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Flashcards

attachment

jess angliss Psychology A level Inglês 47 flashcards

Flashcards do conjunto (47)

  1. 1Bowlby's theory of maternal deprivationthe separation or loss of the mother as well as the failure to develop an attachment.
  2. 2the attachment bond between infant and caregiver can be disrupted in several ways1. separation: brief temporary separations e.g. attending day care
    2. deprivation: lengthy or permanent separations from attachment figures e.g. divorce, prison, death
    3. privation: where children have not had any opportunity to form an attachment with anyone
  3. 3consequences of maternal deprivation- intellectual development: a child having a low IQ
    - emotional development: developing affectionless psychopathy, the inability to experience guilt or strong emotion for others
    - social development: poor social relationships, including issues with relationships into adulthood
  4. 4Bowlby's monotropic theory of attachment Innate & AdaptiveAttachment is a biological process
    Attachment is adaptive and essential for survival
    Infants have an innate drive to survive
    Being securely attached equals survival
  5. 5Bowlby's monotropic theory of attachment MonotropyAttachment is at first to a single specific caregiver.
    They seek proximity to this carer for safety – ‘safe-base behaviour’.
  6. 6Bowlby's monotropic theory of attachment Social releasersInfants are born with a set of behaviours /characteristics that provoke a response from others
    Known as social releasers
    Designed to attract carer-reciprocity to promote the infant’s survival
  7. 7Bowlby's monotropic theory of attachment Critical periodAttachment occurs within a specific window of time known as the ‘critical period’ (humans: 0-2 yrs)
    Attachment must happen then otherwise it will not occur and the child’s emotional and cognitive development will be negatively affected
  8. 8Bowlby's monotropic theory of attachment Internal working model/ Continuity hypothesisBowlby argued that early life experiences will influence later experiences (the continuity hypothesis)
  9. 9Bowlby's theoryInfants have a mental model of their relationship with their primary caregiver, called the internal working model.
    Gives the infant expectations about relationships with other people – e.g. whether to trust them or not.
    First attachment relationship is a template for all other relationships
  10. 10Bowlby's theory insecure attachmentChildren with an insecure attachment will develop a negative internal working model
    Caregiver has been avoidant/rejecting not responsive to child
  11. 11Bowlby's theory secure attachmentChildren with a secure attachment will develop a positive internal working model
    Caregiver has been sensitive and responsive
    Positive effect in later life
  12. 12strength evidence from animal studies supports the role of a critical periodLorenz
    suggests humans could also have a critical period
  13. 13strength Support for the internal working modelKerns (1994) found that securely attached infants have high quality relationships in childhood whereas insecurely attached infants have friendship difficulties in childhood
  14. 14weakness Mixed evidence for monotropySchaffer & Emerson found that although most infants did attach to one caregiver at first, a significant minority formed multiple attachments from birth.
    This suggests monotropy is not an essential feature of attachment.
  15. 15weakness alternative explanationsthis theory is not the only way to explain attachment
  16. 16implications of Bowlby's theory role of the fatherThe father is seen as a secondary attachment figure
    Out-dated, sexist way of looking at attachment and child-rearing e.g. evidence from Lamb (1987)/Sethna (2017) for role of the father
  17. 17what is an institution?an institution is a place where children live for long periods of time e.g. orphanage. historically institutions provided limited emotional care
  18. 18Rutter's English and Romanian adoptee study procedurelongitudal study of 111 Romanian orphans adopted in Britain to test whether good care could make up for earlier deprivation. physical, cognitive and emotional development was assessed at 4 and 11. 52 British children of the same age and adopted at the same time acted as a control
  19. 19Rutter's ERA study findings- age of adoption had significant effect on later development; at age 6 most of the children adopted before 6 months has caught up with the control groups in terms of social, emotional and cognitive development.
    - at age 11 this pattern remained, with children adopted after 6 months showing significant deficits, with poor attachment to adults, poor peer relationships and delayed intellectual development compared to control.
  20. 20The Bucharest early intervention project Zenah et al procedure95 children who had spent most of their lives in an institution compared with a control group of 50 children who had not lived in an institution
  21. 21The Bucharest early intervention project Zenah et al findings- 74% of control were securely attached compared to 19% of institutional group
    - disinhibited attachment applied to 44% of institutional group compared to 20% of controls
  22. 22conclusions of Romanian orphan studies- age of adoption/length of time in institution will determine the severity of the effects
    - long term consequences of institutionalisation will be not as severe or can be reversed if the child is provided with nurturing/sensitive care afterwards
  23. 23summary of effects- delayed intellectual development or low IQ which means children may struggle more at school
    - disinhibited attachment
    - emotional development problems
    - difficulty interacting with peers and forming close relationships
    - delayed language development
    - delayed physical development
  24. 24why does institutionalism has these effects?- disinhibited attachment may be the result of living with multiple caregivers during the sensitive period for attachment formation
    - in the Romanian orphanages the children may not have had the opportunity to make a secure attachment, they will not have developed a strong internal model which they can use as a template for later relationships
  25. 25strength practical applications1.Early adoption leads to the best outcomes - has changed policy in this area.
    2.Led to improvements in the way children are cared for in institutions. E.g. key worker means the child can form a secure attachment and avoid disinhibited attachment. Fostering seen as a better alternative.
  26. 26weakness studies lack validityChildren were not randomly assigned to conditions (age of adoption) in Rutter et al.’s study. Children who were adopted early may have been the more sociable ones.
    This is a confounding variable and means that the findings must be interpreted with caution.
  27. 27weakness problems with generalising from the Romanian orphan studiesThe standards of care were extremely poor e.g. in relationship formation and intellectual stimulation.
    Findings may not be applicable to all institutionalised children.
  28. 28weakness methodology makes it difficult to draw conclusionsChildren were not studied while in the orphanage.
    Not possible to conclude which aspects of institutionalisation were most influential
  29. 29weakness long term effects are still being discoveredStudies are on going – 2017: children who spent more than 6 months in institutions had caught up in terms of IQ, but continued to have difficulty with social relations, concentration and employment.
    They were also 3-4 times more likely to experience emotional problems, with 40% seeking help for mental health problems.
  30. 30learning theorythis theory states that attachment is not innate, but is a learned behaviour.
    attachment behaviour is learned in 2 ways: classical conditioning and operant conditioning
  31. 31classical conditioning- the person who feed the infant becomes associated with food and the infant attaches to this person
    - food is unconditioned stimulus, this will lead to the unconditioned response - pleasure
    - mother acts as neutral stimulus and is always providing food
    - eventually mother becomes conditioned stimulus and is associated with the feeling of pleasure and this is where the attachment bond develops
  32. 32operant conditioning- food satisfies infant's hunger and makes it feel comfortable again
    - food acts as a reward and therefore becomes a primary reinforcer
    - mother is linked with food because she provides it and becomes a secondary reinforcer
    - infant becomes attached to mother because she is a source of reward
    - attachments occur because caregivers become linked with reducing the unpleasant feeling of hunger so that caregiver becomes a source of reinforcement themselves
  33. 33strength it is plausible as it is founded in established theoryIt is likely that an association between the provision of needs (i.e. food) and the person providing those needs can lead to strong attachments.
    Can be confident in it as an explanation for attachment.
  34. 34weakness the theory is too simplisticthe focus on basic processes are too simple to explain complex processes like attachment. this means the theory may not explain attachment in humans
  35. 35weakness there is evidence that challenges the learning theoryHarlow found that baby monkeys were more attached to the mother that offered comfort rather than food. this suggests that food is not the most important reinforcement for attachment as learning theory would suggest
  36. 36weakness there is further evidence that challenges the learning theorySchaffer and Emerson's study of human infants. they found that infants were most likely to attach to the person who was sensitive and responsive to their needs rather than the person who fed them. this suggests learning theory is not a complete explanation
  37. 37weakness other theories provide a more convincing explanationBowlby's monotropic theory emphasises the importance of responsiveness rather than food development of the attachment bond. this means the learning theory may not fully explain attachment in humans
  38. 38Konrad Lorenz imprinting aimto investigate the process of imprinting (where young animals would follow and form an attachment to the first, large moving object they encountered)
  39. 39Konrad Lorenz imprinting procedure- Lorenz took a clutch of gosling eggs and divided them into 2 groups
    - one group was left with their natural mother, the other was placed in an incubator
    - when the incubator group hatched, the first living thing they saw was Lorenz
    - Lorenz marked all the goslings so he could determine whether they were from the naturally hatched eggs or incubated eggs
    - he placed the goslings under a box, then removed the box and observed who they followed
  40. 40Konrad Lorenz imprinting findings- immediately after birth naturally hatched goslings followed their mother, while the incubated goslings followed Lorenz
    - the same happened when released from the box
    - Lorenz found that imprinting only occurred within a brief time period between 4 and 25 hours after hatching
    - goslings which imprinted on humans, would as mature adult birds attempt to mate with humans
  41. 41Konrad Lorenz imprinting conclusions- because imprinting is irreversible it implies it is under biological control
    - critical period influenced other psychologists, however later found that imprinting could occur beyond the critical period
    - the behaviour of the birds in adulthood show there is continuity between early attachment and future relationships
  42. 42Harry Harlow baby monkeys need comfort more than food aimto test whether attachments are primarily formed through food as explained by learning theory
  43. 43Harry Harlow baby monkeys need comfort more than food procedure- wire mother and cloth mother
    - 8 infant monkeys studied for 165 days
    - for 4 monkeys milk was on wire monkey, for other 4 it was on cloth monkey
    - recorded how much time was spent with each mother
    - monkeys were also made afraid to test for mother preference during stress
  44. 44Harry Harlow baby monkeys need comfort more than food findings- all monkeys spent more time with cloth mother, whether or not this mother had the feeding bottle
    - monkeys who fed from wire mother only spent a short time getting milk then returned to cloth mother
    - when frightened monkeys clung to cloth mother
    - monkeys did not develop normally
  45. 45Harry Harlow baby monkeys need comfort more than food conclusions- infant monkeys attach to the mother who offers comfort rather than food
    - suggesting that attachment concerns emotional security rather than food
  46. 46evaluation of animal studies advantages- the biological continuity between humans and animals means findings from animals could be applied to humans
    - animal studies were also seen as more ethical
  47. 47evaluation of animal studies disadvantages- it is not possible to extrapolate from animals to humans
    - the studies may be considered unethical
    - is the research justifiable?

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A level Psychology FlashCards sobre attachment, criado por jess angliss em 04-06-2021.
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