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chapter 3-attachment

haniah shujahat Psychology A level English 139 cards

Cards in this deck (139)

  1. 1what is believed to be the most important functions for the child's social development?social interactions with their caregivers (reciprocity and interactional synchrony)
  2. 2how do babies show they are ready for interaction? (reciprocity) and when does this usually happen?periodic alert phases usually at around 3 months
  3. 3describe reciprocity- interactions involve close attention to each other's
  4. 4Feldman's definition of interactional synchrony?'the temporal co-ordination of micro-level social behaviour'
  5. 5when does interactional synchrony take place between mother and child?when they interact in such a way that their interactions and emotions mirror each other
  6. 6what did Meltzoff and Moore do and observe to do with interactions?-beginnings of interactional synchrony in babies as young at 2 weeks
    -adults displayed facial expressions and distinct gestures
    -child's response filmed and identified by independent observers
    -association between expression or gestures by the adult and the actions the baby displayed
  7. 7what is believed to be important for developing mother child attachment? and what evidence do we have for this?-interactional synchrony
    -Isabella=observed 30 mothers and infants
    -assessed degree of synchrony and attachment
    -high amounts of synchrony lead to high levels attachment
  8. 8what did Schaffer and Emerson find in relation to babies in mother and father attachment?-majority of babies made attachment to mothers at around 7 months
    -few months or weeks later had formed secondary attachment with family including fathers
    -75% had made attachments with fathers at 18 months shown by babies protesting when fathers left the room
  9. 9what does Grossman's research suggest about the role of the father? why?-more to do with play and stimulation rather than nurturing
    -longitudinal study=looking at both parents behaviour in relation to quality of relationship with child up until adolescence
    -quality of mothers relationship was related to attachment rather than father
  10. 10what evidence is there to suggest that fathers role is not just a playmate?-Tiffany Field =filmed 4 month old babies in face to face interactions with primary and secondary caregiver fathers
    -primary caregiver=hold baby, interactional synchrony, reciprocity (like mother)
    -suggesting that its not gender that determines caregiver, its responsiveness
  11. 11evaluation points for care-giver interactions-its hard to know what is happening when observing infants
    -controlled observations capture fine detail
    -observations don't tell us the purpose of synchrony and reciprocity
  12. 12why is it hard to know what is happening when observing infants?-many studies into interactions between mother and babies show the same patterns of interaction
    -don't know if its deliberate from the babies side
    -therefore don't know if interactional behaviour is normal
  13. 13why is the fact that controlled observations capturing fine details a strength in research into caregiver interactions?-observations into care-giver interactions are usually done in controlled conditions (cameras set up in home at every angle)
    -babies are unaware of cameras (no demand characteristics)
    -no observer bias
    -good validity
  14. 14why don't observations tell us the purpose of synchrony and reciprocity?-Feldman=synchrony/reciprocity simply describe behaviours that happen at the same time
    -they are not useful as it does not tell us the purpose
    -however there is some evidence that these things are helpful in the development in caregiver attachment
    -also helpful in stress response, empathy, language and moral development
  15. 15evaluation points for attachment figures-inconsistent findings on fathers
    -if fathers have a distinct role why aren't children without fathers different
    -why don't fathers generally become primary attachments?
  16. 16why are there inconsistent findings on fathers being the primary attachment figure?-hard to get an answer into role of father as different researchers are interested in different research roles
    -some research is concerned about fathers being primary/secondary
    -primary=fathers take on maternal role
    -secondary=fathers behave different to mothers and have different role
  17. 17what research is there to prove/argue against that children without father are different?-prove=Grossman=secondary attachment fathers have an important role in development. father is role model/need to engage In rough play from young
    -against=Maccallum and Golombok=children in lone/same sex families do not develop differently, suggest that secondary father attachment is not important
  18. 18why don't fathers generally become primary attachments?-traditional gender roles
    -biological=oestrogen creates higher level of nurturing and therefore women are biologically more equipped to be the primary caregiver
  19. 19why is research into mother infant interaction socially sensitive?-suggests that children may be disadvantaged by particular child rearing practices
    -Isabelle=mothers returning to work cannot achieve interactional synchrony, which is proved to be important in developing attachment
  20. 20what is a key study into the formation of attachment between babies and caregivers? and what was the method?-Schaffer and Emerson Glasgow baby study
    -60 babies from working class, Glasgow
    -longitudinal study, babies visited every month for a year then again at 18 months
    -researcher asked mother questions about how baby reacted in everyday separation events (separation anxiety)
    -researcher also assessed stranger anxiety
  21. 21what were the findings of the Schaffer and Emerson Glasgow baby study?-between 25 weeks and 32 weeks 50% of babies showed separation anxiety to primary caregiver
    -attachment usually made towards most sensitive and showed reciprocity
    -40 weeks= 80% of babies had specific attachment, 30% displayed multiple attachments
  22. 22what are the stages of attachment (Schaffer and Emerson)-asocial (first few weeks)
    -indiscriminate attachment (2-7 months)
    -specific attachment (7 months)
    -multiple attachment (after 7 months)
  23. 23describe the asocial stage-first few weeks until 2 months
    -starts developing attachments with carers
    -attachments between objects and non-objects
    -babies to show preference to particular adults as they find it easier to comfort them
    -babies are also happy in the presence of humans
  24. 24describe the indiscriminate attachment stage-2-7 months
    -preference to people rather than objects (become more social)
    -recognise and prefer familiar adults
    -accept conform from any adult
    -no separation/stranger anxiety
  25. 25describe the specific attachment stage-7 months
    -separation/stranger anxiety
    -attachment to primary caregiver formed (65% of cases biological mother)
    -person attached =primary attachment figure
    -usually the person who is sensitive and most interactional
  26. 26describe the multiple attachment stage-after 7 months
    -make other secure attachments to other people
    -called secondary attachments
    -29% of children had formed secondary attachment 1 month after forming a primary
  27. 27evaluation points for Schaffer and Emerson Glasgow baby study-good external validity
    -longitudinal design
    -limited sample characteristics
  28. 28why does the Glasgow baby study have good external validity?-carried out in homes (more comfortable for mother and baby
    -observations done by parent (no observer bias)/babies behaviour not influenced by third party
  29. 29why was having a longitudinal design for the Glasgow baby study a strength?alternative to this was a cross-sectional study (observing children of different ages) but longitudinal was good as there are no confounding variables (good internal validity)
  30. 30why is having limited sample characteristics a limitation?-60 babies a good number considering the volume of data being collected from each participant
    -ethnocentric sample
    -cannot generalise findings to other social and historical contexts
  31. 31evaluation points for Schaffer and Emerson stages of attachment-problem studying the asocial stage
    -conflicting evidence on when multiple attachments happen
    -measuring multiple attachment
  32. 32why is there a problem studying the asocial stage?-important interactions take place in asocial stage
    -babies at this age are weak and have poor co-ordination/pretty immobile
    -hard to make judgments based on there little movement
    -however child's feelings/cognitions are highly social, evidence just cannot be relied upon
  33. 33why is there conflicting evidence on when the multiple attachment stage happens-not clear when multiple attachments are actually made
    -Bowlby=monotropy=secondary attachments made after primary attachment made
    -psychologists working in collectivist culture =babies form multiple attachments from birth
  34. 34why is it hard to measure multiple attachments?-a baby becoming upset when a person leaves the room doesn't mean they are a true attachment figure
    -might get upset when a playmate leaves
  35. 35what do some critics say about Schaffer and Emerson's measures of attachment?-they used simple behaviours of babies to determine if they had made attachments towards particular people=stranger/separation anxiety
    -critics say they these measures are too crude and don't really prove anything
  36. 36what is imprinting and who first realised this phenomenon?-wild birds follow the first moving thing they see. there is critical period for imprinting which varies between species
    -Lorenz, after a neighbour gave him newly hatched ducks that followed him round
  37. 37what was Lorenz's aim? what was Lorenz's procedure into attachment via his animal study?-To investigate imprinting
    -divided a clutch of goose eggs randomly
    -half eggs hatched with mother being seen first
    -the other and saw Lorenz first
  38. 38what were Lorenz's findings and conclusion in his animal study?-experimental group followed Lorenz
    -control group followed mother goose
    -even when mixed up the geese followed who they first saw when they had hatched
    -they had been imprinted
    -critical period for imprinting identified or attachment to mother figure not made
  39. 39what is sexual imprinting?-Lorenz investigated the relationship between imprinting and adult mate preference
    -in case study by Lorenz=peacock raised in reptile house where tortoise was the first thing seen
    -as an adult it displayed courtship behaviour towards giant tortoises
  40. 40why was Harlow's research more useful for understanding attachment than Loren's?Harlow worked with Rhesus monkeys which are very similar to humans compared with geese
  41. 41what was Harlow's aim? what did he observe to want to investigate this?-to understand the importance of contact comfort
    -baby monkeys in a bare cage usually died but survived if given a cloth to cuddle
  42. 42what was Harlow's procedure-procedure=reared 16 monkeys with 2 wire models. one condition=milk dispensed from wire, the other conditions, milk dispensed from cloth mother
    preference was measured by putting the monkeys in novel conditions (to scare the monkey)
  43. 43what were Harlow's findings and conclusion?-babies cuddled the soft object despite milk being dispensed from the other, suggesting comfort more important than food when it comes to attachment
    -monkeys without mothers were aggressive, less sociable, less skilled at mating, sometimes killed their own offspring
    -identified a critical period for attachment (90 days). if not made damage of early deprivation was irreversible
  44. 44evaluations points for Lorenz's research-generalisability to humans
    -some of Lorenz's observations have been questioned
    -support for concept of imprinting
  45. 45elaborate of Lorenz's research's generalisability to humans-hard to generalise findings on birds to humans
    -mammalian attachment is different to birds=more emotional to young
    -mammals can form attachment at anytime not just critical period
  46. 46why have some of Lorenz's observations been questioned?-"imprinting has a permanent effect on mating behaviour"-Guiton=chicks imprinted on yellow washing up gloves tried to mate with them as adults but learnt to prefer to mate with other chicks
    -meaning that imprinting is not at permanent as Lorenz thought
  47. 47what support is there for Lorenz's concept of imprinting?-Guiton's chicks were imprinted on yellow gloves and tried to mate with them
    -suggesting that animals are born with innate mechanism to imprint on object during critical period
  48. 48evaluations points for Harlow's monkey experiment-practical applications of findings /real world applications
    -theoretical value
    -ethical issue
  49. 49what are the practical values of Harlow's experiment?-(Howe)=helps social workers understand risk factors in child neglect and abuse so they can intervene to prevent it
    -understand the importance of attachment figures In baby monkeys in zoos and also breeding programs In the wild
    -good external validity
  50. 50what are the ethical issues in Harlow's research?-monkeys suffered greatly
    -species similar to humans so distress from monkeys was human-like
    -Harlow knew suffering he was causing "iron maiden" after mediaeval torture device
    -counter argument=knowledge advances justified distress
  51. 51what is the theoretical value on attachment of Harlow's research-profound understanding of attachment between mother and child
    -attachment doesn't develop from feeding but comfort
    -quality of relationship affects later social development= holding down adult relationship/rearing children
  52. 52suggest a limitation of using monkeys and relating the findings of monkeys back to humans (Harlow)although they are similar, they are still not human, psychologists disagree to the extent of which primate studies can be generalised back to humans
  53. 53what link does learning theory and attachment have? and what Is learning theory?-caregiver attachment can be explained through learning theory
    -a set of theories from the behaviourist approach In psychology which emphasises the importance of learning particular behaviours, these include classical and operant conditions
  54. 54why is learning theory sometimes referred to cupboard love?children form attachment to those that feed them
  55. 55what is the formula for classical conditioning? when the child has been conditioned what does the caregiver represent to the child?ucs------------ucr
    ns+ucr=cs
    cs-------cr
    -pleasure
  56. 56what is operant conditioning?-repeating a behaviour/or not depending on the consequence
    -if a behaviour elicits a pleasant consequence it is repeated=the behaviour is reinforced/if behaviour has a bad consequence it is most likely not repeated
  57. 57how can you use operant conditioning to explain why babies cry for comfort? how does this strengthen attachment?-babies cry to get the caregivers attention because they will feed them=positive reinforcement
    -caregiver gets a negative stimulus from crying so feeds the baby=negative reinforcement
  58. 58difference between positive and negative reinforcementNegative reinforcement=(take something away) negative stimulus is removed after a behaviour is exhibited=likely for behaviour repeated avoid consequence
    positive reinforcement=(something added) adding a pleasant stimulus after doing a particular behaviour=likely for behaviour repeated avoid consequence
  59. 59what is the concept of drive reduction and how does it link to attachment?-drive reduction= satisfy biological needs, once satisfied this is called drive reduction
    -hunger could be a primary drive=innate drive
    -therefore primary drive is associated with attachment figure, become attached to survive/be fed
  60. 60evaluations points for learning theory-counter evidence from animal studies
    -counter evidence from human research
    -learning theory ignores other factors associated with forming attachments
  61. 61in learning theory what is the counter evidence from animal studies?-animal studies show how animals do not get attached to those providing food
    -Lorenz=imprinting from birth before feeding, despite who fed them
    -Harlow=seek comfort over food
    -must be the same for humans as learning theorists believe that animals=humans
  62. 62in learning theory what is the counter evidence from human research?-Schaffer and Emerson=feeding was not important, babies still attached with biological mothers despite being fed by someone else
    -implying there is no primary drive or uncontrolled stimulus=hunger/food
  63. 63how does learning theory ignore other factors associated with forming attachments?-research shows attachment (humans) is made through quality interactions and sensitivity (reciprocity/interactional synchrony)
    -cupboard love makes no sense in this research as there would therefore be no need for these complex interactions
  64. 64what is the newer learning theory explanation to attachment?-Dale Hay and Jo Vespo= social learning theory =based on behaviours being encouraged/discouraged
    -suggest parents teach kids to love them by hugging them/other family members
    -instructing/rewarding them when attachment behaviour is shown
  65. 65as a whole can learning theory be used to explain attachment? why?-no, other aspects of development are affected by conditioning problem=feeding=unconditioned stimulus/primary drive/reinforcement
    -can be argues that classical is credible=association with caregiver and comfort creates attachment
  66. 66why did Bowlby reject learning theory? and who's research did he look to instead?-because he thought that if a baby were 1/2 yrs old he would form and attachment with whoever fed them and this wasn't true
    -Lorenz and Harlow
  67. 67what idea (what type of explanation) did Bowlby propose was the reason for attachment? what did he say was the importance of imprinting?-evolutionary explanation
    -attachment gave a better chance of survival
    -imprinting happens so that young stay close to caregivers for protection
  68. 68what is Bowlby's theory widely described as? why is it labelled as this? what principles did he put forward to clarify this?-montropic
    -be placed great importance on a child attachment to the caregiver (primary attachment figure)=Law of accumalted seperation and law of continuity
    -the attachment to the PAF is different and important to the rest
  69. 69Bowlby believed the longer time spent with the PAF the better, what two principals did he put forward to clarify this?-the law of continuity=the more constant/predictable a child's care is the better the quality of attachment
    -the law of accumulated separation=time PAF and baby are separated each time adds up and increases the effect
  70. 70what stages of attachment does Bowlby put forward?-adaptive
    -social releases
    -critical period
    -monotropy
    -Internal working model
    (ASCMI)
  71. 71what is meant by the critical period? why does it link to social releases? what did Bowlby say about this process?-Lorenz/Harlow=the time in which an attachment must be established
    -social releases active the adult attachment system, child sensitive to forming attachment, crucial to forming it at this time
    -reciprocal process=both mother and baby have innate characteristic to become attached
  72. 72what is the internal working model in Bowlby's stages of attachment?-a personal representation of what we think relationship should be like, these are influenced by our relationship with PAF, i.e. our very first relationship
    -it influences how we will be parents ourselves
  73. 73evaluation pionts for Bowlby's monotropic theory-mixed evidence for monotropy
    -support for social releases
    -support for internal working models
  74. 74why is there evidence to disprove Bowlby's belief that multiple attachments could only be formed after an attachment to PAF (monotropy)? and also the belief that the attachment with PAF is strong and different to other attachments-Shaffer and Emerson= significant minority of babies who could form multiple attachments at the same time
    -studies of attachment to mother and father show behaviour is influenced by attachment to mother =Suess= suggests that this means PAF is strong but not different in quality
  75. 75what support is there for social releasers? (Bowlby)-Brazelton=observed mother and baby interactions, reported existence of interactional synchrony/reciprocity
    -observed what happens when mother stops responding to social releases
    -babies showed distress, some curled up and lay motionless
  76. 76what support is there for internal working models? (Bowlby)-easy to test= pattern should be visible in next generation
    -Bailey=assessed 99 mothers with babies and interviews them on their own attachment to their parents
    -those with low attachment=children classified as poor according to observations
  77. 77why is monotropy a socially sensitive idea?-has major implications for lifestyle choices of mother
    -the law of accumulated separation=separation disadvantages the child
    -feminists argues that this places burden/limits the mother
  78. 78why can temperament be argued to be as important as attachment in developing social behaviour?-temperament=child's genetically influenced personality
    -temperament researchers observe how some babies are naturally more anxious/sociable than others
    -temperamental differences explain later social behaviour rather attachment experiences
  79. 79what implications can be made from Bowlby's research?-training for teachers on children and attachment disorders
    -improving age at which children are adopted
    how foster parents can build up an attachment with the child (reciprocity, reacting to social releasers)
  80. 80what is the "stranger situation"? (who?,aim? type of observation?, procedure?)-Ainsworth
    -controlled observation
    -measure security of attachment child displays towards a care-giver
    -controlled
    -two way mirror where psychologists viewed interactions (4 different behaviors measures)
  81. 81what were the 4 types of behaviors measured in the strange situation?-proximity seeking (good attachment=close to mother)
    -exploration and secure base behavior (use mother as safe base)
    -stranger anxiety (high=good attachment)
    -separation anxiety (high=good attach)
    -response reunion
  82. 82what were the 7 differnet episodes and how long did they last?-3 mins
    -child encouraged to explore
    -stranger interacts with child
    -caregiver leaves stranger and baby
    -caregiver returns and stranger leaves
    -caregiver leaves baby alone
    -stranger returns
    -caregiver reunited with child
  83. 83what were the findings of the strange situation? (percentages)66%=secure
    22%=insecure avoidant
    12%=insecure resistance
  84. 84what were the characteristics displayed for someone with a secure attachment? type B-exploration/safe base=happy to explore uses mother as safe base
    -medium separation/stranger anxiety
    -reunion behaviour= joy
  85. 85what are the characteristics displayed for someone with insecure-avoidant attachment? type A-exploration/safe base=explores without using mother as safe base
    -low separation/stranger anxiety
    -reunion behaviour=no joy
  86. 86what characteristics are displayed for someone with insecure resistant attachment? Type C-exploration/safe base=close proximity to mother
    -high separation/stranger anxiety
    -reunion behaviour=not comforted by the mother but wants the mother may be angered by the mothers disappearance
  87. 87evaluation points for the "strange situation"-support for validity
    -good reliability
    -the test may be culture bound
  88. 88what support for validity does the strange situation have?-strange situation definition of attachment types strongly predictive of future
    -secure=usually better outcomes=education/romance
    -insecure-resistant=worst outcomes=bullying (kokkinos) mental health (ward)
  89. 89why does the strange situation have good reliability?-inter-reliability=different observes watching children reduces researcher bias
    -behavioural categories are easier to see
    -Bick looked at inter-reliability of team trained in strange situation research and found they agrees 94%
  90. 90why might the strange situation's results be culture bound?-tested on babies in Britain=ethnocentric can only be applied to Western Europe and USA because:
    -cultural differences determine how the child will react to strange situations
    -caregivers also behave differently in strange situations
    -Takahashi=experiment would not work in Japan where the mother is usually always with the child=reunion stage mother scooped up the baby making it hard to see the babies reaction
  91. 91the strange situation experiment measures a babies anxiety in unfamiliar situations and used attachment to explain behaviour, but what could also be the reason for behaviours?-temperament=Jerome Kagan
    -the genetically influenced personality of the child this could be a confounding variable
  92. 92what is the problem with categorizing the attachments? (strange situation)-some did not fall under any of the characteristics of attachment=Main and Solomon
    -this atypical attachment is called disorganized attachment
    -these type of children show a mix of resistant and avoidant behaviours
  93. 93what does cultural variations mean?difference in norms and values between people of different groups
  94. 94what is the procedure/aim of key study of cultural variations into attachment-van Ijzendoorn+Kroonenburg
    -aim=proportions of variations of attachment between countries
    -procedure= studied 32 studies that used the strange situation.8 countries.1990 children used. data meta analysed
  95. 95what did Van Ijzendoorn and Kroonenburg conclude from there studies of cultural variations in attachment.-variations in proportions between variations of attachment
    -secure attachment=most common-75% in Britain 50% in China
    -insecure resistent=least common-3% in Britain 30% Isreal
    -insecure avoident=Germany least commonly, most commonly in Japan
  96. 96other studies of cultural variations in attachment?Korean study
    -compare proportions of variations of attachment in Korean kids with strange situation
    -insecure and secure proportions similar
    -more kids resistant similar to Japan=similar child rearing
  97. 97evaluation points for cultural variations into attachment-large samples
    -study not globally representative
    -method of attachment biased
  98. 98what is a strength of a large sample in cultural variations study?-large sample size=sample size increases internal validity and removes anomalous results
  99. 99why was van Ijzendoorns study of cultural variations not globally representative-unrepresentative of different culture
    -eastern Europe, Africa and South America not accounted for
    -Also inter culturally unrepresentative=urban Tokyo results mirror western, rural more IR
    -cannot make generalized statement of proportions of variations of attachment each culture has different rearing practices
  100. 100why is van ijzendoorns experiment ethnocentric?-Anglo-American idea, using this to assess not Western babies behaviour (imposed etic)
    -other cultures are different so impossible to apply ideas from one culture to explain/measure other cultures
    -have different norms and values
  101. 101why does the strange situation lack internal validity?-Kagan suggests that the strange situation doesn't measure attachment, rather measures a babies reaction to situations
    -temperament can be an influence
  102. 102what is an explanation for cultural similarities?Bowlby=attachment is innate and universal so produces same behaviours
    Van Ijzendoorn=mass media="advocate similar notions of parenting are disseminated across counties"
  103. 103what does maternal deprivation mean? and what did Bowlby think about the first 30 days of a child's life?-the emotional and intellectual consequences of separation between a child and its caregiver
    -critical period for psychological development, if separated from caregiver and not given adequate support, psychological damage was inevitable
  104. 104what are the consequences of maternal deprivation?-inability to form attachments in the future
    (Internal Working Model)
    -Affectionless psychopathy (inability to feel remorse, cannot build relationships)
    -Delinquency (behavioural problems in adolescence)
    -Problems with Cognitive Development
  105. 105Bowlbys 44 thieves aim and procedureaim=link between affectionless psychopathy and maternal deprivation
    proc=44 teenage accused thieves, tested for signs of A.P=lack of empathy/guilt
    -families interviewed for M.D
    -control group set up of emotionally disturbed young people to see how often M.D occurred in non-thief children
  106. 106Bowlbys 44 thieves findings and conclusion-14/44=A.P
    -12/14-M.D in first 2 years of life
    -5/remaing 30 thieves=M.D
    -control group=2/44=M.D
    conclusion=prolonged early separation/deprivation=A.P
  107. 107evaluation points for Bowlbys 44 thieves study-conclusions are correlational
    -over simplified concept
    -critical period is more of a sensitive period
  108. 108why are Bowlbys conclusions correlational in his 44 thieves/M.D study and why is this bad?-found link between A.P and M.D however cannot say the AP is because of MD
    -third party factors may be a cause=abuse,neglect,temperment
  109. 109why had Bowlby been criticized for over simplifying the cause for A.P is M.Dlewis=partially replicated 44 thieves study large scale found that deprivation did not cause delinquency/bad IWM
    meaning that other factors effect outcome of MD
  110. 110why is the so called critical period actually the sensitive period?-bowlby believed that no attachment in critical period could not be reversed
    -twin boys isolated from 18 months to 7 yrs (during critical period)seemed to recover when taken into care
  111. 111what was Rutters criticism of Bowlbys maternal deprivation theory-confused deprivation and privatisation
    -d=loss of PAF after attachment made
    -p=no attachment made
    -effects of deprivation more likely privatisation
  112. 112what does institutionalized mean?the term for effects of living in an institution (orphanage/hospital) places where little emotional care is offered
  113. 113aim/procedure of Rutters ERA study-to see if care can rewind early years of poor experiences in institutions
    -followed a group of 165 Romanian orphans adopted into English families
    -cognitive,emotional,physical development was assesed at 4,6,11,15 yrs
    -group of 52 British orphans=control group
  114. 114findings of Rutters ERA study?-arrived=delays intellectually and malnourished
    11yrs=differential rates of recovery according to age of adoption
    IQ=before 6 months=102 6m-2yrs=86 2+=77
    attachment=6m+=disinhibited attachment
  115. 115what are the characteristics of disinhibited attachment?-attention seeking
    -clingy
    -social behaviour towards familiar and unfamiliar adults
  116. 116procedure of Zeenahs Bucharest Early Intervention project-assessed 95 children aged 12-31 months (spent most of life institutionalized)
    -compared to control group (50) never lived in institution
    -assessed using strange situation
    -carers asked about unusual behaviour (dis inhibited attachment)
  117. 117findings of Zeenahs Bucharest Early Intervention project-securely attached I=19% C.G=74%
    -65% of I=dis organised attachment
    -dis inhibited attachment I=44% C.G=20%
  118. 118what is disorganized attachment?inconsistent patterns of social behavior, lack strategy for dealing with separation anxiety
  119. 119what explanation does Rutter give for dis inhibited attachmentadaption to being with multiple caregivers during the sensitive period
  120. 120effects of institutionalization-mental retardation=the affects can be reversed=can catch up around the age of 4 emotional development can also be recovered
    -dis-inhibited attachment=equally friendly and affectionate to everyone, no stranger anxiety. result of adaption to being with multiple caregivers during the sensitive period
  121. 121evaluation points of Romanian Orphan studies:effects of institutionalization-real life application
    -fewer extraneous variables of other orphan studies
    -Romanian orphanages were not typical
  122. 122how have the Romanian orphan studies benefited the real world?-enhanced understanding of institutionalization
    -improvements in care in institutions
    -have small number of caregivers in homes (key worker)=can develop attachment
  123. 123why does the Romanian Orphan study have less extraneous variables?-orphans had no past experience of trauma/neglect
    -traumatized by institutionalization
    -other children would have trauma from other experiences (confounding variable)
    -good internal validity
  124. 124why were Romanian orphanages untypical?-conditions so poor its hard to apply to other cases where the conditions were not similar (situational variables)
    -children could not form attachment to key workers+extremely low levels of intellectual stimulation
    -lacks generalizability
  125. 125what is the methodological issue in Rutters ERA study?-researchers could not assign children to homes (would be unethical), randomly assigned to conditions
    -children adopted early may be more sociable (confounding variable)
    -in zeenahs study they removed this variable
  126. 126what seems to be the long term effects of institutionalization?children spent long time in care may lag behind intellectually/attachment wise, difficulties may follow them through into adulthood
    -earlier adopted children=no emotional problems as adults
  127. 127how will securely attached babies behave in later childhood?-Myron-Wilson+ Smith questionnaires=have loving relationships
    -better quality of friendship
    -unlikely to be involved in bullying
  128. 128how will insecure resistant children behave in later childhood?Myron-Wilson+ Smith questionnaires=most likely to be bullies as they have intense anxiety so want to have control
  129. 129how will insecure avoidant children behave in real childhood?-Myron-Wilson+ Smith questionnaires= friendship difficulties
    -most likely to be bullied
  130. 130what study did Gerad McCarthy conduct into attachment and romantic relationships? findings?-assessed 40 different woman who had already had their attachment type tested when they were babies
    -securely attached babies had best relationships
    -resistant=hard maintaining relationships
    -avoidant=struggled with intimacy
  131. 131what study did Hazan and Shaver conduct in relation to relationships in adulthood with romantic partners?-analysed 620 replies of love quiz in newspaper
    -3 sections to quiz
    -1=current/most important relationship
    -2=love experiences
    -3=assess attachment type by picking most suitable statement
  132. 132findings of Hazan and Shaver love quiz56%=secure 25%=avoidant 19=resistant
    secure=long lasting relationships
    avoidant=jealous, don't like intimacy
  133. 133what evidence is there for internal working model in parenthood-Bailey 99 mothers
    -mother baby attachment assessed using the strange situation
    -mother-mother attachment assessed using interview
    -mother,baby and grandmother usually had same attachment
  134. 134evaluation points for influence of early attachment on later relationships-evidence on continuity of attachment type is mixed
    -most studies have validity issue
    -other causes for continuity of attachment
  135. 135why is there mixed evidence on the continuity of attachment type? (internal working model)Mc-McCarthy does support=relationship type influenced type of relationships they had
    -Zimmerman=assessed infant and adolescent attachment to parents=very little relationship between infant and adolescent attachment quality
  136. 136why do studies into early life attachment on later life relationships have validity issues?-most studies do not use strange situation but interview method in later life
    -self report=social desirablity,demand characteristics,researcher influence
    -retrospective=hard to recall infancy/younger years not accurate
  137. 137what are the other causes for continuity of attachment?-parenting type affects type of relationship babies will have with parents
    -temperament
    -disproved Bowlbys internal working model theory
  138. 138why is it hard to understand someone's internal working model through self report?-internal working models are unconscious=not aware of influence on us
    -people can only self report why they are aware of
    -at best self report can give us indirect evidence of internal working models
  139. 139why is the influence of early attachment probabilistic?-likely that attachment in early life influences relationships, however has been over exaggerated
    -Clarke and Clarke=attachment on later life is probabilistic
    -people are not doomed because of bad attachment but just likely to have problem

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A level Psychology (paper 1) Flashcards on chapter 3-attachment , created by haniah shujahat on 14/12/2017.
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haniah shujahat · Dec 2017
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Jan 29, 2019
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