 of 3 expressions (tongue out, mouth open, pursed lips)
  • dummy was removed and babies expression was filmed
  • results found babies young as 2 weeks showed an association between the expression or gesture
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5
Q

what are the weaknesses of research into infant and caregiver interaction

A

1) lacks internal validity, don’t know if infant activity is genuine or if it’s a random outburst of behaviour
counter point: research shows infants made little response with stimulating objects suggesting they have a specific social response to humans
2) development importance- observing behaviour doesn’t tell us its importance. Therefore unsure if reciprocity and synchrony are important for a child’s development
counter point: Isabella et al found achievement of interactional synchrony predicted development of good quality attachment

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6
Q

what is a strength of research into infant and caregiver interaction

A

Filmed observations:
- usually filmed in a lab, other activity that may distract child can be controlled
- researchers are unlikely to miss key behaviours
- more than one researcher can observe, baby doesn’t know they are being observed
- reliability and validity are increased

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7
Q

what are the 4 stages of attachment proposed by Shaffer + Emerson

A

stage 1- indiscriminate attachment, baby doesn’t care who caregiver is, responds to all
stage 2- beginnings of attachment, learns to distinguish primary and secondary caregiver, still accepts care from anyone
stage 3- specific attachment, looks to particular figures for security, shows stranger + separation anxiety
stage 4- multiple attachments, baby is able to form several attachments and becomes independent

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8
Q

what are the weaknesses of the stages of attachment by Shaffer + Emerson

A

-unreliable: data is based on mothers reports, social desirability, want to be seen in a positive light
-problems with stage model: some cultures have different orders of attachment, therefore judging them and reflects badly on them

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9
Q

what is a strength of the stages of attachment by Shaffer + Emerson

A
  • has external validity, observations were made during ordinary activities and reported to researchers
  • means highly likely that the participants behaved naturally while being observed
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10
Q

what did Lorenz(1935) find in his Geese study

A

-through imprinting, the goslings followed Lorenz around, and the control group followed their real mother.
- sexual imprinting, choose to m ate with same object they imprinted with

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11
Q

Evaluate Lorenz’s geese study
(strength with counterpoint)

A
  • Guiton et al imprinted new-born chicken onto yellow rubber gloves, As theory predicts, they tried to mate with the gloves
  • However, imprinting may not be permanent as Guiton found when the chickens socialised with other chickens they were able to engage in normal social behaviour, so imprinting is reversible.
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12
Q

Explain Harlow’s monkey study with findings

A
  • suggested attachment is not based on a ‘feeding bond’ as predicted by the learning theory
  • 2 monkeys, one wrapped in soft cloth, the other in plain wire with milk bottle
  • monkeys spent longer with soft cloth when scared regardless where milk bottle was
  • therefore, monkeys don’t form attachments with figure who feeds them, but to the one offering contact comfort
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13
Q

Evaluate Harlow’s monkey study (weaknesses)

A
  • confounding variables: head shape of monkey was different, soft cloth looked more realistic to a monkey. Decreases internal validity as no longer measuring what intended to measure, attached to head shape instead
  • can’t generalise to humans: can’t say for certain that humans will react in the same way
  • ethical issues: motherless monkeys develop abnormally. socially abnormal- froze when approached by other monkeys. sexually abnormal: didn’t show normal mating behaviour
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14
Q

what did Shaffer and Emerson find on primary attachment with the role of the father

A
  • only 3% of cases the father was the primary caregiver
  • in 27% of the cases the father was joint first with the mother
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15
Q

What did Grossmann find in his longitudinal study (role of father in attachment)

A
  • looked into both parent’s behaviour and its relationship with to the child’s quality of attachment into their teens
  • the research found that attachment with the father was less important than the quality of attachment with mother
  • therefore fathers may be less important for long-term emotional development
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16
Q

why aren’t fathers said to be suitable to be primary caregivers

A

1) not psychologically equipped, less oestrogen in men which plays a role in interpersonal skills
2) sensitive responsiveness
3) fathers are ‘playmates’ not caregivers

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17
Q

what is research support for the idea that fathers are not caregivers they are ‘playmates’ (Geiger)

A
  • Geiger found that a fathers play interactions were more exciting in comparison to a mothers
  • the mothers were more affectionate and nurturing
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18
Q

what is research support for the idea that fathers are not psychologically/biologically/socially equipped for nurturing attachment

A
  • Hrdy found that fathers were less able to detect low levels of infant distress compared to mothers
  • fathers aren’t capable of showing sensitive responses so aren’t equipped
  • also less oestrogen,
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19
Q

What are the assumptions of the Learning Theory in attachment

A

-we learn to form an attachment through classical and operant conditioning based on food.
- the baby forms an association between mother (NS) and pleasure of being fed (UCR)
- results happiness when mother is present

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20
Q

what is the role of operant conditioning in the Learning theory of attachment

A

crying leads to a response from caregiver (e.g feeding), as long as caregiver provides correct response, crying is reinforced because it produces a pleasurable response

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21
Q

what does the drive reduction theory suggest in the Learning Theory

A
  • hunger is a primary drive, an innate biological motivator. We are motivated to eat to reduce the hunger drive
22
Q

what is a weakness of the Learning Theory

A
  • Shaffer + Emerson found that infants were more attached to adults who were more responsive to them.
  • the infants didn’t attach to those that fed them or spent the most time with them, but those who were most responsive.
  • Fox (1977), studied 122 children and raised them in a nursing home, allowing them to see their parents 1hr per day, the nurses were responsible for feeding them. Found that children were strongly attached to their parents and had a weaker attachment with the nurses. Suggests attachment isn’t because of feeding and has more of an innate explanation
23
Q

what are the stages of Bowlby’s evolutionary theory (ASCMI)

A

-adaptive: attachment is an innate system that gives us a survival advantage
- social releasers: ‘unlocking’ innate tendency of adults to care for them. Physical : baby face
- critical period: have to form an attachment within first 2 and a half years
- monotropy: infants form a special attachment with their mother or mother substitute
-internal working model: mental schema for relationships based attachment in childhood

24
Q

what are the strengths and weaknesses of Bowlby’s theory of attachment

A
  • weakness of monotropy: Shaffer + Emerson study of 60 Glaswegian infants which showed that 1 third of children formed multiple attachments rather than specific ones
  • strength of IWM: Hazan and Shaver: found adults romantic attachments were closely linked to infant attachments, secure= secure romantic attachments
  • strength of IWM: Baily et al observed 99 mothers and their child’s attachment type using strange situation. Those with insecure attachments matched the attachment of the mothers with their own parents
25
Q

Explain the steps of the strange situation

A
  1. The caregiver enters a room, places the child on the floor and sits on a chair. The caregiver does not interact with the child unless the infant seeks attention.
  2. A stranger enters the room, talks to the caregiver and then approaches the child with a
    toy.
  3. The caregiver exits the room. If the infant plays the stranger observes without interruption.
    If the child is passive, the stranger attempts to interest them in the toy. If they show
    distress the stranger attempts to comfort them.
  4. The caregiver returns while the stranger then leaves.
  5. Once the infant begins to play again, the caregiver may
    leave the room, leaving the child alone briefly.
  6. The stranger enters the room again and repeats behaviour mentioned in step 3
    (observing, engaging, comforting as needed)
  7. The stranger leaves and the caregiver returns.
    The “strange situation” places the child in a mildly
    stressful situation in order to observe 4 different
    types of behaviour which are separation anxiety,
    stranger anxiety, willingness to explore and reunion behaviour with the caregiver.
26
Q

what 3 attachment types did Ainsworth identify after the Strange Situation

A
  1. secure attachment (70%)
  2. insecure avoidant (15%)
  3. insecure resistant (15%)
27
Q

describe a secure attachment type in the stages of the strange situation

A

mother present- uses mother as secure base to explore
mother leaves- distressed
stranger enters- avoidant, but friendly when mother present
mother returns- happy and content

28
Q

describe insecure avoidant in the stages of the strange situation

A

mother present- child is comforted with mother and also stranger
mother leaves- no distress
stranger enters- infant is okay, plays normally
mother returns- infant shows little interest

29
Q

describe insecure resistant in the stages of the strange situation

A

mother present- cries more and explores less
mother leaves- intense distress
stranger enters- avoids stranger
mother returns- resists contact with mother

30
Q

what are the strengths of the strange situation

A
  1. predictive validity- attachment predicts later development in relationships, therefore can predict what will happen in the future
  2. very good inter-rater reliability- different observers watching same children generally agree on attachment type. Bick at al (2012) found 94% agreement in one team. May be as Strange situation is under controlled conditions so behavioural categories are easy to observe
31
Q

what is a weakness of the strange situation

A
  1. may be cultural-bound- may not have same meaning in countries outside Europe and USA. Cultural differences in children’s experiences mean they respond differently. E.g Japanese babies may show anxiety because they are not used to being let by caregiver (Takahashi 1986). Isn’t applicable to other countries.
  2. Lacks ecological validity- Lab study, all variables were highly controlled
32
Q

define inter-cultural differences and intra-cultural differences

A
  1. inter-cultural: differences between different countries and cultures
  2. intra-cultural: differences within the same countries and cultures
33
Q

Explain Van Ijzendoorn + Kroonenberg’s study on cultural variations in attachment

A
  • conducted a meta-analysis of 32 strange situation studies from 8 countries
    Findings: secure attachment, most common
    -Germany, highest insecure avoidant, individualistic culture
    -Japan + Israel, highest insecure resistant, collectivist culture
    -variations within cultures were 1.5 times greater than between different cultures
34
Q

what is a strength of Van Ijzgendoorn + Kroonenberg’s study

A
  1. High in population validity- large sample of meta-analysis
35
Q

what are the weaknesses of Van Ijzgendoorn + Kroonenberg’s study

A
  1. using a test designed in one culture (an imposed etic), may be biased towards British/American culture, based on british theory so may not be applicable to other cultures. May be meaningless to compare attachment behaviours across countries
    However, supports Bowlby’s evolutionary theory as the reason for similar patterns is because attachment is innate.
  2. Alternative explanation for similarities in cultures- cross cultural similarities may be due to the mass media. Books, TV programmes are broadcasted across the world and may create parenting norms and therefore similarities in child caring norms have become more common due to media as opposed to innate attachment
36
Q

what did Grossman + Grossman find (cultural variations in attachment)

A

-German infants tended to be classified as insecurely rather than securely attached
-German culture involves keeping same interpersonal distance between parent + child, so infant does not engage in proximity seeking behaviours, in strange situation this was deemed as insecurely attached

37
Q

what are Takahash’s findings when studying 60 Japanese infants (cultural variations in attachment)

A
  • found secure attachment but no insecure avoidant
  • Japanese infants were extremely distressed at being left alone, 90% of the studies were stopped at this point
  • in Japan infants rarely experience separation from their mothers, thus showed high levels of distress in the Strange situation and were deemed as insecurely attached
38
Q

what is maternal deprivation

A

being separated from a mother- like figure.

39
Q

what does Bowlby mean by critical period under maternal deprivation

A

-a young child may become emotionally disturbed if they are denied emotional care because of frequent or prolonged separations if within the critical period of 2 and a half years and if there is no substitute mother figure
- long term damage can be avoided if there is a mother sub, separation need not result in deprivation

40
Q

what may be consequences of maternal deprivation

A

● An inability to form attachments in the future
● Affectionless psychopathy (being unable to feel remorse)
● Delinquency (behavioural problems in the child’s teenage years)
● Problems with cognitive (brain) development

41
Q

explain the 44 Thieves study by Bowlby on the effects of maternal deprivation

A

found that out of 44 thieves, 14 displayed signs of affectionless psychopathy and 12
of these had suffered from maternal deprivation during the critical period of attachment
formation. This was compared to only 5 affectionless psychopaths
in the remaining 30 thieves. Therefore, on this basis, Bowlby believed that early maternal
deprivation caused affectionless psychopathy and consequently, criminality

42
Q

what is the difference between privation and deprivation

A

privation- failure to form an attachment
deprivation- separation from an attachment figure and losing emotional care

43
Q

what are the weaknesses of maternal deprivation

A
  1. Researcher bias, sources of evidence are flawed, in 44 thieves study Bowlby himself assessed derivation and psychopathy knowing what he hoped to find. Therefore no evidence to base his theory off
  2. Bowlby confused deprivation and privation. Rutter (1981) contended that some boys were moved so much in infancy that they never really had the chance to form an attachment so the issue is privation rather than maternal deprivation
  3. critical period is more of a sensitive period- Czech twins were isolated from 18 months (locked in cupboard), later they were found and were looked after by loving adults and by age of 14 showed normal social and intellectual functioning and could form attachments
44
Q

what are the effects of institutionalisation

A
  1. Physical underdevelopment-deprivation dwarfism
  2. Delayed intellectual development (low IQ)
  3. disinhibited attachment- attention seeking and overfriendliness to anyone
  4. lack of internal working model- don’t know how to form an attachment, poor parenting in the future
  5. Lack of emotional development
45
Q

explain Rutter’s study - Romanian orphan study, institutionalisation

A
  • 165 Romanian orphans (4,6,11,15) assessed at regular intervals
  • results compared to 50 adopted British children (control group)
    Findings: - majority of orphans had delayed IQ levels compared to British, they were smaller, weighed less and classified as mentally retarded
  • adopted before 6 months- IQ 102
  • adopted after 2 years - IQ 77 and disinhibited attachment
  • by age of 4, some orphans caught up to the British, only true if adopted before 6 months
46
Q

explain Zeanah’s study on the strange situation and Romanian orphans

A
  • studied 95 Romanian children who spent 90% of their lives in institutions, control group 50 Romanian children never been in an institution
    Findings:
    secure attachment - control group= 74%,
    institutionalised= 19%
    disinhibited attachment - control group= 20%
    institutionalised= 44%
47
Q

what are the strengths on Romanian orphan research

A
  1. real world application- apply understanding to improve lives of children placed in care, points out the importance of early adoption
  2. longitudinal studies- without we would have concluded that there are major effects on infants due to institutionalisation , but we now they they have the ability to recover if adopted before 6 months
    However, a problem was the attrition rate, 20% of orphans used their right to withdraw from study meaning we can’t be completely conclusive
48
Q

what are the weaknesses on Romanian orphan research

A
  1. confounding variables- due to quality of care being so poor, it makes it hard to separate effects of institutional care from those of poor institutional care. E.g multiple children slept in one cot, rat infestation and no access to medicine.
49
Q

explain Hazan and Shaver’s study on the influence of early attachment on childhood and adult relationships (love quiz)

A
  • designed a ‘love quiz’ asking questions about current attachment to identify attachment type
  • analysed 620 responses, 205 from men, 415 from women
  • secure responders (56%) relationships were reported as positive and enduring (10 years +)
  • avoidant responders- tended to be jealous and fear intimacy
50
Q

what are the weaknesses of Hazan and Shaver’s love quiz study on attachment

A
  1. Lacks validity- using a questionnaire could introduce social desirability as ppl may lie to protect their carers and hide what they believe, so aren’t truly measuring IWM
  2. Association does not mean causation- third influencing factor could be parenting style or innate personality, can’t be entirely sure it is infant attachment and not another factor
  3. deterministic- Clarke + Clarke describe the influence of infant attachment on later relationships as deterministic. Ppl aren’t always doomed to have bad relationships because they had attachment problems. They just have greater chance of encountering problems. Unreliable and can be damaging to individuals
51
Q

how does the internal working model affect adulthood as a parent

A
  • affects ability to parent their own children in the future
  • base their own parenting style from IWM so attachment type tends to be passed from one generation to the next
52
Q

explain Bailey’s study - relationships in adulthood as a parent

A
  • studied the attachment of 99 mothers to their babies and to their own mothers
  • mother & baby attachment was assessed using the strange situation, mother & mother was assessed in an interview
  • the majority of mothers had the same attachment with their mothers and their babies

Psychology (6 decks)

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