extended response on attachment

Question 1

attachment

Answer 1

the formation of a close emotional tie between a mother and her baby

Question 2

enriched environment

Answer 2

described the social and physical surroundings that provide intellectual and sensory stimulation and interactions that will enhance brain development

Question 3

examples of enriched environment

Answer 3

children are given much affection and encouragement
children are highly valued and deeply loved
caregivers talk verbally and interact much of the time (via smiles, babbling, language, baby talk)
children are given stimulating and challenging environments to explore

Question 4

impact of enriched environment

Answer 4

cognitive strength: highly alert, motivated, confident and skilled
social strength: socially skilled, high level of autonomy (independence) and comfortable taking risks
emotional strengths: strong sense of security and ability to take initiative in work/play

Question 5

deprived environment

Answer 5

one that provides few interactions and minimal intellectual and sensory stimulation that can impact brain development

Question 6

examples of deprived environment

Answer 6

orphanages - toddlers are provided few social interactions
homes where parents are overwhelmed, depressed, indifferent and thus unable to provide encouragement or stimulation to their children
homes where parents are overprotective and controlling, thus they severely limit their childs range of experiances

Question 7

impact of deprived environments

Answer 7

behaviour challenges: low levels of energy/alertness as they have recieved little encouragement
cognitive challenges: slow processors of information as given minimum stimulation and practice at processing stimuli
emotion challenge: low self-esteem and confidence in their ability to make a difference as rarely given the opportunities to interact with challenges

Question 8

schema

Answer 8

a schema is a mental framework that organises past experiences and provides an understanding experiance. (organised way of making sense of experience)

Question 9

assimilation

Answer 9

interpreting new experiences through the use of current understanding

Question 10

example of assimilation

Answer 10

all round objects fit into a schema of a ball, an olive is a ball

Question 11

accommodation

Answer 11

creating new or adjusting our current schemas in order to understand new experiences

Question 12

example of accommodation

Answer 12

grapes and olives are not balls and a new schema is created for round food and existing of ball is adjusting to round and bouncy

Question 13

equilibrium

Answer 13

when our existing schemas can explain what we perceive around us

Question 14

disequilibrium

Answer 14

the state experiences when existing schemas are unable to account for the new information

Question 15

sensorimotor definition and the age

Answer 15

birth to 2 years

understanding the world is developed through sensory and motor interactions with it by mouthing, touching, looking and listening

Question 16

developmental stages sensorimotor: object permanence

Answer 16

understanding that an object still exists even if it cannot be touched or seen

Question 17

pre operational definition and age

Answer 17

2-7 years

children continue to develop and they use symbols, images and language to represent their world

Question 18

developmental changes pre operational: symbolic thinking

Answer 18

the use of symbols such as words or objects to represent alternative concepts

Question 19

developmental changes pre operational: centration

Answer 19

children can only focus on one aspect of a task at a time

Question 20

developmental changes pre operational: seriation and example

Answer 20

children will have difficulty arranging objects or items in a logical sequences e.g. arranging sticks from longest to shortest

Question 21

developmental changes pre operational: animism and example

Answer 21

the belief that inanimate objects are alive and has feelings e.g. toy cars are people

Question 22

developmental changes pre operational: egocentrism

Answer 22

children are unable to view the world from another persons perspective

Question 23

concrete operational stage definition and age

Answer 23

7-11 years
children begin to reason logically about the world and can begin to reason using mathematics. they can solve conservation problems (know that an object doesnt change its weight mass or volume because shape hasnt changed) but their reasoning is limited to concrete situations.

Question 24

concrete operational: conservation

Answer 24

mass and volume remains unchanged when the form of an object is altered

Question 25

formal operational definition and age

Answer 25

11+ years
cognitive development culminates in the ability to think abstractly and to reason hypothetically

Question 26

formal operational: abstract thinking

Answer 26

using the mind to visualise and consider complex concepts that are not tangible

Question 27

strange situation to measure attachment: type A, name and describe and state percentage that experience it

Answer 27

insecure avoidant attachment

they seem uninterested in exploring, show little apparent distress when separated from their mothers and avoid contact, ignore or seem indifferent when their mothers return. they are not particulary wary of strangers but sometimes avoid or ignore them as much as they avoid of ignore their mothers

15-20% of 1 year olds have insecure avoidant attachment

Question 28

strange situation to measure attachment: type B, name and describe and state percentage that experiences

Answer 28

secure attachment

securley attached infant explores the room when alone with his mother because she serves as a secure base. when his mother is present the child is outgoing with stranger. upon return of a mother was quickly consoled and returned to using mother as a secure base and exploring the room

60-65% of 1 year olds have secure attachment

Question 29

strange situation to measure attachment: type C: name and describe and state percentage that experience

Answer 29

insecure resistant attachment

the child doesnt venture off to play even when his mother is present, probably because she is not a secure base for exploration. resistant infants are also wary of strangers even when their mothers are present

15-20% of 1 year olds show resistant attachment

Question 30

monotropy - Bowlby

Answer 30

there should be a primary bond which was more important than any other

Question 31

critical period

Answer 31

he believed there was an optimum sensitive period (0-5 years) for imprinting to occur by early contact with their primary caregiver. this is most crucial in the critical period of the first 2 years

Question 32

maternal deprivation

Answer 32

the emotional and intellectual consequences of separation between a mother and her child

Question 33

internal working model: explain and draw

Answer 33

a cognitive framework comprising mental representations for understanding the world and others.

Question 34

evolutionary perspective: Bowlby

Answer 34

during the evolution of the human species, it would have been the babies who stayed close to their mothers that would have survived to have children on their own.

Question 35

theory of attachment believement - Bowlby

Answer 35

he believed that attachment occurs in the first year of a child’s life and that the reactions and behaviours of the caregiver are crucial

Question 36

case studied in order: Bowlby, Harlow, Genie, Piaget, Ainsworth

Answer 36

Piaget (1936)
harlow (1958)
Bowlby (1969-1988)
Genie (1970)
Ainsworth (1978)

Question 37

harlows aim of study

Answer 37

to investigate whether attachment is formed by a carer providing food or contact comfort

Question 38

harlow method

Answer 38

he used surrogated mothers which were substitures for their real mothers made of wire mesh.
one was covered in cloth and the other was uncovered
a babies bottle was attached to the surrogated mother uncovered where the mothers feeding area would be
half the infants had the bottle attached to the wire mesh and the other the cloth surrogate

Question 39

harlows findings

Answer 39

regardless of food the infant monkeys spent more time clinging to the cloth surrgate. monkeys spent more time with cloth mother, would run to cloth mother when scared and would return to cloth mother after exploration but not to the wire mother

Question 40

harlow conclusion

Answer 40

he concluded that contact comfort was more important in the formation of mother infant attachment than feeding and generalised this conclusion to the human mother infant bond. attachment is not just based on having physical needs met but also having emotional needs met (contact comfort)

Question 41

3 R’s of animals in research

Answer 41

replacement
reduction
refinement

Question 42

replacement: define it and name 2 replacement types

Answer 42

the methods which avoid the use of animals

absolute replacement: replacing animals by computer models

relative replacement: replacing vertebrates with animals having lower potential for pain perception such as come invertebrates

Question 43

reduction

Answer 43

any strategy that will result in fewer animals being used to obtain data.

Question 44

refinement

Answer 44

the modification of experimental procedures to minimise pain and distress and to enhance the welfare of an animal used in science from the time it is born till its death

Question 45

genies case study aim

Answer 45

to investigate if she could still learn a language despite missing the critical period during childhood

Question 46

findings of genie case study

Answer 46

she would use gestures to communicate
she had good vocab but her sentences were not grammatically correct
when she was first discovered she had a strange walk, spat and barley spoke or made noise

Question 47

how did genies environment (enriched or deprived) affect her cognitve development

Answer 47

genie could not communicate because she was not exposed to any language. she had barley any words spoken to her other than words her dad used to say such as ‘stoppit’ and ‘nomore’. her vocabulary was only a maximum of 20 words. when researchers tried to teach her language, they found that her vocab was good but her sentences were not grammatically correct. she had trouble learning language because she had missed the critical period in her life.

Question 48

how did genies environment (enriched or deprived) affect her social development

Answer 48

genie became attached to one of the scientist because she had grown up in a deprived environment where she did not feel loved or cared for, therefore when the scientist cared for her, genie became attached. she could also not form meaningful relationships with the scientists because she was never exposed to a loving relationship. she had zero contact with anyone except her mum and dad who didn’t speak to her for ten years.

Question 49

how did genies environment (enriched or deprived) affect her emotional development

Answer 49

genies was constantly abused not only by her father but also foster homes she was put in. her father abused her for ten years straight until a social worker found her. however, they had to put genie in a foster home due to media spreading so much which led to her foster family also abusing her everytime she vomited. Genie severed PTSD and trauma and she never open her mouth again, which forced scientists to completely end the experiment.