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A Level AQA Psychology COPY > 3.1: Caregiver-infant interactions in humans > Flashcards

3.1: Caregiver-infant interactions in humans Flashcards

1
Q

Precocial animals

A

Precocial animals are animals born at a fairly advanced stage of development

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2
Q

Precocial animals are animals born at a fairly advanced stage of development.
Example

A

For example, foals (horses) are able to:
1. Walk
2. Run around
soon after birth

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3
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, what are human babies?

A

Human babies are altricial

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4
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
What does this mean?

A

This means that human babies are born at a relatively early stage of development

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5
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
This means that human babies are born at a relatively early stage of development and so what do they need to do?

A

This means that human babies are born at a relatively early stage of development and so they need to form attachment bonds with adults who will:
1. Protect
2. Nurture
them

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6
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
This means that human babies are born at a relatively early stage of development and so they need to form attachment bonds with adults who will protect and nurture them.
What is this linked to?

A

This is linked to the evolutionary theory

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7
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
This means that human babies are born at a relatively early stage of development and so they need to form attachment bonds with adults who will protect and nurture them.
This is linked to the evolutionary theory - what?

A

This is linked to the evolutionary theory - survival of the fittest

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8
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
This means that human babies are born at a relatively early stage of development and so they need to form attachment bonds with adults who will protect and nurture them.
This is linked to the evolutionary theory - survival of the fittest.
If an attachment is not formed, what will happen?

A

If an attachment is not formed:

  1. The primary caregiver will not care or raise the human babies properly
  2. Then they would not survive
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9
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
This means that human babies are born at a relatively early stage of development and so they need to form attachment bonds with adults who will protect and nurture them.
This is linked to the evolutionary theory - survival of the fittest.
If an attachment is not formed, the primary caregiver will not care or raise the human babies properly and then they would not survive.
This is why what?

A

This why human babies are dependent

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10
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
This means that human babies are born at a relatively early stage of development and so they need to form attachment bonds with adults who will protect and nurture them.
This is linked to the evolutionary theory - survival of the fittest.
If an attachment is not formed, the primary caregiver will not care or raise the human babies properly and then they would not survive.
This is why human babies are dependent.
What is the short-term benefit?

A

The short-term benefit is survival

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11
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
This means that human babies are born at a relatively early stage of development and so they need to form attachment bonds with adults who will protect and nurture them.
This is linked to the evolutionary theory - survival of the fittest.
If an attachment is not formed, the primary caregiver will not care or raise the human babies properly and then they would not survive.
This is why human babies are dependent.
The short-term benefit is survival.
What is the long-term benefit?

A

The long-term benefit is emotional relationships

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12
Q

Precocial animals are animals born at a fairly advanced stage of development.
For example, foals (horses) are able to walk and run around soon after birth.
However, human babies are altricial.
This means that human babies are born at a relatively early stage of development and so they need to form attachment bonds with adults who will protect and nurture them.
This is linked to the evolutionary theory - survival of the fittest.
If an attachment is not formed, the primary caregiver will not care or raise the human babies properly and then they would not survive.
This is why human babies are dependent.
The short-term benefit is survival.
The long-term benefit is emotional relationships.
It is believed that this first relationships acts as what?

A

It is believed that this first relationships acts as a template for later relationships

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13
Q

When their babies are born, what do mothers have?

A

When their babies are born, mothers have instant skin-to-skin contact

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14
Q

When their babies are born, mothers have instant skin-to-skin contact.
What is there also?

A

There is also skin-to-skin contact for fathers

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15
Q

What are all human babies born with?

A

All human babies are born with black and white vision

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16
Q

All human babies are born with black and white vision.

They can’t see in colour until when?

A

They can’t see in colour until they are a few months old

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17
Q

Attachment

A

An attachment is an enduring, two-way, emotional tie to a specific other person (especially between a parent and child), which develops in set stages within a fairly set timescale

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18
Q

Attachment is an enduring, two-way, emotional tie to a specific other person (especially between a parent and child), which develops in set stages within a fairly set timescale.
The individual sees the other as essential for what?

A

The individual sees the other as essential for their own emotional security

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19
Q

When does an attachment develop?

A

An attachment takes a few months to develop

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20
Q

An attachment takes a few months to develop.

What is it not?

A

It is not instant

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21
Q

An attachment takes a few months to develop.

It is not instant, why?

A

It is not instant, because an attachment bond is not present at birth (it isn’t innate)

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22
Q

An attachment can be seen to have developed when an infant shows what?

A

An attachment can be seen to have developed when an infant shows:

  1. Stranger anxiety
  2. Separation protest
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23
Q

An attachment can be seen to have developed when an infant shows stranger anxiety and separation protest.
Stranger anxiety

A

Stranger anxiety is distress in the presence of unknown individuals

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24
Q

An attachment can be seen to have developed when an infant shows stranger anxiety and separation protest.
Separation protest

A

Separation protest is distress at the absence of a specific person

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25
Q

Attachment bonds are characterised by an infant’s desire to keep close proximity to a particular individual and by the expression of distress if the infant is separated from that person.
This particular individual gives an infant a sense of security and is usually the child’s mother, though attachments can be provided by anyone who provides such what?

A

This particular individual gives an infant a sense of security and is usually the child’s mother, though attachments can be provided by anyone who provides such:

  1. Comfort
  2. Security
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26
Q

Attachment bonds are characterised by an infant’s desire to keep close proximity to a particular individual and by the expression of distress if the infant is separated from that person.
This particular individual gives an infant a sense of security and is usually the child’s mother, though attachments can be provided by anyone who provides such comfort and security.
Attachment behaviours:
Proximity

A

Proximity is that people try to stay physically close to those they are attached to

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27
Q

Attachment bonds are characterised by an infant’s desire to keep close proximity to a particular individual and by the expression of distress if the infant is separated from that person.
This particular individual gives an infant a sense of security and is usually the child’s mother, though attachments can be provided by anyone who provides such comfort and security.
Attachment behaviours:
Secure base behaviour

A

Secure base behaviour is that people:
1. Explore the environment
,but
2. Return to the attachment figure for comfort

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28
Q

What do interactions between a carer and an infant serve to do?

A

Interactions between a carer and an infant serve to:

  1. Develop
  2. Maintain attachment bond between them
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29
Q

Interactions between a carer and an infant serve to develop and maintain an attachment bond between them.
Even though an infant can’t talk at this stage of its development, what is communication between carer and infant?

A

Even though an infant can’t talk at this stage of its development, communication between carer and infant is:

  1. Rich
  2. Complex
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30
Q

Interactions between a carer and an infant serve to develop and maintain an attachment bond between them.
Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs how?

A

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways:

  1. Bodily contact
  2. Mimicking
  3. Caregiverese
  4. Interactional synchrony
  5. Reciprocity
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31
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - What between carer and infant help to form the attachment bond?

A

Physical interactions between:
1. Carer
2. Infant
help to form the attachment bond

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32
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially when?

A

Physical interactions between:
1. Carer
2. Infant
help to form the attachment bond, especially in the period immediately after birth

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33
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.

  1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
  2. Mimicking - What do infants seem to have?
A

Infants seem to have an innate ability to imitate carers’ facial expressions

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34
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.

  1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
  2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests what?
A

Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments

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35
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.

  1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
  2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
  3. Caregiverese - What do adults who interact with infants use?
A

Adults who interact with infants use a modified form of vocal language

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36
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.

  1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
  2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
  3. Caregiverese - Adults who interact with infants use a modified form of vocal language that is what?
A

Adults who interact with infants use a modified form of vocal language that is:

  1. High-pitched
  2. Song-like in nature
  3. Slow
  4. Repetitive
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37
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
3. Caregiverese - Adults who interact with infants use a modified form of vocal language that is high-pitched, song-like in nature, slow and repetitive.
What does this do?

A

This:

  1. Aids communication between carer and infant
  2. Serves to strengthen the attachment bond
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38
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
3. Caregiverese - Adults who interact with infants use a modified form of vocal language that is high-pitched, song-like in nature, slow and repetitive.
This aids communication between carer and infant and serves to strengthen the attachment bond.
4. Interactional synchrony - What do infants do to create a kind of turn-taking?

A

Infants move their bodies in tune with the rhythm of carers’ spoken language to create a kind of turn-taking

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39
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
3. Caregiverese - Adults who interact with infants use a modified form of vocal language that is high-pitched, song-like in nature, slow and repetitive.
This aids communication between carer and infant and serves to strengthen the attachment bond.
4. Interactional synchrony - Infants move their bodies in tune with the rhythm of carers’ spoken language to create a kind of turn-taking, as seen with what?

A

Infants move their bodies in tune with the rhythm of carers’ spoken language to create a kind of turn-taking, as seen with two-way vocal conversations

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40
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
3. Caregiverese - Adults who interact with infants use a modified form of vocal language that is high-pitched, song-like in nature, slow and repetitive.
This aids communication between carer and infant and serves to strengthen the attachment bond.
4. Interactional synchrony - Infants move their bodies in tune with the rhythm of carers’ spoken language to create a kind of turn-taking, as seen with two-way vocal conversations.
What does this again serve to do?

A

This again serves to reinforce the attachment bond

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41
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
3. Caregiverese - Adults who interact with infants use a modified form of vocal language that is high-pitched, song-like in nature, slow and repetitive.
This aids communication between carer and infant and serves to strengthen the attachment bond.
4. Interactional synchrony - Infants move their bodies in tune with the rhythm of carers’ spoken language to create a kind of turn-taking, as seen with two-way vocal conversations.
This again serves to reinforce the attachment bond.
5. Reciprocity - What result in mutual behaviour?

A

Interactions between:
1. Carers
2. Infants
result in mutual behaviour

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42
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
3. Caregiverese - Adults who interact with infants use a modified form of vocal language that is high-pitched, song-like in nature, slow and repetitive.
This aids communication between carer and infant and serves to strengthen the attachment bond.
4. Interactional synchrony - Infants move their bodies in tune with the rhythm of carers’ spoken language to create a kind of turn-taking, as seen with two-way vocal conversations.
This again serves to reinforce the attachment bond.
5. Reciprocity - Interactions between carers and infants result in mutual behaviour, with both parties being able to do what?

A

Interactions between:
1. Carers
2. Infants
result in mutual behaviour, with both parties being able to produce responses from each other

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43
Q

Even though an infant can’t talk at this stage of its development, communication between carer and infant is rich and complex and occurs in several ways - Bodily contact, mimicking, caregiverese, interactional synchrony and reciprocity.
1. Bodily contact - Physical interactions between carer and infant help to form the attachment bond, especially in the period immediately after birth (links to skin-to-skin contact).
2. Mimicking - Infants seem to have an innate ability to imitate carers’ facial expressions, which suggests that it is a biological device to aid the formation of attachments (links to the evolutionary theory - infants have evolved this for survival - to form attachments with adults who will protect and nurture them).
3. Caregiverese - Adults who interact with infants use a modified form of vocal language that is high-pitched, song-like in nature, slow and repetitive.
This aids communication between carer and infant and serves to strengthen the attachment bond.
4. Interactional synchrony - Infants move their bodies in tune with the rhythm of carers’ spoken language to create a kind of turn-taking, as seen with two-way vocal conversations.
This again serves to reinforce the attachment bond.
5. Reciprocity - Interactions between carers and infants result in mutual behaviour, with both parties being able to produce responses from each other, which also helps to do what?

A

Interactions between:
1. Carers
2. Infants
result in mutual behaviour, with both parties being able to produce responses from each other, which also helps to fortify the attachment bond

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44
Q

From an early age, babies have meaningful social interactions with carers.
These are important in the development of attachment.
What are these?

A

These are:

  1. Interactional synchrony
  2. Reciprocity
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45
Q

Interactional synchrony

A

Interactional synchrony is the co-ordinated rhythmic exchanges between:

  1. Carer
  2. Infant
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46
Q

Reciprocity

A

Reciprocity is the interaction of similar behaviour patterns between:

  1. Carer
  2. Infant
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47
Q

Interactional synchrony:
Interactional synchrony is the co-ordinated rhythmic exchanges between carer and infant.
The mother and infant reflect both what?

A

The mother and infant reflect both the:
1. Actions
2. Emotions
of the other

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48
Q

Interactional synchrony:
Interactional synchrony is the co-ordinated rhythmic exchanges between carer and infant.
The mother and infant reflect both the actions and the emotions of the other and so this is a what way?

A

The mother and infant reflect both the:
1. Actions
2. Emotions
of the other and so this is a co-ordinated (synchronised) way

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49
Q

Who (what year) looked at interactional synchrony in detail?

A

Meltzoff and Moore (1977) looked at interactional synchrony in detail

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50
Q

Meltzoff and Moore (1977) looked at interactional synchrony in detail.
Meltzoff and Moore conducted the first what study of interactional synchrony?

A

Meltzoff and Moore conducted the first systematic study of interactional synchrony

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51
Q

Meltzoff and Moore (1977) looked at interactional synchrony in detail.
Meltzoff and Moore conducted the first systematic study of interactional synchrony and what did they find?

A

Meltzoff and Moore conducted the first systematic study of interactional synchrony and found that infants as young as 2 to 3 weeks old imitated specific:
1. Facial
2. Hand
gestures

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52
Q

Meltzoff and Moore (1977) looked at interactional synchrony in detail.
Meltzoff and Moore conducted the first systematic study of interactional synchrony and found that infants as young as 2 to 3 weeks old imitated specific facial and hand gestures.
How was the study conducted?

A

The study was conducted using an adult model who displayed one of 3:
1. Facial expressions
Or,
2. Hand movements where the fingers moved in a sequence

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53
Q

Meltzoff and Moore (1977) looked at interactional synchrony in detail.
Meltzoff and Moore conducted the first systematic study of interactional synchrony and found that infants as young as 2 to 3 weeks old imitated specific facial and hand gestures.
The study was conducted using an adult model who displayed one of 3 facial expressions or hand movements where the fingers moved in a sequence.
A dummy

A

A dummy was placed in the infant’s mouth during the initial display to prevent any response

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54
Q

Meltzoff and Moore (1977) looked at interactional synchrony in detail.
Meltzoff and Moore conducted the first systematic study of interactional synchrony and found that infants as young as 2 to 3 weeks old imitated specific facial and hand gestures.
The study was conducted using an adult model who displayed one of 3 facial expressions or hand movements where the fingers moved in a sequence.
A dummy was placed in the infant’s mouth during the initial display to prevent any response.
What happened, following the display?

A

Following the display:

  1. The dummy was removed
  2. The child’s expression was filmed
55
Q

Meltzoff and Moore (1977) looked at interactional synchrony in detail.
Meltzoff and Moore conducted the first systematic study of interactional synchrony and found that infants as young as 2 to 3 weeks old imitated specific facial and hand gestures.
The study was conducted using an adult model who displayed one of 3 facial expressions or hand movements where the fingers moved in a sequence.
A dummy was placed in the infant’s mouth during the initial display to prevent any response.
Following the display, the dummy was removed and the child’s expression was filmed.
What did they find?

A

They found that there was an association between:

  1. The infant behaviour
  2. That of the adult model
56
Q

Meltzoff and Moore (1977) looked at interactional synchrony in detail.
Meltzoff and Moore conducted the first systematic study of interactional synchrony and found that infants as young as 2 to 3 weeks old imitated specific facial and hand gestures.
The study was conducted using an adult model who displayed one of 3 facial expressions or hand movements where the fingers moved in a sequence.
A dummy was placed in the infant’s mouth during the initial display to prevent any response.
Following the display, the dummy was removed and the child’s expression was filmed.
They found that there was an association between the infant behaviour and that of the adult model.
There is an innate ability to do what?

A

There is an innate ability to mimic your carer o form a bond

57
Q

An example of reciprocity

A

An example of reciprocity is how mother-infant interaction is reciprocal (two-way), because the infant and the mother:

  1. Respond to each others’ signals
  2. Each elicit a response from the other
58
Q

An example of reciprocity is how mother-infant interaction is reciprocal (two-way), because the infant and the mother respond to each others’ signals and each elicit a response from the other.
What does help to do?

A

This helps to facilitate an attachment

59
Q

An example of reciprocity is how mother-infant interaction is reciprocal (two-way), because the infant and the mother respond to each others’ signals and each elicit a response from the other.
This helps to facilitate an attachment.
Another example of reciprocity

A

Another example of reciprocity is how babies have ‘alert phases’ that signal that they’re ready for interaction

60
Q

Another example of reciprocity is how babies have ‘alert phases’ that signal that they’re ready for interaction.
Who (what year) looked at this in particular?

A

Feldman and Eidelman (2007) looked at this in particular

61
Q

Another example of reciprocity is how babies have ‘alert phases’ that signal that they’re ready for interaction.
Feldman and Eidelman (2007) looked at this in particular.
What do mothers typically do?

A

Mothers typically:
1. Pick up
2. Respond to
alertness

62
Q

Another example of reciprocity is how babies have ‘alert phases’ that signal that they’re ready for interaction.
Feldman and Eidelman (2007) looked at this in particular.
Mothers typically pick up and respond to alertness (how much of the time)?

A

Mothers typically:
1. Pick up
2. Respond to
alertness (2/3 of the time)

63
Q

What did Feldman (2007) say?

A

Feldman (2007) said that from 3+ months, interaction:

  1. Tends to be more frequent
  2. Involves close attention to each others’ verbal signals and facial expressions
64
Q

Who (what year) described interaction as a ‘dance’?

A

Brazelton et al. (1975) described interaction as a ‘dance’

65
Q

Brazelton et al. (1975) described interaction as a ‘dance,’ why?

A

Brazelton et al. (1975) described interaction as a ‘dance,’ because each partner responds to the other’s moves

66
Q

Who (what year) compared mums?

A

Klaus and Kennell (1976) compared mums

67
Q

Klaus and Kennell (1976) compared mums who had what with mums who only had what?

A

Klaus and Kennell (1976) compared:
1. Mums who had extended physical contact with their babies lasting several hours a day
with
2. Mums who only had physical contact with their babies during feeding in the 3 days after birth

68
Q

Klaus and Kennell (1976) compared mums who had extended physical contact with their babies lasting several hours a day with mums who only had physical contact with their babies during feeding in the 3 days after birth.
One month later, what?

A

One month later:
1. The mums with the greater physical contact were found to cuddle their babies more and made greater eye contact with them
than
2. The mums with lesser contact

69
Q

Klaus and Kennell (1976) compared mums who had extended physical contact with their babies lasting several hours a day with mums who only had physical contact with their babies during feeding in the 3 days after birth.
One month later, the mums with the greater physical contact were found to cuddle their babies more and made greater eye contact with them than the mums with lesser contact.
When were these effects still noticeable?

A

These effects were still noticeable a year later

70
Q

Klaus and Kennell (1976) compared mums who had extended physical contact with their babies lasting several hours a day with mums who only had physical contact with their babies during feeding in the 3 days after birth.
One month later, the mums with the greater physical contact were found to cuddle their babies more and made greater eye contact with them than the mums with lesser contact.
These effects were still noticeable a year later.
What does this suggest?

A

This suggests that greater physical contact leads to:
1. Stronger
2. Closer
bond formation

71
Q

Who (what year) found that infants aged 2 to 3 weeks tended to mimic adults’ specific facial expressions and hand movements?

A

Meltzoff and Moore (1977) found that infants aged 2 to 3 weeks tended to mimic adult’s specific:

  1. Facial expressions
  2. Hand movements
72
Q

Who (what year) found that the tendency to use a rising tone to show an infant that it was their turn in the interaction was what?

A

Papousek et al. (1991) found that the tendency to use a rising tone to show an infant that it was their turn in the interaction was cross-cultural

73
Q

Papousek et al. (1991) found that the tendency to use a rising tone to show an infant that it was their turn in the interaction was cross-cultural, how?

A 
Papousek et al. (1991) found that the tendency to use a rising tone to show an infant that it was their turn in the interaction was cross-cultural, as:
1. American
2. Chinese
3. German
mothers all exhibited the behaviour
74
Q

Papousek et al. (1991) found that the tendency to use a rising tone to show an infant that it was their turn in the interaction was cross-cultural, as American, Chinese and German mothers all exhibited the behaviour.
What does this suggest?

A

This suggests that ‘caregiverese’ is an innate, biological device to facilitate the formation of attachments

75
Q

Who (what year) analysed frame-by-frame video recordings of infants’ movements?

A

Condon and Sander (1974) analysed frame-by-frame video recordings of infants’ movements

76
Q

Condon and Sander (1974) analysed frame-by-frame video recordings of infants’ movements to find what?

A

Condon and Sander (1974) analysed frame-by-frame video recordings of infants’ movements to find that they co-ordinated their actions in sequence with adults’ speech to form a kind of turn-taking conversation

77
Q

Condon and Sander (1974) analysed frame-by-frame video recordings of infants’ movements to find that they co-ordinated their actions in sequence with adults’ speech to form a kind of turn-taking conversation, supporting what?

A

Condon and Sander (1974) analysed frame-by-frame video recordings of infants’ movements to find that they co-ordinated their actions in sequence with adults’ speech to form a kind of turn-taking conversation, supporting the idea of interactional synchrony

78
Q

Condon and Sander (1974) analysed frame-by-frame video recordings of infants’ movements to find that they co-ordinated their actions in sequence with adults’ speech to form a kind of turn-taking conversation, supporting the idea of interactional synchrony.
Who (what year) further strengthened the notion of interactional synchrony reinforcing attachment bonds?

A

Isabella et al. (1989) further strengthened the notion of interactional synchrony reinforcing attachment bonds

79
Q

Condon and Sander (1974) analysed frame-by-frame video recordings of infants’ movements to find that they co-ordinated their actions in sequence with adults’ speech to form a kind of turn-taking conversation, supporting the idea of interactional synchrony.
Isabella et al. (1989) further strengthened the notion of interactional synchrony reinforcing attachment bonds, by finding what?

A

Isabella et al. (1989) further strengthened the notion of interactional synchrony reinforcing attachment bonds, by finding that infants with secure attachments demonstrated more evidence of such behaviour during their first year of life

80
Q

Evaluation:

What was a practical application of Klaus and Kennell’s findings?

A

A practical application of Klaus and Kennell’s findings was that hospitals placed:
1. Mothers
2. Babies
in the same room in the days following birth

81
Q

Evaluation:
A practical application of Klaus and Kennell’s findings was that hospitals placed mothers and babies in the same room in the days following birth, rather than the previous practice of doing what?

A

A practical application of Klaus and Kennell’s findings was that hospitals:
1. Placed mothers and babies in the same room in the days following birth
,rather than
2. The previous practice of rooming them apart

82
Q

Evaluation:
A practical application of Klaus and Kennell’s findings was that hospitals placed mothers and babies in the same room in the days following birth, rather than the previous practice of rooming them apart, to do what?

A

A practical application of Klaus and Kennell’s findings was that hospitals:
1. Placed mothers and babies in the same room in the days following birth
,rather than
2. The previous practice of rooming them apart
,to encourage the formation of attachments

83
Q

Evaluation:
Who (what year) claimed that Klaus and Kennell’s findings were due not to increased physical contact, but instead due to what?

A

Durkin (1995) claimed that Klaus and Kennell’s findings were:
1. Due not to increased physical contact
,but instead
2. Due to the greater attention given to the mothers who were unmarried and poor

84
Q

Evaluation:
Durkin (1995) claimed that Klaus and Kennell’s findings were due not to increased physical contact, but instead due to the greater attention given to the mothers who were unmarried and poor.
However, who (what year) found the same results with who?

A

De Chateau and Wiberg (1984) found the same results with middle-class Swedish mothers

85
Q

An example of reciprocity is how mother-infant interaction is reciprocal (two-way), because the infant and the mother respond to each others’ signals and each elicit a response from the other.
This helps to facilitate an attachment.
Another example of reciprocity is how babies have ‘alert phases’ that signal that they’re ready for interaction.
Another example of reciprocity is the caregiver reacting and responding to the signals given out by the baby, providing comfort, warmth and empathy.
Doing what when he or she smiles?

A 
Smiling back at the baby when:
1. He
Or,
2. She
smiles
86
Q

An example of reciprocity is how mother-infant interaction is reciprocal (two-way), because the infant and the mother respond to each others’ signals and each elicit a response from the other.
This helps to facilitate an attachment.
Another example of reciprocity is how babies have ‘alert phases’ that signal that they’re ready for interaction.
Another example of reciprocity is the caregiver reacting and responding to the signals given out by the baby, providing comfort, warmth and empathy.
Smiling back at the baby when he or she smiles.
Doing what when he or she cries?

A
  1. Picking them up
  2. Giving them a cuddle
    when he or she cries
87
Q

An example of reciprocity is how mother-infant interaction is reciprocal (two-way), because the infant and the mother respond to each others’ signals and each elicit a response from the other.
This helps to facilitate an attachment.
Another example of reciprocity is how babies have ‘alert phases’ that signal that they’re ready for interaction.
Another example of reciprocity is the caregiver reacting and responding to the signals given out by the baby, providing comfort, warmth and empathy.
Smiling back at the baby when he or she smiles.
Picking them up and giving them a cuddle when he or she cries.
What will negative reciprocal processes do?

A

Negative reciprocal processes:
1. Still will contribute to an attachment
,but
2. One which will not be advantageous to the child’s development

88
Q

Who (what year) developed the ‘still face’ experiment?

A

Tronick (1978) developed the ‘still face’ experiment

89
Q

Tronick (1978) developed the ‘still face’ experiment, a procedure where what?

A

Tronick (1978) developed the ‘still face’ experiment, a procedure where a mother:

  1. Faces her baby
  2. Is asked to hold a ‘still face’
90
Q

Tronick (1978) developed the ‘still face’ experiment, a procedure where a mother faces her baby and is asked to hold a ‘still face,’ in which she does not do what?

A

Tronick (1978) developed the ‘still face’ experiment, a procedure where a mother:
1. Faces her baby
2. Is asked to hold a ‘still face’
,in which she does not react to the baby’s behaviours

91
Q

Tronick (1978) developed the ‘still face’ experiment, a procedure where a mother faces her baby and is asked to hold a ‘still face,’ in which she does not react to the baby’s behaviours.
In general, what will happen?

A

In general, the baby will become agitated by failed attempts to evoke a reaction in the mother

92
Q

Tronick (1978) developed the ‘still face’ experiment, a procedure where a mother faces her baby and is asked to hold a ‘still face,’ in which she does not react to the baby’s behaviours.
In general, the baby will become agitated by failed attempts to evoke a reaction in the mother and what does this therefore demonstrate?

A

In general, the baby will become agitated by failed attempts to evoke a reaction in the mother and this therefore demonstrates the importance of reciprocity for the child’s wellbeing

93
Q

Evaluation:
Durkin (1995) claimed that Klaus and Kennell’s findings were due not to increased physical contact, but instead due to the greater attention given to the mothers who were unmarried and poor.
De Chateau and Wiberg (1984) found the same results with middle-class Swedish mothers, which does what?

A

De Chateau and Wiberg (1984) found the same results with middle-class Swedish mothers, which gives support to Klaus and Kennell

94
Q

Evaluation:

‘Caregiverese’ has been to be used by adults to who?

A

‘Caregiverese’ has been to be used by adults to:
1. All infants
,not just
2. Those they have an attachment with

95
Q

Evaluation:
‘Caregiverese’ has been to be used by adults to all infants, not just those they have an attachment with, which suggests what?

A

‘Caregiverese’ has been to be used by adults to all infants, not just those they have an attachment with, which suggests that although its usage aids communication between:
1. Adults
2. Infants
,it cannot be claimed to specifically help form attachments

96
Q

Evaluation:
The fact that interactional synchrony is not found where weakens support for the idea that it is necessary for attachment formation?

A

The fact that interactional synchrony is not found in all cultures weakens support for the idea that it is necessary for attachment formation

97
Q

Evaluation:
The fact that interactional synchrony is not found in all cultures weakens support for the idea that it is necessary for attachment formation.
Who (what year) reported that Kenyan mothers have little physical contact or interactions with their infants?

A 
Le Vine et al. (1994) reported that Kenyan mothers have little:
1. Physical contact
Or,
2. Interactions
with their infants
98
Q

Evaluation:
The fact that interactional synchrony is not found in all cultures weakens support for the idea that it is necessary for attachment formation.
Le Vine et al. (1994) reported that Kenyan mothers have little physical contact or interactions with their infants, but what do such infants have?

A

Le Vine et al. (1994) reported that Kenyan mothers have little:
1. Physical contact
Or,
2. Interactions
with their infants, but such infants do have a high proportion of secure attachments

99
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the what of interactional synchrony and reciprocity?

A

A weakness of observations is that they don’t tell us the:
1. Purpose
Or,
2. Reason
of interactional synchrony and reciprocity

100
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to do what?

A

So we are able to:

  1. Describe these terms
  2. Reliability observe them
101
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, why?

A

So we are able to:
1. Describe these terms
2. Reliability observe them
,but this may not be particularly useful, because it does not tell us their purpose

102
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
Example

A

For example, Feldman points out that:
1. Interactional synchrony
2. Reciprocity
simply describe behaviours that occur at the same time

103
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain what?

A

Further research into this area may be needed to explain the purpose of these caregiver-infant interactions

104
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that what?

A

There is some evidence that:
1. Interactional synchrony
2. Reciprocity
are helpful in the development of attachment

105
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these what?

A

A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions

106
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
Example

A 
For example, you might observe:
1. Hand movements
Or,
2. Changes in expression
,but it is difficult to know if this imitation of adult signals is deliberate or not
107
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, why?

A 
For example, you might observe:
1. Hand movements
Or,
2. Changes in expression
,but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving
108
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, what?

A

Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning

109
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and what does this mean?

A

Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between:

  1. General activity
  2. Specific imitated behaviours
110
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, what of the data is poor?

A

Due to this, the internal validity of the data is poor

111
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, why?

A

Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is:
1. Actually interactional synchrony
Or,
2. Just natural movement

112
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of whose study?

A

This was a limitation of Meltzoff and Moore’s study

113
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by doing what?

A

Meltzoff and Moore overcame this problem by:

  1. Filming infant responses
  2. Then asking an observer to judge the infant’s behaviour from the video
114
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
Why does this increase the validity of their study?

A

This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability)

115
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
What does this suggest?

A

This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can:

  1. Increase the internal validity of the study
  2. Therefore overcome this issue
116
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research into what is that is could be considered what?

A

A weakness of research mother-infant interaction is that it could be considered unethical

117
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, why?

A

A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive

118
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive.
Who (what year) found that high levels of interactional synchrony were associated with better quality mother-infant interactions?

A

Isabella et al. (1989) found that high levels of interactional synchrony were associated with better quality mother-infant interactions

119
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive.
Isabella et al. (1989) found that high levels of interactional synchrony were associated with better quality mother-infant interactions.
What does this suggest?

A

This suggests that mothers should not return to work so soon

120
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive.
Isabella et al. (1989) found that high levels of interactional synchrony were associated with better quality mother-infant interactions.
This suggests that mothers should not return to work so soon, why?

A

This suggests that mothers should not return to work so soon, because:
1. They may be considered a ‘bad mother’
Or,
2. Alternatively may be made to feel guilty for returning to work

121
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive.
Isabella et al. (1989) found that high levels of interactional synchrony were associated with better quality mother-infant interactions.
This suggests that mothers should not return to work so soon, because they may be considered a ‘bad mother’ or alternatively may be made to feel guilty for returning to work.
4. A weakness with the explanations of caregiver-infant interactions is that is not found where?

A

A weakness with the explanations of caregiver-infant interactions is that is not found in all cultures

122
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive.
Isabella et al. (1989) found that high levels of interactional synchrony were associated with better quality mother-infant interactions.
This suggests that mothers should not return to work so soon, because they may be considered a ‘bad mother’ or alternatively may be made to feel guilty for returning to work.
4. A weakness with the explanations of caregiver-infant interactions is that is not found in all cultures.
For example, Le Vine et al. (1994) reported that Kenyan mothers have little physical interactions or physical contact with their infants, but such infants do have a high proportion of secure attachments.
Therefore, what may the research be?

A

Therefore, the research may be ethnocentric

123
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive.
Isabella et al. (1989) found that high levels of interactional synchrony were associated with better quality mother-infant interactions.
This suggests that mothers should not return to work so soon, because they may be considered a ‘bad mother’ or alternatively may be made to feel guilty for returning to work.
4. A weakness with the explanations of caregiver-infant interactions is that is not found in all cultures.
For example, Le Vine et al. (1994) reported that Kenyan mothers have little physical interactions or physical contact with their infants, but such infants do have a high proportion of secure attachments.
Therefore, the research may be ethnocentric and ignore what?

A

Therefore, the research:

  1. May be ethnocentric
  2. Ignore how attachments may be formed within other cultures
124
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive.
Isabella et al. (1989) found that high levels of interactional synchrony were associated with better quality mother-infant interactions.
This suggests that mothers should not return to work so soon, because they may be considered a ‘bad mother’ or alternatively may be made to feel guilty for returning to work.
4. A weakness with the explanations of caregiver-infant interactions is that is not found in all cultures.
For example, Le Vine et al. (1994) reported that Kenyan mothers have little physical interactions or physical contact with their infants, but such infants do have a high proportion of secure attachments.
Therefore, the research may be ethnocentric and ignore how attachments may be formed within other cultures.
This reduces the what of the research?

A

This reduces the validity of the research

125
Q

Evaluation of research into caregiver-infant interaction:
Weaknesses:
1. A weakness of observations is that they don’t tell us the purpose or reason of interactional synchrony and reciprocity.
So we are able to describe these terms and reliability observe them, but this may not be particularly useful, because it does not tell us their purpose.
For example, Feldman points out that interactional synchrony and reciprocity simply describe behaviours that occur at the same time.
Further research into this area may be needed to explain the purpose of these caregiver-infant interactions.
However, there is some evidence that interactional synchrony and reciprocity are helpful in the development of attachment.
2. A weakness of observing infant interactions is that it is difficult to know what they mean by these interactions.
For example, you might observe hand movements or changes in expression, but it is difficult to know if this imitation of adult signals is deliberate or not, because infants are constantly moving.
Therefore, we cannot really know for certain that behaviours seen in caregiver-infant interactions have a special meaning and this means that it is difficult to distinguish between general activity and specific imitated behaviours.
Due to this, the internal validity of the data is poor, because of the uncertainty of whether what is being recorded is actually interactional synchrony or just natural movement.
This was a limitation of Meltzoff and Moore’s study.
However, Meltzoff and Moore overcame this problem by filming infant responses and then asking an observer to judge the infant’s behaviour from the video.
This increases the validity of their study, because the judge does not know what behaviour was being imitated (inter-rater reliability).
This suggests that although it can be difficult to test infants behaviour, the use of observers in a film can increase the internal validity of the study and therefore overcome this issue.
3. A weakness of research mother-infant interaction is that it could be considered unethical, because it is socially sensitive.
Isabella et al. (1989) found that high levels of interactional synchrony were associated with better quality mother-infant interactions.
This suggests that mothers should not return to work so soon, because they may be considered a ‘bad mother’ or alternatively may be made to feel guilty for returning to work.
4. A weakness with the explanations of caregiver-infant interactions is that is not found in all cultures.
For example, Le Vine et al. (1994) reported that Kenyan mothers have little physical interactions or physical contact with their infants, but such infants do have a high proportion of secure attachments.
Therefore, the research may be ethnocentric and ignore how attachments may be formed within other cultures.
Why does this reduce the validity of the research?

A

This reduces the validity of the research, because all cultures should be taken into account in order to generalise as much as possible

126
Q

Evaluation of research into caregiver-infant interaction:
Strengths:
1. A strength of observations into caregiver-infant interactions is that they generally use what procedures?

A

A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures

127
Q

Evaluation of research into caregiver-infant interaction:
Strengths:
1. A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures with both who being filmed?

A

A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures with both the:
1. Mother
2. Infant
being filmed

128
Q

Evaluation of research into caregiver-infant interaction:
Strengths:
1. A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures with both the mother and the infant being filmed.
What does this ensure?

A

This ensures that the very fine details of behaviour can be:

  1. Recorded
  2. Later analysed
129
Q

Evaluation of research into caregiver-infant interaction:
Strengths:
1. A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures with both the mother and the infant being filmed.
This ensures that the very fine details of behaviour can be recorded and later analysed.
What does this mean?

A

This means that they are reliable

130
Q

Evaluation of research into caregiver-infant interaction:
Strengths:
1. A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures with both the mother and the infant being filmed.
This ensures that the very fine details of behaviour can be recorded and later analysed.
This means that they are reliable.
2. A strength of observations into caregiver-infant interactions is that babies don’t what?

A 
A strength of observations into caregiver-infant interactions is that babies don't:
1. Know
Or,
2. Care
that they are being observed
131
Q

Evaluation of research into caregiver-infant interaction:
Strengths:
1. A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures with both the mother and the infant being filmed.
This ensures that the very fine details of behaviour can be recorded and later analysed.
This means that they are reliable.
2. A strength of observations into caregiver-infant interactions is that babies don’t know or care that they are being observed, so what?

A

A strength of observations into caregiver-infant interactions is that babies don’t:
1. Know
Or,
2. Care
that they are being observed, so their behaviour does not change in response to controlled observations

132
Q

Evaluation of research into caregiver-infant interaction:
Strengths:
1. A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures with both the mother and the infant being filmed.
This ensures that the very fine details of behaviour can be recorded and later analysed.
This means that they are reliable.
2. A strength of observations into caregiver-infant interactions is that babies don’t know or care that they are being observed, so their behaviour does not change in response to controlled observations.
Therefore, what does the research have?

A

Therefore, the research has good validity

133
Q

Evaluation of research into caregiver-infant interaction:
Strengths:
1. A strength of observations into caregiver-infant interactions is that they generally use well-controlled procedures with both the mother and the infant being filmed.
This ensures that the very fine details of behaviour can be recorded and later analysed.
This means that they are reliable.
2. A strength of observations into caregiver-infant interactions is that babies don’t know or care that they are being observed, so their behaviour does not change in response to controlled observations.
Therefore, the research has good validity, why?

A

Therefore, the research has good validity, because there are no demand characteristics

A Level AQA Psychology COPY (145 decks)

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