ATTACHMENT

ATTACHMENT

1. A close 2 way emotional bond where each individual sees the other as essential for their own emotional security

2. INTERACTIONS & FIGURES

   • Reciprocity- interaction is reciprocal when each person responds to the other + elicits a response from them
     • Murray + Trevarthen- mums had frozen face + didn't interact -->babies upset
   • interactional synchrony- caregiver + infant reflect the actions + emotions of each other in a co-ordinated way
     • although important these interactions are not necessary to form attachments
     • Isabella et al- observed 30 mums + kids --> high levels of synchrony =better mother-infant attachments
   • Role of dad- a playmate role + which encourages the child to take risks

3. STAGES OF ATTACHMENT

   • 3) Specific attachment (7-9 months)
     • show stranger anxiety + from primary attachment figure to which they show separation anxiety
   • 2) Indiscriminate (6 weeks- 7 months)
     • preference to humans over objects, + accept comfort from anyone
   • 1) Asocial (0-6 weeks)
     • baby treats humans + objects the same, but is happier with humans
   • 4) Multiple attachment (10 months onwards)
     • form secondary attachments with regulars in their life,
   • info found by Schaffer + Emerson
     • 60 babies from Glasgow working-class, visited every month, then at 18 months, mums were asked questions about how babies acted towards separation + strangers in everyday situations
       • 25-32 weeks 50% had specific attachment, which formed with adult that interacted with baby most (reciprocity), 40 weeks 80% had specific attachment

4. ANIMAL STUDIES

   • Konrad Lorenz
     • control group: eggs hatched with goose mum + imprinted on her experimental : eggs hatched incubated with Lorenz +imprinted on him
       • speices that are precocial (mobile from birth) form attachment to + follow 1st moving object they see, must occur during critical period (different for different species)
         • Sexual imprinting- imprinting animals use parent (whoever they imprinted on) as template/model for mate preferences in later life.
           • Lorenz found that peacocks that imprinted on giant tortoises, only directed courtship behaviour to giant tortoises as adults
   • Harry Harlow
     • 16 baby monkeys were placed with 2 wire dolls, 1 doll was plain but had milk, the other was covered in cloth + dispensed milk
       • monkeys preffered to cuddle clothed doll than wired even when scared regardless of which had milk, showing comfort was more important than food it terms of attachment behaviour
     • these monkeys became maternally deprived as they never had a 'real'' mother, the results of this were: aggressiveness, bad at mating--> less breeding, neglected + attacked their kids
       • those who had non-clothed doll were worst
       • Harlow said the critical period for monkeys was 90 days, after this attachment was impossible

5. EXPLANATIONS: LEARNING THOERY

   • Classical conditioning- learning to associate 2 different stimuli together so that the response to them becomes the same,
     • CUPBOARD LOVE
   • Operant conditioning- learning to repeat or stop behaviour through reinforcement
     • Positive reinforcement- behaviour is repeated due to a reward
       • babies cries + is rewarded with comfort--> babies cries again later (positive reinforcement)
     • Negative reinforcement- behaviour is repeated due to to stopping something unpleasant
       • adult doesn't like noise so comforts baby--> noise stops for a while (negative reinforcement)
         • this use of reinforcement strengthens attachment between 2

6. EXPLANATIONS: BOWLBY'S THEORY

   • Critical period- if attachment hasn't been formed at 2yrs it'll be much harder to form one later, but not impossible.
   • Internal working model (IWM)- a mental representation of relationship with primary caregiver that child forms
     • IWM acts as template for how that child views relationships, so effects future relationships including their relationship with their kids.
   • Monotropic theory- a child had 1 main attachment (with primary attachment figure) that was more important than others
     • more predictable kid's behaviour =better attachment
     • effects of separation add up, so it's best to have no seaparation
   • Social releasers- babies are born with innate cute behaviours e.g. gripping to get attention + cause reciprocity between baby & adult

7. THE STRANGE SITUATION

   • Ainsworth used to assess a child's quality of attachment, the behaviours used to judge attachment were:
     • Proximity seeking- staying close to caregiver shows good attachment
     • Exploration- good attachment--►kid feels confident exploring using caregiver as secure base
     • Separation anxiety- protesting at separation from caregiver--► shows attachment
     • Stranger anxiety- anxiety when stranger approaches--► shows attachment
     • Reunion- child's response to reunion with caregiver after short separation
   • Ainsworth found 3 patterns in behaviour + made 3 attachment types:
     • Secure attachment: explore happily, use CG as secure base + regualry return, moderate separation + stranger anxiety, accept comfort in reunion
     • Insecure-resistant: explore less, high proximity, massive strange + separation anxiety, resist comfort at reunion
     • Insecure-avoidant: explore freely no secure base or proximity, no separation or stranger anxiety, don't need comfort at reunion

8. CULTURAL VARIATIONS IN ATTACHMENT

   • Simonella et al (2014) conducted study in Italy , 76 1yr olds, 50% secure, 36% avoidant.
   • 32 studies using the strange situation were meta-analysed 18/32 studies were from US rest were from 7 different countries
     • • countries have different cultures, this could explain the difference across countries in attachment types,
         • Collectivist cultures- cooperation within families/groups is a priority, there's less independence, so there's less avoidant e.g. Japan
         • Individualistic cultures- independence + individual goals are valued in these cultures so there have less resistant e.g. Germany
   • Ijzendoorn & Kroonenberg, investigated the attachment types across + within different cultures

9. BOWLBY'S MATERNAL DEPRIVATION

   • Emotional + intellectual effects of separation between child + attachment figure
     • effects on intellectual development=mental retardation (low IQ)
     • effects on emotional development= affectionless psychopathy- no empathy, so can't develop normal relationships + more likely to be criminals as they don't get victims feelings, so no remorse e.g. Dexter
       • 44 Thieves- 14/44 thieves were affectionless psychopaths, 12/14 of the psychopaths had had maternal deprivation. Control group: 2/44 had experienced separations

10. INSTITUTIONALISATION: ROMANIAN ORPHANS

    • institutionalised kids lack 1 on 1 attachments due to multiple carers, no primary attachment figure
    • Rutter observed 165 adopted Romanian orphans over time. 52 British adoptees were control group,
      • Zeanah et al used starnge situation on 95 kids 12-31 months who'd spent most of live in institution 19% were secure + 65% were disinhibited control group: 50 kids never institution, 74% of control were secure
      • at first all showed mental retardation + undernoushinment
        • at 11 IQ of those adopted before 6 months was higher than those adopted between 6 months- 2 yrs, IQ was even lower for those adopted after 2yrs. At 16 pattern was same
      • those adopted after 6 months showed disinhibited attachment, symptoms are: clingy attention seeking, indiscriminate to all adults even strangers

11. EARLY ATTACHMENT ON LATER RELATIONSHIPS

    • childhood attachments, form IWM that acts as template for future relationships
    • 99 mother-baby attachments were tested with strange situation + same mother and her mother (grandmother) attachment was tested with AAI, majority had same attachment type to both their mother + baby
    • In 40 women that were tested as kids securely attached had best friendships + romantic relationships, insecure-resistant struggled keeping friends, insecure-avoidant struggled with intimacy in romantic relationships
      • Hazan + Shaver analysed 620 replies to a love quiz about number of partners, emotions + most important relationship, 56% were identified as securely attached, 25% avoidant + 19% resisant
    • securely attached kids have good friendships insecure-resistant more likely to be bullies, insecure-avoidant more likely to be bullied

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