Learning Theory

Learning Theory

1. Conditioning

   • Classical
     • Classical conditioning involves learning to associate two stimuli together so that we begin to respond to one in the same way as we would respond to the other
     • In the case of attachment, food serves as an unconditioned stimulus
       • Being fed gives us pleasure, we don't have to learn that, its an unconditioned response
     • A caregiver starts as a neutral stimulus - i.e. produces a neutral response
       • When the same person provides the food over time they become associated with food- expectation of food
     • The neutral stimulus becomes the conditioned stimulus
       • Once the conditioning has taken place the sight of the caregiver produces a conditioned response of pleasure
   • Operant
     • Involves learning to repeat behaviour, or not, depending on its consequences
     • If the behaviour produces a pleasant consequence, the behaviour is likely to be repeated again
       • This behaviour has been reinforced
     • If the behaviour produces an unpleasant consequence it is less likely to be repeated
     • Can explain why babies cry for comfort- an important behaviour in building attachment
       • Crying leads to a response from the caregiver, such as feeding
     • As long as the caregiver provides the correct response, crying is reinforced
       • The baby then directs crying for comfort towards the caregiver who responds with comforting 'social suppressor' behaviour
     • The reinforcement is a two-way process
       • At the same time as the baby is reinforced for crying, the caregiver receives negative reinforcement as crying stops
     • Mutual Reinforcement strengthens attachment

2. Attachment as a Secondary Drive

   • Drive
     • As well as conditioning, learning theory draws on the concept of drive reduction
     • Hunger can be thought of as a primary drive
       • It's an innate, biological motivator
     • We are motivated to eat in order to reduce the hunger drive
   • Sears et al
     • Suggested that as caregivers provide food, the primary drive of hunger becomes generalised to them
     • Attachment is thus a secondary drive learned by an association between the caregiver and satisfaction of a primary drive

3. Evaluation

   • Counter-Evidence from Animal Research (N)
     • A range of studies has shown that young animals do not necessarily attach to those who feed them
     • Lorenz's geese imprinted before they were fed and maintained these attachments, regardless who fed them
     • Harlow's monkeys attached to a soft surrogate in preference to a wire one that dispensed milk
     • Food does not create a bond
       • Learning theorists themselves believed that non-human and humans were equivalent
   • Counter-Evidence from Human Research (N)
     • Feeding does not seem to be an important factor
     • In Schaffer and Emerson's study many of the babies developed a primary attachment to their biological mother even though other carers did most of the feeding
     • These findings are a problem for the learning theory as they show that feeding is not the key element to attachment and so there is no unconditioned stimulus or primary drive involved
   • Ignores other Factors (N)
     • Research into early infant-caregiver interaction suggests that the quality of attachment is associated with factors like developing reciprocity and good levels of interaction synchrony
     • Studies have shown best quality attachments are with sensitive carers that pick up signals and respond appropriately
     • Very hard to reconcile these findings with the idea of cupboard love
       • If attachment developed purely because of feeding, there would be no purpose for these complex interactions and we would not expect to find relationships between them and the quality of infant-caregiver attachment