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studies on attachment
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- 1Learning theory : DefinitionBehaviour is learned through operant conditioning (rewards) Skinner’s box
and
classical conditioning (association) Pavlov’s dogs - 2Bowlby : Evolution theoryChildren have an innate drive to attach to care giver
Social releasers: ‘unlock’ innate tendency of adults to care for them – 1- physically - baby face– crying, 2- behavioural – crying
Critical period: have to form an attachment during 1st 2 ½ years of their life
Monotropy: special attachment with mum – if mum not present, can bond with another - 3Ainsworth and Bell : Types of attachmentStrange situation – a controlled observation on infants with mothers, recorded infants and mothers behaviours, noting separation anxiety, willingness to explore, stranger anxiety and reunion behaviour
= found that 66% securely attached, 22% avoidant insecure, 12% resistant- insecure - 4stages of strange situation8 stages - 1. parents and infant play, 2. parent sits while infant plays (secure base) 3. stranger enters and talks to parent (stranger anxiety), 4. parent leaves infant plays stranger offers comfort if needed (separation anxiety), 5. parent returns greets infant offers comfort stranger leaves (reunion) 6. parent leave infant alone (separation anxiety), 7. stranger enters and offers comfort (stranger anxiety), 8. parent returns and offers comfort (reunion behaviour)
- 5secure attachmenttype B 62% - strong attachment to mother, not likely to cry if caregiver leaves room, they seek and are comfortable with social interaction.
- 6insecure aviodanttype A 15% - (anxious style)- children tend to avoid social interaction and intimacy - little response to separation and do not proximity to caregiver on reunion
- 7insecure reistanttype C 9% (ambivalent) - seek and reject intimacy and social interaction - respond to separation from caregiver with intense distress - on reunion, children display conflicting desires for and against contact - many angrily resist to being picked up whilst trying to maintain proximity
- 8insecure- disorganisedtype D - 15% show very strong attachment which is suddenly followed by aviodance or looking fearful of caregiver
- 9insecure attachmenta result of caregivers lack of sensitive responding to infants needs - may be associated with poor emotional development
- 10Schaffer and Emerson :Development of attachmentLarge- scale longitudinal study over 2 years – followed 60 infants from w/c area in Glasgow, observed every 2 weeks until 1 then at 18 months, attachment measures using separation protest in7 everyday situations and stranger anxiety
= found that:
their first specific attachment between 25 and 32 weeks, fears of strangers developed about a month later in all children
soon after one main attachment made – other attachments formed - 11Harlow : Learning theory of attachment (monkeys)Young monkeys to be taken away from mothers and placed in cages with 2 surrogate mothers – one made of wire and one made of cloth, the wire one fed the monkey – cloth provides comfort. When frightened – monkeys went to cloth mother – primary attachment
- 12Bowlby : Disruption of attachmentChildren from Child Guidance Clinic interviewed from 5-16 years old – 44 – at clinic because of stealing, – Bowlby diagnosed 14 of thieves as affectionless, children interviewed with parents – info on early experiences collected
=found that: affectionless thieves experiences frequent early separations from mother – 86% - 13Robertson and Robertson: Disruption of attachmentJohn 17 month old– placed in residential care for 9 days whilst mum had a baby – father visited regularly – gradually he starts to get attention from nurses but are always too busy – he seeks comfort from a teddy but is not enough – starts to refuse food and drink, cries, gives up trying to get attention – when mother returns he struggles to get away from her – for months after continued to have outbursts of anger towards mother
- 14Hodges and Tizard : Failure to form attachments and effects of institutionalisationLongitudinal study – 65 children placed in institution when less than 4 months – policy in institutions against caregivers forming attachment with children – suggests children experienced early privation – by age of 4, 25 of the children been adopted and 15 returned to their original homes – assessment at 8 and 16 of children – adopted children close attachments to parents and good family relationships – less true for restored children
Both groups likely to seek adult attention and less successful in peer relationships
Less likely to be liked - 15Rutter et al : Failure to form attachments and effects of institutionalisationLongitudinal study comparing Romanian orphans who were adopted by UK families and UK-born adoptees – those adopted by British families before 6 months shown ‘normal’ emotional development when compared with UK children adopted at same age – but many of the Romanian orphans adopted after 6 months showed disinhibited attachment and problems with peers – shows that the longer spent in institutional care – more likely there will be disinhibited attachments
- 16Case study – Genie : PrivationLocked in her room by father until 13 ½ (because he thought she was retarded) – when found she couldn’t speak or stand erect. Never fully recovered socially – shows a disinterest in others
- 17Czech Twins : PrivationSpent first 7 years of lives locked up by step mother – own mother died when infants. When first discovered – couldn’t talk. After discovered - were cared for by 2 loving sisters and by 14 had near normal intellectual and social functioning by 20 – above average age of intelligence and had excellent relationships with their foster family – possible that because they were found at younger age – able to recover.
- 18Takahshi : Cultural variations in attachmentPP – 60 middle class infants aged 1 – boys and girls raised at home – same procedure as Strange Situation
= found – 66% infants securely attached almost identical to USA sample, no infants avoidant-insecure, 32% classified as resistant insecure – much more disturbed when left alone ‘infant alone’ step was stopped because 90% were too distressed – cross cultural variation because Japanese infants almost never alone - 19Tronik et al : Cultural variations in attachmentAfrican tribe – infants looked after by different women and usually breastfed by them but slept with mother at night – despite differences in childrearing – still showed primary attachment for mother
- 20Grossman and Grossman : Cultural variationsGerman infants tended to be insecurely attached than securely attached – may be because German culture involves keeping a distance between parents and infants
- 21Andersson : Impact of day careLongitudinal study from Sweden with sample of 100 children from both low and middle class as well as 1 parent families – early child assessments recorded then at 8 and then 13 –
= found that school performance better for children who had been in day care and lowest for those who didn’t go to day care - 22Belsky et al : Day care – social developmentInfants placed in strange situation – asses their attachments with mothers – one group experiences no day care and the other experienced 20 hours per week before 1st bday
= found – those who had day care – more lilely to have insecure attachment type - 23NICHD report : Day care – social development (aggression)Longitudinal study in 1991 with over 1000 children from diverse families from 10 locations and assessed at different intervals to see effects of day care
= at 1 5 – more time spent in day care the more aggressive the child, at the end of primary education still found a link between day care experiences and aggressiveness - 24Clarke-Stewart et al : Positive impact on day care social developmentObservations – one looked at peer relationships of 150 children 2-3 years from different social backgrounds – were good at coping with social situations
Another one looked at strength of attachment in group of 18 month old children compared children who had 30 hours of day care and less than 10 hours per week – used strange situation – both groups were just as distressed when separated from mothers as each other - 25Shea : Positive impact of day care social developmentInfants between 3-4 videotaped in playground during first 10 weeks of nursery – behaviour assessed in terms of rough and tumble, aggression, frequency of peer interaction, distance from teacher and from nearest child – over 10 weeks childrens peer interaction increased and distance from teacher/other children decreased – decrease in aggression and increase in sociability – more evident for children in care 5 days a week than those who went 2 times
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- (Attachment) Psychology Fichas sobre studies on attachment, creado por samantha_x el 21/04/2014.
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