Evolutionary theory: Evaluation

Evolutionary theory: Evaluation

1. Supporting the continuity hypothesis

   • SROUFE ET AL (1999)
     • Minnesota longitudinal study following children from 12 months to adolescence
     • Children were rated throughout childhood
     • The children rated as being securely attached in infancy where also rated as being more popular, have more initiative, higher self-confidence and self-esteem
     • This supports Bowlby's views of continuity of social development from infancy to adulthood as it showed that social competence was associated with early attachment style
   • MCCARTHY (1999)
     • Group of women who had been assessed in infancy as insecurely attached
     • Recorded their attitudes and experiences of friendships and romantic relationships
     • Those who had been classified as avoidant-insecure in infancy were more likely to have romantic problems
     • Those who had been classified as resistant-insecure in infancy were more likely to have friendship problems
   • HAZAN and SHAVER (1987)
     • Published a 'love quiz' in an American newspaper
       • Collected information about people's early attachment experiences and their current romantic attitudes and experiences
     • Individuals who were securely attached as infants tended to have happy and lasting love relationships, and believed that love was enduring and about mutual trust
     • Individuals who were insecurely attached as infants found relationships to be less easy, were more likely to be divorced and felt that true love was rare
     • Supports Bowlby's concept of an internal working model because it assessed the attitudes generated from the individuals' internal working model

2. Temperament hypothesis

   • Some infants may simply be better than others at forming relationships
   • Individual differences
   • Appealing to parents = more likely to be appealing to other people

3. Sensitive period

   • RUTTER ET AL. (1998)
     • Adopted infants in the US or UK were able to form attachment relationships after 1 y/o
     • Adopted infants made notable developmental progress following adoption
     • However, the later these children were adopted, the slower their progress
     • This study shows us that attachments can still be formed even after the critical period, although it may take longer
   • Younger children find it easier to form attachments than older children

4. This theory does not explain why some children are able to cope with poor attachment experiences while others suffer long-term consequences