Flashcards
Attachment
Cards in this deck (28)
- 1Caregiver-Infant interactionsReciprocity: Taking turns as in a conversation, response of a similar action, one action elicits the other
(Jaffe: Kind of conversation)
Interactional synchrony: Coordinated behaviour, imitation of emotions as well as behaviour
(Meltzoff and Moore: imitation of adult)
Piaget: behaviour is pseudo-imitation (operant conditioning) - 2Caregiver-Infant interaction (KEY STUDY)Meltzoff and Moore
Controlled observation done as a systematic study
Four different stimuli
1. Mouth opening
2. Termination of mouth opening
3. Tongue protrusion
4. Termination of tongue protrusion
Judged by independent observers with no knowledge
Scored twice so it was reliable - 3Caregiver-Infant interaction (EVALUATION)1. Issues with testing infants, they are constantly in motion so it is hard to distinguish what is the behaviour
2. Failure to replicate, Koepke and Marian both couldn't replicate however issues lie in their experiments
3. Individual differences, strongly attached infants demonstrate IS, therefore varies in infant - 4Development of attachment (KEY STUDY)Schaffer and Emerson
Sixty infants from working-class homes in Glasgow
Ranged from 5 weeks to 23 weeks old
To the age of a year
Visited until 1 year
Mother reports response to different situations:
Left alone
Left with people - 5Development of attachmentStage 1: Indiscriminate attachment,
(0 months-2 months)
similar response to everything
Stage 2: beginnings of attachment,
(Around four months)
prefer human company and show stranger anxiety
Stage 3: specific attachment
(7 months-9 months)
protest because of separation anxiety, created a primary attachment
Stage 4: Multiple attachments
(10 months-onwards)
develops a wider circle - 6Development of attachment (EVALUATION)1. Unreliable data, sample was working class therefore less securely attached
2. Biased sample, from the 1960's up in Glasgow, cannot be generalised
3. Issues with longitudinal, expensive, long winded, participants can drop out - 7Animal Studies (KEY STUDY)Lorenz
PROCEDURE:
Took a clutch of geese eggs, divided to two groups
One group=Natural mother
One group=Lorenz
To test imprinting
Findings:
Quick to divide between mother and Lorenz
Because of critical period
Imprinting to humans isn't generalisable to all animals Cutlews - 8Animal Studies (KEY STUDY)Harlow
Procedure:
Created two wire mothers each with different heads
One wrapped in cloth
One wire frame
Both had a milk bottle
4 monkeys to cloth
4 monkeys to wire
Time measured and response to fear
Findings:
All eight spent more time with the cloth covered
Those fed by the wire would get food then return
Suggests attachment is because of contact comfort not food - 9Animal Studies (EVALUATION)1. Cannot be generalised to human species due to innate biological differences
2. Ethical issues, still causing harm to creatures by taking away from real mother
3. Imprinting issues, may not be irreversible and may be a little more than learning - 10Explanation for attachment Learning theoryAll behaviour is learnt rather than inherited
Classical conditioning: New conditioned response learned through association between a neutral stimulus (Mother) and an unconditioned stimulus (Food)
Operant conditioning: The reduction of discomfort created by hunger is so rewarding so food becomes a primary reinforcer, associated with mother who becomes secondary reinforcer
Social learning: Children model parents attachment behaviours - 11Explanation for attachment Learning theory (EVALUATION)1. Most research is animal studies, lack external validity because simplified model
2. Attachment is not based on food, as demonstrated in Harlow
3. It can explain some aspects such as attention and responsiveness are rewards - 12Explanation for attachment Bowlby's Mono-tropic TheoryBowlbys attachment theory states the critical period (3-6 months) is when attachment is formed, afterwards this becomes increasingly difficult
Primary attachment figure is detirmined by sensitivity
Social releasers elicit care giving and ensure attachment from parent to infant
Monotropy - primary attachment has special emotional role, secondary attachments provide safety net
Internal working model - acts as template for future relationships creating continuity - 13Explanation for attachment Bowlby's Mono-tropic Theory (EVALUATION)1. Attachment is adaptive, linked to features in species, carried till they can crawl hence critical period timing
2. Case studies from Rutter, show that attachment can be formed after the critical period, a contradiction to Bowlby
3. Derived from animal studies as well, and issues with animal studies - 14Types of Attachment (KEY STUDY)Ainsworth
Systematic test of attachment to one caregiver, investigating the effects of separation and strangers
1. Parent and infant play:
Attachment
2. Parent sits and infant plays:
Secure base
3. Stranger enters and talks to parent:
Stranger anxiety
4. Parent leaves, infant plays:
Separation anxiety
5. Parent returns/comforts stranger goes:
Reunion behaviour
6. Parent leaves:
Separation anxiety
7. Stranger returns:
Stranger anxiety
8. Parent returns offers comfort:
Reunion behaviour - 15Types of AttachmentSecure attachment:
Strong and contented attachment of an infant to his or her caregiver, comfortable with social interaction and intimacy
Insecure-avoidant:
Tend to avoid social interaction and intimacy with others
Insecure-resistant:
Both seek and reject intimacy and social interaction - 16Types of attachment (EVALUATION)1. Insecure-disorganised found in Main and Solomans analysis of 200 studies, further supported by meta-analysis
2. Inter-observer reliability due to agreement within the observers (.94 agreement)
3. Real-life application, used to improve welfare and their lives (Circle of security project) - 17Cultural variation (KEY STUDY)Van Ijzendoorn and Kroonenberg
Meta-anaylis of 32 studies using the strange situation, from 8 countries
Secure was the most common across all countries
Resistant most common in china, Japan and Israel (Collectivist countries)
Variation within = 1.5 times greater than variations between cultures - 18Cultural Variations in attachmentCultural similarities: Real study supports, African tribe Efe
Cultural differences: More insecure attachment in German sample
Cultural differences: No avoidant attachment in Japan sample - 19Cultural variation in attachment (EVALUATION)1. Ethno-centricism since it has multiple meanings across culture (individualist views = American)
2. Imposed etic, technique designed in one culture but imposed on another i.e. the strange situation
3. Can develop indigenous theories because of cross-culture research (Rothbaum) - 20Bowlby's theory of maternal deprivationValue of maternal care: children need a warm, intimate and continuous relationship with mother
Critical period: frequent separation from mother will have a negative impact if before 2 1/2 years or to the age of 5
Long-term consequences: emotional instability/maladjustment or mental disoders - 21Maternal deprivation (KEY STUDY)Bowlby
Procedure:
Studied 88 children, half had been caught stealing (thieves) the other were a control group
Suggested the thieves were affection less, lacked shame and responsibility
Findings:
86% of thieves experienced separation that was frequent
None of the control group experienced separation - 22Maternal deprivation (EVALUATION)1. Real life application to children in housing post-war (Robertson)
2. Doesn't consider emotional separation (Yarrow depression)
3. Individual differences, research shows that not all children are affected the same way - 23Effects of institutionalisation (KEY STUDY)Rutter
Procedure:
165 Romanian orphans, physical, cognitive and social development tested in intervals
(4, 6, 11 and 15)
Findings:
Lagged behind British equivalent in all aspects
Beyond six months had the greatest effect - 24Effects of institutionalisationPhysical underdevelopment
Intellectual under functioning
Dish-inhibited attachment - 25Effects of institutionalisation (EVALUATION)1. Individual differences, some children appear to recover despite no attachments
2. Real-life application, adoption could benefit from the research for children's welfare
3. Longitudinal studies are time consuming, expensive and also sometimes ineffective - 26The influence of early attachmentInternal working model: Model of self and attachment partner based on their joint attachment history which generates expectations
Behaviours influenced by IWM, childhood relationships, poor parenting, romantic relationships and mental health - 27The influence of early attachment (EVALUATION)Hazan and Shaver
Procedure:
'Love quiz' placed in Rocky mountain magazine
Asked questions about attachment experiences
Analysed 620 responses
Findings:
Positive relationship between attachment type and love experiences/attitudes - 28The influence of early attachment (EVALUATION)1. Correlational research, IWM may not cause later relationship, temperament may be an intervening variable
2. Retrospective, relies on past stories, could be bias for desirability
3. Alternative explanations provided by Feeney, self verification
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- Flashcards for all topics within Attachment
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- Deleted user · Mar 2017
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- Mar 9, 2017
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- Created by olimcconnell · May 14, 2016
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