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Flashcards

Attachment

Jade Potter-Goddard Psychology AS level English 152 cards

Cards in this deck (152)

  1. 1Define the learning theory.A set of theories from the behaviourist approach to psychology that emphasises the role of learning in the acquisition of behaviour. Explanations include classical and operant conditioning.
  2. 2What did Dollard and Miller propose?That caregiver-infant attachment can be explained by the learning theory and that children learn to love whoever feeds them.
  3. 3Briefly define classical conditioning.Learning to associate two stimuli so that we respond to one how we already respond to another.
  4. 4In terms of classical conditioning, what processes take place before, during and after learning?Before --> Unconditioned stimulus (Food) causes an unconditioned response (pleasure).
    During --> Neutral Stimulus (Mother) is paired with the unconditioned stimulus (food) to create an unconditioned response (pleasure).
    After --> Conditioned Stimulus (Mother) causes a conditioned response (pleasure).
  5. 5Briefly define operant conditioning.Learning to or not to repeat behaviour dependent on consequences.
  6. 6How does operant conditioning take place when babies cry?Crying leads to response from caregiver eg) cuddling, feeding which causes the crying to be reinforced. The baby then directs crying for comfort towards caregiver who responds with comforting behaviour.
  7. 7How is the operant conditioning a 2 way process?Because the caregiver is also receiving negative reinforcement because the crying stops and so they're avoiding something unpleasant.
  8. 8What does this interplay of mutual reinforcement do?Strengthens an attachment.
  9. 9What concept does the learning theory also draw on? What does this mean exactly?The concept of drive reduction.
    Hunger can be thought of as a primary drive - it's an innate biological motivator. Psychologists have argued that this primary drive becomes generalised to the caregiver and attachment is therefore a secondary drive learned by an association between the caregiver and the satisfaction of a primary drive.
  10. 10Give a weakness of the learning theory as an explanation for attachment in terms of counter evidence from animal research.There are multiple cases of counter evidence. In Lorenz's geese experiment the geese had imprinted before they were fed and maintained these attachments despite who fed them. In Harlow's study monkey's attached to a soft surrogate rather than a wire one that dispensed milk. This decreases the validity of learning theory as an explanation for attachment as it shows that attachment doesn't necessarily develop as a result of feeding, considering behaviourists believe that humans an animals are equivalent.
  11. 11Give a weakness of this explanation in terms of counter evidence from human research.Research with human infants shows that feeding doesn't appear to be an important factor in humans. In one study, babies developed a primary attachment to their biological mothers even though other carers did most of the feeding. This is a problem for learning theory as it shows that feeding isn't a key element to attachment and that no unconditioned stimulus or primary drive is involved.
  12. 12Give a weakness of this explanation in terms of alternative factors.Learning theory ignores other factors associated with forming attachments. Research into infant-caregiver interaction suggest that the quality of attachment is associated with factors like developing reciprocity and good levels of interactional synchrony. It's hard to replicate these findings with the idea of cupboard love. If attachment was primarily due to feeding, there's be no reason for these complex interactions and we wouldn't expect to find links such as the one above.
  13. 13Briefly define Bowlby's theory of maternal deprivation.The emotional and intellectual consequences of separation between a child and his mother/caregiver.
  14. 14What did Bowlby propose?That continuous care from a mother is essential for normal psychological development and that prolonged separation from this adult causes serious damage to emotional and intellectual development.
  15. 15What is the difference between separation and deprivation?Separation is simply when the child isn't in the presence of the primary attachment figure which doesn't cause any psychological development problems unless it's extended period of separation which can cause deprivation.
  16. 16Give and describe the critical period.the first 30 months of life.
    Extended separation and deprivation during this part of life causes psychological damage to be inevitable.
  17. 17In terms of intellectual development, what can extended separation and deprivation cause? What is this characterised by?Mental retardation, categorised by an abnormally low IQ.
  18. 18Where has this been proven?A lower IQ was found in children who'd remained in institutions than those who were fostered so had a higher standard of emotional care.
  19. 19What effect can it have on emotional development? What does this prevent? what is it associated with?Can cause affectionless psychopathy which is the incapability to feel guilt or strong emotions for others.
    Prevents person developing normal relationships.
    Associated with criminality as they can't appreciate feelings of victims and so feel no remorse.
  20. 20What was the aim of Bowlby's 44 thieves study?To examine the link between affectionless psychopathy and maternal deprivation.
  21. 21Give the procedure.A sample of 44 criminal teenagers who wer eaccused of stealing were interviewd for signs of AP ie) lack of affection, guilt & empathy. Their families were also interviewed to establish whether 'thieves' had prolonged early separations from mothers. A control group was also used of non criminals that were emotionally disturbed young people to see how often separation/deprivation occurred in children who were not thieves.
  22. 22Give the findings.14/44 could be described as APs. 12 had experienced prolonged separation in first two years of life. Only 5 of the remaining 'thieves' had experienced separations =. In the control group only 2 of them had suffered long term separations. This enabled him to confirm that that early separation/deprivation caused AP.
  23. 23Give a limitation of maternal deprivation theory in terms of evidence.The evidence may be poor as it's all flawed. Eg) War orphans that were studied were traumatised and often had poor after-care which may have been factors causing development difficulties rather than separation. Extraneous variables = low internal validity.
    Eg) 44 thieves study may have been bias as Bowlby carried out the assessment himself, decreases inter-rater reliability.
  24. 24Give a limitation of maternal deprivation in terms of counter evidence.Not all evidence supports the findings. Eg) One replication of 44 thieves study on a much larger scale of 500 pps found that early prolonged separation didn't predict criminality or AP. Problem for theory as suggested other factors may affect outcome of early maternal deprivation.
  25. 25Give a limitation of the theory in terms of the critical period.Later research has found that the critical period is more of a sensitive period. Some cases of very severe deprivation have had some good outcomes provided that the child has some social interaction and good aftercare. Eg) Reported that 2 twin boys were isolated from the age of 18 months until 7 years. Afterwards they were looked after by 2 loving adults and they recovered fully. Cases like this show that the period identified may only be sensitive, therefore decreasing the validity of the theory.
  26. 26Give a strength in terms of animal studies.Animal studies show effects of maternal deprivation. Research has shown that separating baby rats from mothers for little as a day had a permanent effect on their social development though not other aspects of development.
  27. 27Summarise the evaluation points for maternal deprivation.- Flawed supporting evidence.
    - Counter evidence.
    - Critical period may only be sensitive period.
    - Supporting animal studies.
  28. 28Briefly define Ainsworth's Strange Situation.A controlled observation designed to test attachment security.
  29. 29What are children with the following attachments like? a) Secure b) Insecure-avoidance c) Insecure-resistance.a) Average child.
    b) Very independent children.
    c) Very moany and extremely non-independent children.
  30. 30What was the aim of the Strange Situation?To observe key attachment behaviours as a means of assessing the quality of a child's attachment to a caregiver.
  31. 31Where did the experiment take place?In a room with quite controlled conditions with a two way mirror.
  32. 32What behaviours were used to judge attachment? (5)- Proximity Seeking (Infant with good attachment will stay fairly close to caregiver.)
    - Exploration and secure base behaviour (Good attachment enables child to feel confident to explore, using caregiver as a secure base.)
    - Stranger anxiety (One sing of becoming closely attached is a display of anxiety when a stranger approaches.)
    - Separation anxiety (Another sign is to protest at separation from caregiver.)
    - Response to reunion (With care giver after short period of time under controlled conditions.)
  33. 33Give the 7 stages and what they tested.1) Child encouraged to explore (tests exploration and secure base.)
    2) Stranger tries to interact with child (tests stranger anxiety.)
    3) Caregiver leaves child and stranger together (tests separation and stranger anxiety.)
    4) Caregiver returns and stranger leaves. (Tests reunion behaviour and exploration/secure base.
    5) Caregiver leaves child alone (Tests separation anxiety.)
    6) Stranger returns (tests stranger anxiety.)
    7) Caregiver returns and is reunited with child. (Tests reunion behaviour.
  34. 34What did this experiment enable Ainsworth to conclude?That there were 3 main types of attachment.
  35. 35Name the 3 types of attachment.- Secure attachment (type B)
    - Insecure-avoidant attachment (type A)
    - Insecure-resistant (type C)
  36. 36Describe the secure attachment. (3)- Children explore happily but readily go back to their caregiver.
    - Usually show moderate separation and stranger anxiety.
    -These children require and accept comfort from the caregiver in the reunion stage.
  37. 37Describe insecure-avoidant attachment. (3)- Explore freely but don't seek proximity or show secure base behaviour.
    - Showed little/no separation or stranger anxiety.
    - Doesn't require comfort at reunion stage.
  38. 38Describe insecure-resistant attachment (3).- Seek greater proximity and so explore less.
    - Huge separation and stranger anxiety.
    - Resist comfort when reunited.
  39. 39Give a strength of the Strange Situation in terms of later development.The strange situation is highly predictive of later development. Secure attachment babies typically go on to have better outcomes in many areas such as education, romantic relationships and friendships. Insecure-resistant associated with worst outcomes including bullying and metal health problems, as shown by research. This is evidence for validity of concept as it can explain subsequent outcomes.
  40. 40Give a strength of the Strange Situation in terms of reliability.Strange situation shows good inter-rater reliability. ie) Different observers watching same children generally agreed on attachment categories. This may be due to controlled conditions and because behaviour categories are easy to observe. Research found that in a team of trained Strange Situation observers there was an agreement on attachment for 94% of tested babies. Means we can be confident that identified attachment types doesn't just depend on who is observing them.
  41. 41Give a limitation of the Strange Situation in terms of culture bound.Argued that Strange Situation can't be generalised to other cultures and so is culture bound. First, differences in child experiences means it's much more likely children would respond differently to Strange Situation. Secondly, caregivers from different cultures would behave differently in the Strange Situations. Eg) Psychologists in Japan noted that test doesn't work in Japan as mothers are rarely separated from babies and so levels of separation anxiety are extremely high. In reunion stage, mothers rushed to children and scooped them up, meaning that the child's response was hard to observe.
  42. 42Give a limitation of the Strange Situation in terms of another attachment type.A minority of children display atypical attachments that don't fall within types A, B and C. Atypical attachment commonly known as disorganised attachment, which displays an odd mix of resistant and avoidance behaviours. This challenges Ainsworth's notion of attachment as shows there's at least one more attachment type.
  43. 43Summarise 4 evaluation points for the Strange Situation.- Strongly predictive of later development.
    - Good inter-rater reliability.
    - It's a culture bound study.
    - Could be alternative type of attachment.
  44. 44Define attachment.A close two-way emotional bond between two individuals in which each individual sees the other as essential for their own emotional security.
  45. 45Give and describe the 4 characteristics of an attachment.- Proximity (Trying to stay physically close to the person.
    - Separation distress.
    - Pleasure when reunited.
    - Secure base behaviour/general orientation. (Regular contact with attachment figure and knowing where they are most of the time.)
  46. 46What type of interactions may determine the relationship between and infant and caregiver?Non-verbal (sometimes with sounds.)
  47. 47What makes this relationship deeper?The mother and infant both being more sensitive to each other.
  48. 48When is interaction reciprocal?When each person responds to the other and elicits a response from them.
  49. 49How does communication pass in reciprocity?Back and forth.
  50. 50What are alert phases?Signals infants give that show that they're ready for interaction which mothers usually pick up on and respond to.
  51. 51What does this interaction become and involve from 3 months?Becomes frequent and involves close attention to each other's facial expressions and verbal signs.
  52. 52What does the baby take on?An active role.
  53. 53When is interactional synchrony said to be taking place?When the mother and infant carries out the same act at the same time.
  54. 54What did Meltzoff and Moore study to do with interactional synchrony?Observed 2 week old infants. Babies immediately copied 1 of 3 expression showed by mother.
  55. 55What did Isabella study in relation to interactional synchrony?Observed 30 mothers and infants and found high levels of synchrony were associated with better quality attachment.
  56. 561 Limitation of caregiver - infant attachment.Hard to know what's happening when observing infants and therefore hard to determine what is taking place from baby's perspective. ie) Is the imitation conscious and deliberate? Means cannot know for sure that behaviours shown in caregiver-infant attachment have a special meaning. Casts doubt over the use of reciprocity and interactional synchrony in building an attachment.
  57. 57Strength of previous.Controlled observations, catch fine detail. Well controlled procedures captured from multiple angles and so ensures fine detail is captured for later analysis. Increases internal validity.
    Babies also don't know or care about being watched, no observer's paradox, increases ecological validity.
  58. 58Limitation of previous.Observations don't tell us the purpose of synchrony and reciprocity. Psychologist pointed out synchrony simply describes behaviour carried out at the same time. Can be reliably observed but not useful in telling us their purpose. Decreases usefulness in society.
  59. 59What did Schaffer and Emerson discover about parent-infant attachment? (2)- Majority of babies attached to mothers first, secondary attachments formed after few weeks/months.
    - 75% infants formed attachment to father by 18 months, shown by separation anxiety.
  60. 60How and what did Grossman find out about the role of the father? (3)- Longitudinal study looking at parent behaviour and quality of attachment in teens.
    - Found only mother's behaviour and quality of attachment affected it, therefore father's attachment is less important.
    - Instead quality of father's play was related. Shows they have a different role in attachment - play and stimulation rather than nurturing.
  61. 61Describe study to support that fathers can be primary caregivers.- Field observed 4 month old babies' face to face interaction with PCG mums, SCG dads and PCG dads.
    - PCG dads spent more time interacting than SCG which was important in building the attachment.
    - Provides evidence that key to attachment relationships is responsiveness, not gender of parent.
  62. 62Give limitation for attachment figures.Inconsistent findings on fathers. Different researchers are interested in different research questions. Some focus on fathers as SAF, some focused on fathers as PAF. This results in former viewing fathers as acting differently and the former viewing that fathers also have maternal role. Means we can't answer the simple question of 'What is the role of a father?'.
  63. 63Another limitation.Grossman's study found SGC fathers had an important role. Other studies found children growing up in same sex/single parent families don't develop any differently. Argues against and casts doubt over the fact that fathers as SAF aren't important.
  64. 64Another limitation.Fathers not being PAF could be due to traditional gender roles and so fathers don't feel like they should act as the nurturing parent. Could be due to higher levels of female hormones creating higher levels of nurturing and so are biologically predisposed to be primary attachment figure.
  65. 65Give the 4 stages Schaffer suggested for attachment.1) Asocial attachment (birth -2 months.)
    2) Indiscriminate attachment (2-7 months.)
    3) Specific attachment (from 7 months.)
    4) Multiple attachments.
  66. 66Describe asocial attachment. (2)- Many types of stimuli, both social and non social produce a favourable repsonse eg) smiling.
    - Very few protest.
  67. 67Describe indiscriminate attachment. (4)- They enjoy all human company.
    - Gets upset when individual ceases to interact.
    - From 3 months smile at more familiar faces and are comforted easily by regular CG.
    - No stranger anxiety.
  68. 68Describe specific attachment. (3)- Express separation anxiety.
    - Attempt to stay close to person.
    - Show stranger anxiety.
  69. 69Describe multiple attachments. (2)- Children begin to attach to others.
    - By 18 months, most have formed multiple attachments.
  70. 70Give the procedure of Schaffer and Emerson's study. (2)- Observed interactions between baby and caregiver.
    - Longitudinal with 60 infants. Observed every 4 weeks for first year and then once at 18 months.
  71. 71Give the findings of this study. (3)- Attachments formed between those who responded accurately, not person spent most time with - sensitive responsiveness.
    - Intensely attached infants had mothers who responded quickly to demands and interacted with child. Weakly attached = mothers failed to interact.
    - At 10 months, attachment to many, 18 months, 50% children had mother at PAF, father was other 50%.
  72. 72Give a strength of this study.Carried out in own homes and done by parents. No observer's paradox so the babies acted naturally. Increases ecological validity.
  73. 73Give another strength.Was a longitudinal study (same children regularly observed) which is better than cross sectional design (using different children) because there's no confounding variables as a result of participant differences. Means high internal validity.
  74. 74Give a weakness.Study conducted a long time ago within same district and culture. It isn't representative of other time periods, or people in other locations and cultures. Therefore it lacks temporal and population validity and so lacks generalizability.
  75. 75Give a weakness of the stages of attachment.During asocial stage babies are inactive and generally immobile with poor coordination. Difficult to make judgements based on observations of their behavior as there isn't much observable behaviour. Therefore evidence can't be relied on which decreases validity of the theory behind these stages.
  76. 76Give another weakness.Conflicting evidence on multiple attachments, still not sure when multiple attachments develop. Some research suggests it comes after specific attachment, other research (particularly with collectivist cultures) argue that they're formed from the outset. Suggests that the stages are disputable and that they are somewhat culture bound. Lowers the population validity.
  77. 77Give another weakness.Problem with how multiple attachment is assessed. A baby showing separation anxiety doesn't necessarily indicate they're an attachment figure. Eg) Bowlby suggests that children also have playmates, showing separation anxiety. Still doesn't have to indicate attachment. Problem for stages because their deviation doesn't let us distinguish between behaviours shown to playmates and SAF. Descreases usefulness and value.
  78. 78Define monotropic.Term used to describe Bowlby's theory. Indicates that one particular attachment is different from all others and is of central importance to child's development.
  79. 79What are internal working models? What are they important in affecting?Mental representations of our attachment to out PCG that we all carry.
    Important in affecting future relationships because they carry our perception of what relationships are like.
  80. 80Define critical period.Refers to the time within we must form an attachment if it is to form at all.
  81. 81Using Lorenz and Harlow's ideas, what did Bowlby propose? What did this consist of?An evolutionary theory.
    That attachment is an innate system that give us a survival advantage.
  82. 82Why did he propose imprinting and attachment envolved?Because they ensure that young animals stay close to caregivers, protecting them from hazards.
  83. 83What are the 2 main laws Bowlby proposed? Explain them.- Law of continuity. (The more constant and predictable a child's care, the better the quality of their attachment.)
    - Law of accumulated separation. (The effects of separation from primary attachment figure eventually add up. The safest dose is therefore zero.
  84. 84What are social releasers? What do they do?The set of cute innate behaviours Bowlby suggested that babies are born with eg) smiling and cooing.
    They gain attention from adults.
  85. 85Why are they called social releasers?Because their purpose is to activate adult attachment system ie) make adult feel love for baby.
  86. 86What did Bowlby recognise about the process of attachment? (2)- It is a reciprocal process.
    - Mother and baby both have innate predisposition to become attached, and social releasers trigger this response in caregivers.
  87. 87What gradually builds up the relationship?Infant and adult attachment system interplay.
  88. 88When is the critical period? Why? What did Bowlby consider this as?2 years. It's when infant attachment system is active.
    More of a sensitive period.
  89. 89Give 2 examples of internal working models in action.- Child whose first experience is of a loving relationship with reliable caregiver will form expectation that all relationships will be same. They'll bring these qualities into future relationships.
    - Child's first relationship = poor treatment, they'll expect that treatment from others or will treat others in that way.
  90. 90What do these models also affect and why?A child's later ability to parent.
    As they base their parenting behaviour on their own experiences of being parented.
  91. 91Give a weakness of Bowlby's theory of attachment.Schaffer and Emerson doesn't support that babies generally formed one attachment to PCG and that this attachment was different and special, and that only after this would multiple attachments form. They found that a significant minority of babies formed multiple attachments at the same time as the main attachment. Shows the theory can't be generalized to all babies, decreases population validity.
  92. 92Give strength.Research shows cute innate behaviours are intended to initiate social interaction which is important to babies. Psychologist observed mothers and babies during interaction, reporting the existence of interactional synchrony. Study was extended to an experiment. PAF were told to ignore babies' signals. Babies showed initial distress but some then reacted by curling up and lying motionless. This strong reaction supports Bowlby's idea about the significance of infant social behaviour in eliciting caregiver. Increases validity.
  93. 93Give another strength.Internal working models are testable because they predict patterns of attachments that will be passed to future generations. This was tested by psychologists assessing 99 mothers with one year old babies on quality of attachment with own mothers using interview. Then used observations to assess mother - baby attachments. Mothers that reported poor attachment to own mothers were more likely to have classified poor attachments in observations. Supports idea of internal working models being passed through generations. Increases the validity of the theory and also usefulness as shows it can be used for predictions.
  94. 94Give the procedure of Lorenz's study. (2)- Experiment.
    - Randomly divided batch of goose eggs. Half hatched with mother in natural environment, other half in an incubator, first moving object seen was Lorenz.
  95. 95Give the findings of this study. (2)- Incubator group followed Lorenz everywhere, control group followed mother. Was still the case when the groups were mixed.
    - Gave this the term imprinting (bird species mobile from birth attach to and follow first moving object seen.)
  96. 96What did Lorenx also identify?A critical period for imprinting. Varies for each species. If imprinting didn't happen during this period then the chicks didn't attach themself to a mother figure.
  97. 97What else did Lorenz investigate?The relationship between imprinting and adult mate preferences.
  98. 98What did he observe with birds?Those who imprinted on humans would often later display courtship behaviour towards humans.
  99. 99Describe this using a case study.Lorenz described a peacock who imprinted on giant tortoises who would only show courtship behaviour towards tortoises. Lorenz concluded this meant that the peacock had undergone sexual imprinting.
  100. 100Give a limitation for Lorenz's study.Generalisability to humans. Not all findings can be used to influence our understanding of human development. Mammalian attachment systems are quite different from birds. Eg) Mothers show more emotional attachment to young than birds, therefore critical period may not apply to them. Not appropriate to generalise findings to humans, decreases usefulness and population validity.
  101. 101Give another limitation.Lorenz's observations have been questioned by many. Eg) Idea that imprinting had permanent effect on mating behaviour. Psychologist found that chicken who imprinted on yellow gloves would try to mate with them as adults however would soon learn to prefer mating with other chickens. Suggests impact of imprinting isn't as permanent as Lorenz believed, decreases validity of theory.
  102. 102Give the procedure of Harlow's study. (2)- Tested idea that soft object serves some functions of a mother.
    - Reared 16 bay monkeys with two wire model mothers. One dispensed milk but was plain, the other dispensed milk but was in cloth.
  103. 103Give the findings on this study. (2)- Baby monkeys preferred soft mother and sought comfort from it regardless of whether it dispensed milk.
    - Showed 'contact comfort' was more important to monkeys than food when it came to attachment behaviour.
  104. 104Which monkeys were affected more dramatically as adults from the maternal deprivation?The ones reared with wire mother.
  105. 105How were both groups of monkeys affected? (2)- They were aggressive and less sociable. Bred less than normal, unskilled at mating.
    - Some neglected children, some even attacked then, sometimes killing them.
  106. 106What was the critical period Harlow found? What happened after this?Mother figure must be introduced during 90 days.
    Attachment was impossible and damage by early deprivation was impossible.
  107. 107Give a strength of Harlow's study.Theoretical value. Findings have profound effect on psychologists' understanding of mother-infant attachment. He showed attachment develops or results from contact comfort, not being fed.
    Showed importance of quality of early relationships for later social abilities. Eg) Holding adult relationships and successfully rearing children.
    Shows it have a very useful place in society.
  108. 108Give another strength.Practical value.
    - Helped social workers understand risk factors in child neglect and abuse so intervene to prevent it.
    - Understand importance of proper AFs for baby monkeys in zoos and also in breeding programmes in wild.
    Shows a wide range of applications and therefore very useful.
  109. 109Give a weakness.Ethical issues.
    Monkeys suffered greatly from the procedure. Species considered similar to enough to humans to generalise the findings therefore their suffering was presumably quite human like.
    Decreases credibility of research and its findings.
  110. 110What did Ijzendoorn and Kroonenberg look at?The proportions of attachment types across a range of countries as well as the differences within countries to gain an idea of variations between a culture.
  111. 111Describe the procedure. (3)- Looked at 32 studies where strange situation had been used.
    - 8 countries, 15 in USA, 1,990 children in total.
    - Data was meta-analysed.
  112. 112Give the findings. (4)- Secure was most common in all countries. Proportions varied from 75% in America to 50% in China.
    - Over-all insecure resistant was the least common. Ranged from 3% in Britain to 30% in Israel.
    - Insecure-avoidant observed most commonly in Germany and least commonly in Japan.
    - Variations within countries was 150% greater than those between countries. Eg) In USA, one study = 46% secure, another = 90% secure.
  113. 113Where did Simonella et al study? What was their aim?Italy
    To see if the proportions of babies' different attachment types still matches those found in previous studies.
  114. 114Give the procedure. (2)- 76 12 month olds.
    - Using strange situations.
  115. 115Give 2 findings and say what this suggests.- 50% were secure (less than in previous studies.)
    - 36% were I-A (more than previous.) Because other mothers working long hours and using childcare professionals.)
    - Suggests that cultural changes cause drastic differences to patterns of attachment types.
  116. 116Where did Jin et al study? What was their aim?Korea
    To compare the proportion of attachment types in Korea to other studies.
  117. 117Give the procedure. (2)- Strange situation used.
    - Assessed 87 children.
  118. 118Give the findings. (2)- Over proportions were similar to those in other countries with most infants being secure.
    - Most were IR rather than IA (similar to Japan, could be due to similarities in child-rearing styles.)
  119. 119Give 2 conclusions that can be drawn from these studies.- Secure seems to be norm in wide range of cultures, supports Bowlby's idea that attachment is innate and universal.
    - Research clearly shows cultural practices have an influence on attachment type.
  120. 120Give a strength of cultural variation studies.Combining results of attachment studies results in large samples. Eg) In Ijzendoorn met analysis there were nearly 2000 babies. Reduces impact of anomalous results caused by bad methodology or unusual participants and therefore increases internal validity.
  121. 121Give a weakness.Meta analysis by VI and K claimed to study cultural variation however comparisons were only between countries. Within a country may be different cultures with different child-rearing practices. One sample may over-represent those living poorly which could affect care giving and therefore attachment. Eg) Another VI analysis found distributions of attachment types in Tokyo were similar to western studies, a more rural sample had overrepresentation of IR. Means that comparisons between countries have little meaning and therefore samples are unrepresentative of culture, decreasing population validity.
  122. 122Give another weakness.The method of assessment is bias. SS was designed by American researcher and based on British theory. Doubts in whether it can be applied to other cultures. Eg) Imposed etic when idea that lack of separation anxiety and pleasure on reunion indicate Insecure. In Germany, may be seen as independent than avoidant and hence not a sign of insecurity. TF there are flaws in methodology = culture bound = further decreases population validity.
  123. 123Define institutionalisation.Term for the effect of living in an institutionalised setting. Institution refers to place like orphanage/ hospital where children live for long, continuous periods of time, often with little emotional care.
  124. 124Who do orphan studies concern? Define an orphan. What are orphan studies a mean of?Concern children placed in care because parents can't look after them.
    A child whose parents have died or abandoned them.
    A means of studying the effects of deprivation.
  125. 125What does Rutter's ERA stand for?Rutter's English and American Adoptee Study.
  126. 126Give the procedure of the ERA study. (3)- Followed group of 165 orphans adopted in Britain to test to what extent good care could make up for poor early experiences in situations.
    - Physical, cognitive, emotional development assessed at 4, 6, 11, and 15.
    - Control group = 52 British children adopted around the same time.
  127. 127Give the findings. (4)- First arrived, half of adoptees showed signs of mental retardation and majority were severely undernourished.
    - At 11, children showed differential rates of recovery relating to age of adoptions. Mean IQ for adopted before 6 months = 102, between 6m and 2yrs = 86, after 2 years = 77. Differences remained at 16 years.
    - Different attachments dependent on whether adoption was before or after 6 months. After 6 months = disinhibited. Symptoms are attention seeking, clinginess and social behaviour directed indiscriminately.
    - Before 6 months very rarely showed this attachment.
  128. 128Who did The Bucharest Early Intervention Project?Zeanah et al.
  129. 129Give the procedure. (4)- Assessed attachment in 95 children, 12-31 months, spent most of lives in institution.
    - Compared to control group of 50 who never lived in institution.
    - SS used.
    - Carers also asked about behaviours of disinhibited attachment.
  130. 130Give the findings. (2)- 74% of control group = securely attached. Only 19% of institutional group, 65% were disinhibited.
    - Description of disinhibited attachment applied to 44% of institution group but only 20% of control group.
  131. 131What are the two effects of institutionalisation?- Disinhibited attachment.
    - Mental retardation.
  132. 132What's a sign of disinhibited attachment?- Children equally friendly and affectionate to everyone, which is highly unusual because of the lack of stranger anxiety.
  133. 133What is disinhibited attachment described as?Described as an adaption to living with multiple carers during sensitive period for attachment because they don't see each carer enough to form a secure attachment.
  134. 134Give 2 points on mental retardation.- Most children caught up with control by 4 yrs if adopted before 6 months.
    - Intellectual ability shown ability to be recovered provided adoption is before 6 months ie) before attachment forms.
  135. 135Give a strength of the studies.They've enhanced understanding of the effects of institutionalisation. Led to improvements in care children in institutions get. Eg) Orphanages now avoid large number of caregivers per child, now only 1-2 per person. Increases chance to develop normal attachment. TF can be applied to real life and is immensely valuable in practical terms.
  136. 136Give another strength.Other orphan studies involve children who'd experienced loss or trauma before institutionalisation eg) neglect, abuse. Was hard to observe effects of institutionalisation in isolation because children were dealing with multiple factors, they functioned as confounding pp variables. In Romanian studies, fewer extraneous variables, TF findings have less internal validity.
  137. 137Give a weakness.Useful data obtained but conditions so bad that can't be applied to understanding impact of better quality care or any situation involving deprivation. Eg) Particularly poor standard of care, especially when comes to forming relationships with children and extremely low levels of intellectual stimulation. Unusual situational variables means lacks generalisability and therefore ecological validity.
  138. 138Define childhood relationships.Affiliations with other people in childhood, including friends, classmates and adults.
  139. 139Define adult relationships.Relationships a child goes on to have in later life as an adult. Includes friendships, working relationships but most critically with romantic partners and own children.
  140. 140What has a strong effect on attachment and later relationships?Internal working models.
  141. 141What will a good first relationship lead to?Won't be uninvolved or too emotionally attached/ controlling and argumentative.
  142. 142What is associated with the quality of relationships in childhood? What will happen with securely attached children.Attachment type.
    Go on to form best quality friendships.
  143. 143What did Rowan Myron-Wilson discover?Bullying behaviour can be predicted by attachment types.
  144. 144How did they discover this? What did they find?Used standard questionnaires in 196 children between 7-11yrs from London.
    Secure = unlikely involvement. IA = Most likely victim. IR = Most likely bully.
  145. 145What did McCarthy study, how, and what did he find?A study of attachment and romantic relationships.
    Studied 40 adult women who were assessed as infants to establish early attachment types.
    Securely attached = best adult and romantic relationships.
    IR = Problem maintaining friendships.
    IA = Struggles with intimacy in romantic relationships.
  146. 146Who also conducted a study of association between attachment and early relationships.Hazan and Shover.
  147. 147Give the procedure. (2)- Analysed 620 replies to love quiz printed in local newspaper with 3 sections.
    - 1st = Assessed respondent's current/most important relationship. 2nd = General love experiences eg) no. of partners. 3rd = Attachment type by asking them to pick statements.
  148. 148Give the findings?- 56% secure, 25% avoidant, 19% resistant. Those with secure were most likely to have good and longer relationships. Avoidant revealed jealousy and fear of intimacy.
    - Suggest patterns of attachment behaviour are reflected in romantic relationships.
  149. 149What are relationships in adulthood as parents also affected by? Which previously discussed study relates to this?Internal working models.
    Bailey's 99 mothers study.
  150. 150Give a weakness of the influence if early attachment on later relationships.Most studies of attachment assess infant-parent attachment by means of interview or questionnaire many years after being infant. 1) Assessment relies on self report techniques to assess relationships. Depends on honesty and realistic views of own relationships. 2) Concerns retrospective nature of assessment, looking back in time relies on accurate recollections.
    TF methods and results lack validity and predictions may be useless.
  151. 151Give another weakness.Not all studies support internal working models and their predictive qualities like McCarthy's study. Eg) Zimmerman asses infant attachment type and adolescent attachment to parents, there was very little relationship between quality of infant and adolescent attachment.
    Shows internal working models can't apply to everyone and therefore lack population validity.
  152. 152Give a final weakness.In studies where infant attachment type is associated with quality of later relationships, the implication is that infant attachment type causes the attachment. However there are alternative explanations for this continuity. Eg) Parenting style or child's temperament can affect both infant attachment type and quality of later relationships. Limitation as shows that internal working models may no cause continuity, decreasing usefulness and value.

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  • Created by maya velasquez · Apr 9, 2016
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