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Attachment Glossary

Angel Nicole Psychology A Levels Englisch 77 Karten

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  1. 1AdaptiveAny physical or psychological characteristic that enhances an individual's survival and reproduction, and is thus likely to be naturally selected. Such characteristics are passed on to future generations.
  2. 2AggressionAn act of hostility (or being hostile) with the deliberate intention of harming another person.
  3. 3Anti-social behaviourBehaviour which is harmful to others. Social behaviour is any behaviour involving one or more members of the same species, therefore anti-social behaviour disrupts this in some way. Examples include aggression and, in some cases, assertiveness.
  4. 4Anxiety disordersA mental disorder characterised by levels of fear and apprehension which are disproportionate to any threat posed.
  5. 5AttachmentAn emotional bond between two people that endures over time. Leads to certain behaviours such as clinging and proximity-seeking. Serves the function of protecting an infant.
  6. 6Attachment typeRefers to whether a person is securely or insecurely attached, i.e. the way you relate to others in the context of intimate relationships.
  7. 7AttritionThe loss of participants over time. Some participants may not continue in a longitudinal study or may not return for the second part of a study. This may bias the results because the ones less likely to return are the less motivated, less successful etc.
  8. 8Bipolar disorderA mental disorder that includes both manic and depressive episodes. Mania is characterised by an elevated and expansive mood, delusions, overactivity and impulsive behaviour.
  9. 9Child careThe caring for and supervision of a child or children, usually from newborn to age thirteen (adolescence).
  10. 10Classical conditioningLearning through association. In classical conditioning, the neutral stimulus (NS) becomes the conditioned stimulus (CS) after the NS has been paired with the unconditioned stimulus (UCS). The NS now takes on the properties of a CS so that it produces a learned or conditioned response (CR).
  11. 11CollectivistAn approach which places more value on the 'collective' rather than on the individual, and on interdependence rather than on independence. The opposite is true of individualist culture.
  12. 12Conditioned response(CR) In classical conditioning, the response elicited by the conditioned stimulus (CS), i.e. a new association has been learned so that the neutral stimulus (NS) produces the unconditioned response (UCR) which is now called the CR.
  13. 13Conditioned stimulus(CS) In classical conditioning, the neutral stimulus (NS) becomes the CS after the NS has been paired with the unconditioned stimulus (UCS). The NS now takes on the properties of the UCS and produces the unconditioned response (now a conditioned response, CR).
  14. 14Contact comfortComfort derived from an infant's physical contact with the mother or caregiver.
  15. 15Continuity hypothesisThe view that there is a link between an infant's attachment relationship and later behaviour (including later romantic relationships and relationships with children).
  16. 16Cross cultural studyA kind of natural experiment in which the IV is different cultural practices and the DV is a behaviour such as attachment.
  17. 17CultureThe rules, customs, morals and ways of interacting that bind together members of a society or some other collection of people. The culture refers to the rules, etc, not the group.
  18. 18Day careA form of child care which is not overnight. It is offered at a non-home location or by an adult providing care in their own home or in the child's own home. Includes childminding and day nurseries.
  19. 19DepressionA common mental disorder characterised by feelings of sadness, lack of interest in everyday activities, and a sense of worthlessness. Depression may be triggered by a stressful life event or by biological changes.
  20. 20Dishibited attachmentA type of insecure attachment where children do not form close attachments. Such children will treat strangers with inappropriate familiarity (overfriendliness) and may be attention-seeking.
  21. 21Disorganised attachmentCharacterised by a lack of consistent patterns of social behaviour. Such infants lack a coherent strategy for dealing with the stress of separation. For example, they show very strong attachment behaviour which is suddenly followed by avoidance or looking fearfully towards their caregiver.
  22. 22Disruption of attachmentChildren who have formed an attachment with a primary attachment figure may experience some temporary or long-term break. Such a break may be physical (which causes emotional separation) or just emotional, for example if the child's mother is depressed.
  23. 23EmpiricalA method of gaining knowledge which relies on direct observation or testing.
  24. 24EthologistsResearchers who promote the use of naturalistic observation to study animal behaviour. They focus on the importance of innate capacities and the adaptiveness of behaviour.
  25. 25EvolutionThe process by which species change to adapt to their environment. Pressures from the environment 'select' those who have the characteristics and behaviours which enhance their survival in competition with others – the survival of the fittest. Those who survive and reproduce are the ones who pass characteristics/behaviours on to subsequent generations.
  26. 26Failure to form attachmentDescribes the lack of any attachments during early life (privation). This is contrasted with 'deprivation' or 'disruption' where attachment bonds have formed, but may be disrupted either through physical or simply emotional separation (the loss of attachments).
  27. 27GeneticPassing traits from parent to offspring via biological units called genes.
  28. 28ImprintingAn innate readiness to acquire certain behaviours during a critical or sensitive period of development.
  29. 29Individual differencesThe characteristics that vary from one individual to another.
  30. 30IndividualistAn approach that values the rights and interests of the individual. This results in a concern for independence and self-assertiveness. People tend to live in small families unlike collectivist societies. This is typical of Western cultures, in contrast to many non-Western cultures that could be described as collectivist.
  31. 31Inhibited attachmentA type of insecure attachment where a child is socially withdrawn. This contrasts with disinhibited attachment which also results from a lack of attachments (privation).
  32. 32InnateBehaviours that are a product of genetic factors. These may be apparent at birth or appear later through the process of maturation (for example baldness is largely innate but is not present at birth). Some behaviours present at birth are not innate but occurred during development in the egg or mother's womb.
  33. 33Insecure attachmentDevelops as a result of the caregiver's lack of sensitive responding to the infant's needs. May be associated with poor cognitive and emotional development.
  34. 34Insecure-avoidant attachmentInfants who generally avoid social interaction and intimacy with others. In the Strange Situation they avoid or ignore their mother on her return, treat a stranger in a similar manner to their mother (perhaps with less avoidance) and show little distress when left alone.
  35. 35Insecure-resistant attachmentInfants who both seek and reject intimacy and social interaction. In the Strange Situation they resist their mother on her return, but also make some effort to establish contact (so seek and resist). Angry behaviour is shown towards the stranger as well as mother. The infant is extremely distressed when left alone.
  36. 36Institutional careAn 'institution' is a place dedicated to a particular task, such as looking after children awaiting adoption, caring for the mentally ill or looking after patients in hospital. It is a place where generally people are looked after for a period of time, as opposed to day care or outpatient care where people go home every day.
  37. 37Internal Working ModelA cluster of concepts about relationships. In the short term, it gives a child insight into their caregiver's behaviour. In the long term, it acts as a template for future relationships because it generates expectations about how people behave.
  38. 38Learning theoryExplains all behaviour in terms of experience rather than being inherited. Behaviours are acquired through classical or operant conditioning.
  39. 39Major depressionAlso known as major depressive disorder (MDD), clinical depression or unipolar disorder. Major depression is a condition characterised by a long-lasting depressed mood or marked loss of interest or pleasure in all or nearly all activities.
  40. 40Minor depressionThis is a mood disorder that does not meet full criteria for major depression but in which at least two depressive symptoms are present for two weeks.
  41. 41ModellingThe process of imitating another person's behaviour, which involves cognitive representations of the modelled activities as well as abstractions of the underlying rules of the modelled behaviours.
  42. 42MonotropyThe idea that the one relationship that an infant has with his/her primary attachment figure is of special significance in emotional development.
  43. 43Multiple attachmentsHaving more than one attachment where each attachment is of equal importance emotionally.
  44. 44Natural selectionNatural selection is the major process that explains evolution whereby inherited traits that enhance an animal's reproductive success are passed on to the next generation and thus have been 'chosen' without any decision being made, i.e. 'naturally'. Animals without such traits are less successful at reproduction and their traits are not chosen.
  45. 45Neutral stimulus(NS) In classical conditioning, the stimulus that initially does not produce the target response, i.e. it is neutral. Through association with the unconditioned stimulus (UCS), the NS acquires the properties of the UCS and becomes a conditioned stimulus (CS) producing a conditioned response (CR).
  46. 46NormsSomething that is standard, usual or typical of a group.
  47. 47Operant conditioningLearning through reinforcement. Any behaviour that results in a pleasant consequence is increasingly 'stamped in' (reinforcement). It becomes more probable that you will repeat that behaviour in the future. If you do something and it results in an unpleasant consequence (punishment), it becomes less likely that you will repeat that behaviour.
  48. 48PDD modelProtest–despair–detachment (PDD) model: The child's response to prolonged separation from his/her primary caregiver. The three typical phases are: separation protest, despair (outward calm and/or apathy), and finally detachment (caregiver's return may be ignored).
  49. 49Peer relationsThe social relationships and interactions with individuals in the same age group
  50. 50Primary attachment figureThe person who has formed the closest bond with a child, demonstrated by the intensity of the relationship. This is usually a child's biological mother, but other people can fulfil the role – an adoptive mother, a father, grandmother and so on.
  51. 51Primary reinforcerA reinforcer is something that acts as a reward. A primary reinforcer is a reward that is biological and unlearned (i.e. 'natural'), such as food or pleasure.
  52. 52PrivationThe failure to develop any attachments during early life. This is contrasted with 'deprivation' or 'disruption' where attachment bonds have formed, but may be disrupted either through physical or simply emotional separation (the loss of attachments).
  53. 53Pro-social behaviourAny aspect of behaviour that is performed for the good of others
  54. 54Reavtive attachment disorderA mental disorder where individuals respond inappropriately in social relationships. The disorder results from a failure to form attachment and is related to inhibited and disinhibited attachment types (i.e. withdrawn or indiscriminately friendly).
  55. 55ReinforcementIf a behaviour results in a pleasant state of affairs, the behaviour is 'stamped in' or reinforced. It is then more probable that the behaviour will be repeated in the future. There is both positive and negative reinforcement – both lead to an increased likelihood that the behaviour will be repeated. Negative reinforcement is the escape from an unpleasant stimulus.
  56. 56ReinforcerThe 'thing' (stimulus) that produces a reward (reinforcement). For example, if you are praised for doing something the praise is the reinforcer (and is reinforcing, i.e. it encourages you to repeat that behaviour).
  57. 57Reunion behaviourHow an infant behaves when he or she has been separated from a caregiver and then they come back together.
  58. 58RewardAnything that creates a sense of pleasure
  59. 59Secondary attachmentChildren develop bonds with many different people. A primary attachment is the closest emotional bond but there are also secondary attachments where the bond is not as emotionally close
  60. 60Secondary reinforcerA reinforcer is something that acts as a reward. A secondary reinforcer is a reward that has been acquired through association with a primary reinforcer (i.e. learned), such as money – a person has to learn that money is rewarding whereas a primary reinforcer such as food just is rewarding.
  61. 61Secure attachmentThe dominant and most psychologically-healthy form of attachment. In the Strange Situation, an infant who greets their mother on her return with more than a casual greeting, is friendly to the stranger, and may or may not be distressed on separation, is categorised as securely attached. The infant is comfortable with social interaction and intimacy. Such attachments have been related to healthy subsequent cognitive and emotional development. Develops as a result of sensitive responding by the infant's primary attachment figure to the infant's needs.
  62. 62Secure base00A sense of emotional safety which is necessary for independent behaviour; in infancy it is provided by a secure attachment.
  63. 63Sensitive periodA biologically-determined period of time during which a child is particularly sensitive to a specific form of stimulation, resulting in the development of a specific response or characteristic.
  64. 64SensitivityBeing accessible, cooperative, understanding the infant's signals, responding appropriately.
  65. 65SeparationThe physical loss of a mother-figure but not necessarily maternal (emotional) care, as other people may continue to provide emotional care.
  66. 66Separation anxietyDistress shown by an infant when separated from an attachment figure
  67. 67SociabilityBeing interested in talking and engaging in activities with other people
  68. 68Social developmentThe changes that happen as a child gets older in terms of how the child relates to other people (social relationships). Anti-social behaviour is harmful to others and pro-social behaviour is helpful to others.
  69. 69Social Learning TheoryThe view that learning can occur indirectly in a social context, i.e. by observing others and imitating their behaviour (modelling). Social learning theory is a modification of learning theory which is based on direct experiences.
  70. 70Social releaserA social behaviour or characteristic that elicits a caregiving reaction.
  71. 71Strander anxietyDistress shown by an infant when approached by an unfamiliar person.
  72. 72Strange situationMethod to assess strength of attachment, conducted in a novel environment and involving eight episodes. An infant's behaviour is observed as the mother leaves and returns, and when with a stranger. The method measures attachment in terms of stranger anxiety and separation anxiety.
  73. 73TemperamentEmotional type, such as being outgoing or reserved, moody or cheerful
  74. 74Temperament hypothesisThe view that attachment type can be explained in terms of an infant's innate emotional type rather than the sensitivity of the attachment figure.
  75. 75Unconditioned response(UCR) In classical conditioning, the innate reflex response to a stimulus, such as salivating when presented with food.
  76. 76Unconditioned stimulus(UCS) In classical conditioning, the stimulus that inevitably produces an innate reflex response, such as food producing a salivation response.
  77. 77Vicarious reinforcementLearning which is not through direct reinforcement of behaviour, but through observing someone else being reinforced for that behaviour.

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Beschreibung
A Levels Psychology Karteikarten am Attachment Glossary, erstellt von Angel Nicole am 01/12/2014.
Erstellt von
Angel Nicole
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