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Attachment

Alpha Wolf 9 questions Updated 23 Dec 2016

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Questions in this quiz (9)

  1. 1What is attachment?
    An attachment is close [blank_start]two-way[blank_end] emotional bond between two individuals in which each sees the other as [blank_start]essential[blank_end] for their own emotional [blank_start]security[blank_end].
    1. Atwo-way
    2. Bessential
    3. Csecurity
  2. 2What are the behaviours that help us recognise attachment?
    -[blank_start]Proximity[blank_end]: Staying [blank_start]physically[blank_end] close to the attachment figure.
    -[blank_start]Separation[blank_end] distress: being upset when an attachment figure [blank_start]leaves[blank_end].
    -[blank_start]Secure-Base[blank_end] behaviour leaving the attachment figure but regularly returning to them when [blank_start]playing[blank_end].
    1. AProximity
    2. Bphysically
    3. CSeparation
    4. Dleaves
    5. ESecure-Base
    6. Fplaying
  3. 3What are alert phases?
    Babies have [blank_start]periodic[blank_end] alert phases and they [blank_start]signal[blank_end] they are ready for [blank_start]interaction[blank_end], which mothers respond to 2/3 of the time. (Feldman & Eidleman)
    1. Aperiodic
    2. Bsignal
    3. Cinteraction
  4. 4Interactional synchrony takes place when [blank_start]mother[blank_end] and infant [blank_start]interact[blank_end] in such a way that their [blank_start]actions[blank_end] and [blank_start]emotions[blank_end] [blank_start]mirror[blank_end] each other.
    1. Amother
    2. B----
    3. Cinteract
    4. D---
    5. Eactions
    6. F---
    7. Gemotions
    8. H---
    9. Imirror
    10. J----
  5. 5Reciprocity is a description of how two people [blank_start]interact[blank_end]. Mother and Infant interaction is [blank_start]reciprocal[blank_end] in that both Infant and Mother each [blank_start]responds[blank_end] to each others [blank_start]signals[blank_end] and elicits a response from each other.

    [blank_start]Interactional[blank_end] synchrony is when Mother and Infant [blank_start]reflect[blank_end] both the actions and [blank_start]emotions[blank_end] of the other and do this simultaneously. Key term for this is [blank_start]mirroring[blank_end].

    Researchers [blank_start]how[blank_end] found that [blank_start]high[blank_end] levels of synchrony were [blank_start]associated[blank_end] with better quality mother-infant [blank_start]attachments[blank_end].



    1. Ainteract
    2. Breciprocal
    3. Cresponds
    4. Dsignals
    5. EInteractional
    6. Freflect
    7. Gemotions
    8. Hmirroring
    9. Ihave
    10. Jhigh
    11. Kassociated
    12. Lattachments
  6. 6[blank_start]Traditional[blank_end] views of childhood have seen the baby in a [blank_start]passive[blank_end] role, receiving care from an adult. However research shows that babies seem to take on an [blank_start]active[blank_end] role. Both mother and child can initiate [blank_start]interactions[blank_end] and they appear to take turns in doing so.
    1. ATraditional
    2. B---
    3. Cpassive
    4. D---
    5. Eactive
    6. F---
    7. Ginteractions
    8. H---
  7. 7The 5 ways infants and caregivers interact

    [blank_start]Bodily contact[blank_end]-physical attachment helps develop a strong bond.
    [blank_start]Mimicking[blank_end] - infants innate ability to imitate carers [blank_start]facial[blank_end] expressions ([blank_start]biological[blank_end] device to develop attachments)
    [blank_start]Caregiverese[blank_end]- modified form of [blank_start]vocal language[blank_end], high-pitched, repetitive, song like.
    Interactional [blank_start]synchrony[blank_end] - infants move their bodies in tune of the carers voice, mimicking the turn-taking of a two-way conversation.
    Reciprocity - mutual [blank_start]behaviour[blank_end] between both parties, produce responses from each other.
    1. ABodily contact
    2. B---
    3. CMimicking
    4. D---
    5. Efacial
    6. F---
    7. Gbiological
    8. H---
    9. ICaregiverese
    10. J---
    11. Kvocal language
    12. L---
    13. Msynchrony
    14. N---
    15. Obehaviour
    16. P---
  8. 8Lorenz evaluations

    One limitation is [blank_start]generalising[blank_end] conclusions from [blank_start]birds[blank_end] to humans. The [blank_start]mammalian[blank_end] attachment system is quite different from birds attachments. For example, mammalian attachment figures show more [blank_start]emotional[blank_end] attachment to their young. This suggests that it is not [blank_start]appropriate[blank_end] to generalise Lorenz's ideas to [blank_start]humans[blank_end].

    A strength is a support for the concept of [blank_start]imprinting[blank_end]. A researcher found that chicks that imprinted on yellow [blank_start]washing up[blank_end] gloves would try to [blank_start]mate[blank_end] with them as adults. This suggests that young animals are born with an [blank_start]innate[blank_end] mechanism to imprint on a moving object present in the [blank_start]critical[blank_end] window of development. However this study also helps us question some of Lorenz's [blank_start]observations[blank_end] and conclusions. For example, with [blank_start]experience[blank_end] the chicks learned to mate with their own kind. This suggests that the effects of imprinting are not as [blank_start]long-lasting[blank_end] as Lorenz believed.

    1. Ageneralising
    2. Bbirds
    3. Cmammalian
    4. Demotional
    5. Eappropriate
    6. Fhumans
    7. Gimprinting
    8. Hwashing up
    9. Imate
    10. Jinnate
    11. Kcritical
    12. Lobservations
    13. Mexperience
    14. Nlong-lasting
  9. 9Evaluations for Harlow

    A strength is that Harlow's research has important [blank_start]practical[blank_end] applications. It has helped social workers to understand risk factors in child abuse and so intervene to prevent it. We also now understand the [blank_start]importance[blank_end] of attachment figures for baby monkeys in zoos and breeding programmes in the wild. The usefulness of Harlow's research increases its value.

    A limitation is that Harlow faced severe criticism for the [blank_start]ethics[blank_end] of his research. Rhesus monkeys are similar enough to humans for us to generalise findings, which also means their suffering was presumably human-like. Harlow himself was aware of the suffering caused. He referred to the wire mothers as 'iron maidens', named after a medical torture device. The counter argument is that Harlow's research was sufficiently important to justify the procedures.

    A limitation is the [blank_start]generalisability[blank_end] from monkeys to humans. Although monkeys are clearly more similar to humans than Lorenz's geese, they are not humans. For example, human babies develop speech like communication (babbling) This may influence the formation of attachments. Some Psychologists disagree on the extent to which non-human primates can be generalised to humans.
    1. Apractical
    2. B---
    3. Cimportance
    4. D---
    5. Eethics
    6. F---
    7. Ggeneralisability
    8. H---

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Description
AS - Level Psychology (Paper 1 continued) Quiz on Attachment, created by Alpha Wolf on 18/11/2016.
Language
English
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Created on 18 Nov 2016 · updated on 23 Dec 2016
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