psychology paper 1 attachment Flashcards
(93 cards)
1
Q
What are caregiver-infant interactions?
A
Communication between a caregiver and an infant that helps to form and develop attachment.
2
Q
What are the two main types of caregiver-infant interaction?
A
Reciprocity
Interactional Synchrony
3
Q
What is reciprocity in caregiver-infant interactions?
A
A two-way mutual process where caregiver and infant respond to each other’s signals and elicit responses from each other.
4
Q
At what age does reciprocity typically become more frequent?
A
Around 3 months old.
5
Q
Give an example of reciprocity.
A
A baby smiles and the caregiver smiles back, encouraging further smiling from the baby.
6
Q
What is interactional synchrony?
A
Caregiver and infant reflect both the actions and emotions of the other in a coordinated, synchronized way.
7
Q
What research supports interactional synchrony?
A
Meltzoff and Moore (1977) — infants as young as 2 weeks old imitated facial expressions and hand gestures of adults.
8
Q
Why is interactional synchrony important?
A
It is believed to be important for the development of emotional connections and attachment.
9
Q
What is alert phases in caregiver-infant interactions?
A
Times when infants signal that they are ready for interaction (e.g., making eye contact).
10
Q
What is sensitive responsiveness?
A
When a caregiver appropriately responds to an infant’s signals, promoting secure attachment.
11
Q
What is a strength of research into caregiver-infant interactions?
A
Observations are often well-controlled and filmed from multiple angles, ensuring fine details are captured.
12
Q
What is a limitation of research into caregiver-infant interactions?
A
It is difficult to know whether a baby’s actions are conscious and deliberate, limiting conclusions.
13
Q
What was the aim of Meltzoff and Moore (1977)?
A
To investigate interactional synchrony between infants and caregivers.
14
Q
What was the procedure of Meltzoff and Moore’s study?
A
Infants observed an adult displaying facial expressions or hand gestures; responses were filmed and analyzed by independent observers.
15
Q
What were the findings of Meltzoff and Moore (1977)?
A
Infants as young as 2-3 weeks old imitated the adult’s facial expressions and gestures, showing early interactional synchrony.
16
Q
Name one strength of Meltzoff and Moore’s study.
A
High control (e.g., filmed observations, independent observers) increases internal validity.
17
Q
Name one limitation of Meltzoff and Moore’s study.
A
It’s unclear if infants’ imitation was conscious, reducing certainty about findings.
18
Q
How does Meltzoff and Moore’s study support early attachment theory?
A
Shows early communication is important for emotional bond formation.
19
Q
What was the aim of Isabella et al’s study on secure attachment. (1989)?
A
To investigate the relationship between interactional synchrony and the quality of mother-infant attachment.
20
Q
What was the procedure of Isabella et al.’s study?
A
Observed 30 mother-infant pairs to assess levels of interactional synchrony and measured attachment quality.
21
Q
What were the findings of Isabella et al. (1989)?
A
Higher interactional synchrony was associated with secure attachments; lower synchrony with insecure attachments.
22
Q
Name one strength of Isabella et al.’s study.
A
Real-world application — highlights the importance of caregiver sensitivity for secure attachment.
23
Q
Name one limitation of Isabella et al.’s study regarding causality.
A
It’s correlational — cannot confirm whether synchrony causes secure attachment.
24
Q
Name one limitation of Isabella et al.’s study regarding generalization.
A
Small sample size (30 pairs) limits the generalizability of findings.
25
Define reciprocity
A two-way process where the caregiver and infant respond to each other’s signals and take turns in the interaction, like a conversation.
26
Define interactional synchrony
When the caregiver and infant mirror each other’s actions and emotions at the same time in a coordinated and rhythmic way.
27
What are the four stages of attachment (Schaffer and Emerson)?
Asocial Stage
Indiscriminate Attachment
Specific Attachment
Multiple Attachments
28
Describe the Asocial Stage of attachment.
0–6 weeks) Infant shows similar responses to objects and people; prefers humans but doesn't show strong attachments yet.
29
Describe the Indiscriminate Attachment stage.
(6 weeks–6 months) Infant shows preference for people but accepts comfort from any adult — no separation or stranger anxiety yet.
30
Describe the Specific Attachment stage.
(7 months onwards) Strong attachment to one particular person (primary caregiver); shows separation and stranger anxiety.
31
Describe the Multiple Attachments stage.
(After 9 months) Infant forms attachments to multiple people (e.g., grandparents, siblings).
32
What was the aim of Harlow’s study?
To investigate whether attachment is based on food or comfort.
33
What was the procedure of Harlow’s monkey study?
Infant monkeys were given two surrogate mothers — one wire mother with milk and one cloth mother with no milk — to see which they preferred.
34
What were the findings of Harlow’s study?
Monkeys spent most of their time with the cloth mother, even when the wire mother provided food — showing comfort is more important for attachment than food.
35
Evaluation: What was a strength of Harlow’s research?
Practical applications — improved understanding of caregiving and attachment for children in care and hospitals.
36
Evaluation: What was a major limitation of Harlow’s study?
Ethical issues — severe psychological harm to the monkeys (lasting emotional damage).
37
Evaluation: What about generalizability of Harlow’s study?
Questionable whether findings from monkeys can fully generalize to humans.
38
What was the aim of Lorenz’s study?
To investigate the process of imprinting in geese and its importance in forming attachments.
39
What was the procedure of Lorenz’s study?
Lorenz divided goose eggs into two groups — one hatched naturally with their mother, one hatched in an incubator with Lorenz present.
40
What were the findings of Lorenz’s study?
Geese imprinted on the first moving object they saw (even Lorenz), suggesting imprinting occurs within a critical period and is irreversible.
41
Evaluation: What is a strength of Lorenz’s study?
Supported by other animal studies showing critical periods in attachment.
42
Evaluation: What is a limitation regarding generalisability of Lorenz’s findings?
Birds (geese) have different attachment processes compared to humans, limiting generalization.
43
Evaluation: How might Lorenz’s conclusions about irreversibility be challenged?
Some research shows that imprinting effects can be modified with experience, suggesting it’s not always permanent.
44
What is the behavioural explanation of attachment?
Attachment is learned through classical conditioning (association) and operant conditioning (reinforcement).
45
How does classical conditioning explain attachment?
Infants associate the caregiver (neutral stimulus) with comfort (unconditioned stimulus), leading to attachment.
46
How does operant conditioning explain attachment?
Caregivers reinforce behaviours (e.g., crying) with comfort (positive reinforcement), which strengthens attachment.
47
What is the evolutionary explanation of attachment?
Attachment behaviours are innate, evolved to increase the infant’s chances of survival by keeping them close to the caregiver.
48
Who proposed the evolutionary explanation of attachment?
Bowlby — he suggested that attachment is a biological system that ensures survival and protection.
49
What is the key idea in Bowlby’s theory of attachment?
Attachment is an evolutionary process that ensures infants stay close to their caregivers for survival.
50
What are the 4 key elements of Bowlby’s theory?
Monotropy
Critical period
Internal working model
Social releasers
51
What is monotropy in Bowlby’s theory?
Infants form one primary attachment that is more important than others.
52
What is the critical period in Bowlby’s theory?
The first 2-3 years of life, during which attachment must occur for normal development.
53
What is the Internal Working Model (IWM)?
A mental representation of the self, others, and relationships formed through early attachment experiences.
54
What is Phase 1 of Bowlby’s attachment theory?
Phase 1: Pre-Attachment (Birth to 8 weeks)
Infants show no preference for a specific caregiver.
They are equally responsive to all stimuli (people and objects).
No strong attachment yet, but social interactions begin.
55
What is the age range for Phase 1: Pre-Attachment in Bowlby’s attachment theory?
Birth to 8 weeks.
56
What is Phase 2 of Bowlby’s attachment theory?
Phase 2: Attachment in the Making (8 weeks to 6 months)
Infants begin to show preference for familiar caregivers.
No separation anxiety yet, but trust begins to form with primary caregivers.
Social behavior increases as attachment begins.
57
What is the age range for Phase 2: Attachment in the Making in Bowlby’s attachment theory?
8 weeks to 6 months.
58
What is Phase 3 of Bowlby’s attachment theory?
Phase 3: Clear-Cut Attachment (6 months to 2 years)
Infants form a clear attachment to their primary caregiver.
Separation anxiety becomes evident.
They seek comfort from the caregiver and show attachment behaviours like distress when separated.
59
What is the age range for Phase 3: Clear-Cut Attachment in Bowlby’s attachment theory?
6 months to 2 years.
60
What are some factors influencing attachment development?
61
What was the aim of the Strange Situation study (Ainsworth and Bell, 1970)?
To investigate different types of attachment in infants through a controlled observation of separation and reunion.
62
What was the procedure of the Strange Situation?
Infants (12-18 months) were exposed to a series of separations and reunions with their caregiver and a stranger. Observations were made of infant behaviours like proximity-seeking, exploration, and distress.
63
What were the findings of the Strange Situation?
main attachment types:
Secure attachment: Happy to explore but distressed when caregiver leaves, soothed upon return.
Insecure-avoidant attachment: Little distress when caregiver leaves, avoids caregiver upon return.
Insecure-resistant attachment: Intense distress when caregiver leaves, difficult to soothe upon return.
64
What was the evaluation of the Strange Situation regarding reliability?
It has high inter-rater reliability — different observers tend to agree on the attachment type, showing it’s a reliable tool.
65
What is a limitation of the Strange Situation regarding cultural bias?
The Strange Situation was developed in Western cultures, and attachment behavior may vary across cultures, so the findings may not generalize globally.
66
What is a limitation of the Strange Situation regarding lab-based observation?
The controlled nature of the lab might not reflect real-life attachment dynamics, reducing ecological validity.
67
How do American children typically develop attachment (based on the Strange Situation)?
Secure attachment is most common among American children.
American children tend to show a strong preference for their primary caregiver, with moderate separation anxiety and easy-to-smooth reunion behaviour.
68
How do German children typically develop attachment (based on the Strange Situation)?
Insecure-avoidant attachment is more common in German children.
German children may appear less distressed when separated from their caregiver and avoid contact upon reunion, which is often linked to cultural norms promoting independence.
69
Why might German children show more insecure-avoidant attachment?
Cultural influence: German culture encourages early independence and emotional distance from caregivers, which may explain why children don't show the intense separation anxiety seen in other cultures.
70
What is a cultural variation in attachment styles between American and German children?
American children often display secure attachment with high levels of distress during separation and joy during reunion.
German children show insecure-avoidant attachment, possibly due to cultural norms of promoting autonomy and less emotional closeness.
71
What was the aim of the Strange Situation study?
To investigate the different types of attachment in infants and how they respond to separation and reunion with their caregiver.
72
What was the procedure of the Strange Situation?
Infants (12–18 months) were exposed to 8 episodes, each lasting 3 minutes, involving:
Initial introduction to the room with the caregiver.
A stranger entering the room.
The caregiver leaving and returning.
The infant’s response to the caregiver’s absence and return was observed.
73
What were the findings of the Strange Situation (Ainsworth et al.)?
Three main attachment types:
Secure attachment: Distressed when caregiver leaves, seeks comfort upon return.
Insecure-avoidant attachment: Little distress when caregiver leaves, avoids upon return.
Insecure-resistant attachment: Intense distress when caregiver leaves, difficult to comfort upon return.
74
What does insecure-avoidant attachment indicate in the Strange Situation?
The infant shows little distress when separated from the caregiver and avoids or ignores the caregiver upon return, often linked to emotional distance and a lack of sensitivity from the caregiver.
75
What is insecure-resistant attachment in the Strange Situation?
The infant shows intense distress when separated but may have difficulty being comforted when the caregiver returns, often due to inconsistent caregiving.
76
What is a strength of the Strange Situation in terms of reliability?
The Strange Situation has high inter-rater reliability, meaning different observers tend to agree on the attachment types of infants, indicating that the procedure is consistent and reliable.
77
What is a limitation of the Strange Situation regarding cultural bias?
The Strange Situation may be culturally biased since it was developed in Western cultures where secure attachment is common. Different cultures may prioritize different behaviours (e.g., independence in German children), affecting the results.
78
What is Bowlby’s theory of maternal deprivation?
Bowlby’s theory suggests that continuous, long-term separation from a primary caregiver (usually the mother) during the critical period (before the age of 2 ½ years) can lead to irreversible emotional and developmental consequences, such as attachment issues and cognitive impairments.
79
What is the critical period in Bowlby’s theory of maternal deprivation?
The critical period refers to a specific window of time (around the first 2 ½ years of life) when an infant must form a primary attachment. If deprived of this attachment, the infant may face emotional and developmental difficulties later in life.
80
What are the effects of maternal deprivation according to Bowlby?
Emotional and behavioral issues such as difficulty forming attachments, anxiety, aggression, and depression.
Cognitive issues like learning difficulties or poor academic performance.
Development of affectionless psychopathy: an inability to form meaningful emotional connections or show empathy, often leading to criminal behaviour.
81
What was the aim of the Romanian orphan studies (e.g., Rutter et al.)?
To investigate the long-term effects of institutionalization on children's development, particularly the impact of early deprivation on attachment, emotional development, and cognitive functioning.
82
What was the procedure of the Romanian orphan studies (e.g., Rutter et al.)?
The study followed Romanian orphans who were adopted by British families.
The children were assessed at various stages of their development, comparing those adopted at an early age (before 6 months) to those adopted later (after 6 months).
Researchers looked at attachment, cognitive abilities, and emotional development.
83
What were the findings of the Romanian orphan studies?
Early adoption (before 6 months) led to normal attachment development.
Later adoption (after 6 months) led to attachment issues (e.g., disinhibited attachment, where children were overly friendly and sought attention from strangers).
Cognitive delays were observed, with children adopted later showing more severe impairments, though some catch-up occurred over time.
84
What is a strength of the Romanian orphan studies in terms of real-world applications?
The findings from the studies helped improve child welfare practices, such as promoting early adoption and better care for children in institutional settings, improving outcomes for children in care.
85
What is a limitation of the Romanian orphan studies in terms of generalizability?
The findings from the Romanian orphan studies may not generalize to children in other countries, as institutional care in Romania was particularly harsh, making the results more applicable to extreme cases of deprivation.
86
What is a limitation of the Romanian orphan studies in terms of ethical concerns?
Although the studies provided valuable insights, the research involved vulnerable children who were deprived of their primary caregivers, raising ethical concerns about the treatment and well-being of participants during the research period.
87
How can early attachment influence childhood relationships?
Children with secure attachments tend to form positive peer relationships, demonstrating better social skills, emotional regulation, and empathy.
In contrast, children with insecure attachment may struggle with forming and maintaining friendships, displaying difficulties in trusting others or managing emotions.
88
How can early attachment influence adult relationships?
Secure attachment in infancy is linked to the development of healthy, stable adult relationships, with individuals more likely to have positive, trusting partnerships and to be emotionally available.
Insecure attachment types (avoidant or resistant) may lead to relationship difficulties, such as fear of intimacy or emotional distance in adult relationships.
89
What is the continuity hypothesis in relation to early attachment?
The continuity hypothesis suggests that the quality of early attachment forms the basis for future relationships. Children with secure attachments are more likely to develop healthy adult relationships, while those with insecure attachments may carry patterns of relationship difficulties into adulthood.
90
What did Hazan and Shaver’s (1987) study on adult attachment find?
People who had secure attachments in childhood were more likely to report healthy, long-lasting relationships in adulthood, while those with insecure attachment styles struggled with relationships, often experiencing anxiety or avoidance.
91
What is a limitation of research into early attachment and adult relationships?
Some studies may lack causality; it’s not clear whether early attachment directly causes adult relationship patterns, or if other factors, such as life experiences and individual personality traits, also play a significant role.
92
Methodological Limitations (Self-Report Bias)
The study used self-report measures (e.g., questionnaires), which can be prone to social desirability bias (respondents presenting themselves in a more positive light) and retrospective bias (inaccurate recollections). Thus reducing reliability and accuracy
93
What is a strength of Hazan and Shaver’s (1987) study in relation to the continuity hypothesis?
The study provides support for the continuity hypothesis, which suggests that early attachment influences later relationships.
Their findings showed that people with secure attachments as children tend to have happier, more stable relationships as adults, while those with insecure attachments face more relationship difficulties.
