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Attachment Flashcards

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1
Q

What are the names of the psychologists for attachment?

A

Schaffer, Lorenz, Harlow, Bowlby, van Ijzendoorn

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2
Q

What is an attachment?

A

A strong, long-lasting, emotional tie or bond between two people

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3
Q

What identifies an attachment?

A

Proximity seeking, separation distress, pleasure on reunion

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4
Q

What is reciprocity?

A

Turn taking behaviour, action and reaction, like a conversation, behaviours can differ

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5
Q

What is interactional synchrony?

A

Co-ordinated behaviour/emotions, as if they were one, mirroring, at the same time

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6
Q

What was Meltzoff and Moore’s aim?

A

To investigate interactional synchrony in caregiver-infant interactions

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7
Q

What was Meltzoff and Moore’s procedure?

A

Controlled observation, adult model displayed 3 facial expressions, 1 hand movement, a dummy prevented response, recorded

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8
Q

What were Meltzoff and Moore’s findings? (caregiver-infant interactions)

A

There was an association between the infant behaviour and that of the adult model as young as 3 days old

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9
Q

What were Meltzoff and Moore’s conclusions?

A

Imitation behaviours aren’t learnt overtime, interactional synchrony must be innate

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10
Q

Who did the Glasgow Baby Study?

A

Schaffer and Emerson

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11
Q

What was the aim of Schaffer and Emerson’s study?

A

A longitudinal study to investigate the development of attachments

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12
Q

What was the sample in Schaffer and Emerson’s study?

A

60 infants from working class families in Glasgow and their mothers

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13
Q

What was the procedure of Schaffer and Emerson’s study? (not with sample)

A

Naturalistic observation, looked at separation distress and stranger anxiety, mothers visited monthly for first year (then at 18 and 24 months), self report infant’s response to being alone

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14
Q

What were Schaffer and Emerson’s findings?

A

Attachments develop slowly over first year, single then multiple, created the stages of attachment

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15
Q

What were Schaffer and Emerson’s conclusions?

A

It is the quality of the relationship that is important not quantity

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16
Q

What are the 4 stages of attachment?

A

Asocial, indiscriminate, specific, multiple

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17
Q

How long does the asocial stage last?

A

From birth to 2 months

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18
Q

What is the asocial stage like?

A

Infants respond in same way to animate and inanimate objects

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19
Q

When is the indiscriminate attachment stage?

A

2-7 months

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20
Q

What is an infant like in the indiscriminate stage?

A

Enjoy being with people, recognise familiar people, no preference of person

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21
Q

When is the specific attachment stage?

A

7-12 months

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22
Q

What is the specific attachment stage like?

A

Primary attachment figure, dislike everyone else, joy on reunion, stranger anxiety, separation anxiety

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23
Q

By 6-8 months how many babies (not %) showed separation anxiety towards a specific adult?

A

30 (half)

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24
Q

Who will be the primary attachment figure? (Schaffer and Emerson)

A

The person who responds quickly and sensitively to the infant’s needs

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25
Q

When is the multiple attachments stage?

A

Shortly after the main attachment is established

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26
Q

What is the multiple attachments stage?

A

Small group of attachments, identified with separation anxiety

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27
Q

By 40 weeks/10 months, what percentage of babies displayed multiple attachments? (Schaffer and Emerson)

A

30%

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28
Q

By 40 weeks/10 months, what percentage of babies displayed a specific attachment? (Schaffer and Emerson)

A

80%

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29
Q

Who said 1 primary attachment is vital?

A

Bowlby (1950s) - monotropy

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30
Q

Why are Bowlby’s views on multiple attachments outdated?

A

1950s, childcare was mothers role, lacks temporal validity

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31
Q

What did Bowlby suggest regarding if multiple attachment are important?

A

Unimportant, only first one matters/is vital for healthy development

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32
Q

Who said that multiple attachments are possible?

A

Schaffer (1960s)

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33
Q

By 18 months what percentage of babies had 5 or more attachments? (Schaffer and Emerson)

A

31%

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34
Q

Who said attachments have a hierarchy?

A

Schaffer, 1 attachment may be stronger than the others

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35
Q

Who said multiple attachments can be beneficial?

A

Silverstein and Ruiz (2000s)

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36
Q

How can multiple attachments be beneficial?

A

It can help babies whose mothers have post-natal depression, the child will be less likely to be depressed as an adult

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37
Q

What is a strength of research into caregiver-infant interactions?

A

Well controlled procedures, filmed
Inter-observer reliability of 0.92
Valid data

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38
Q

Are there demand characteristics of research into caregiver-infant interactions?

A

No, don’t know or care they are being observed as they are babies

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39
Q

Why can’t we draw firm conclusions from caregiver-infant interactions research?

A

Babies move constantly, so is it intentional?
No cause and effect, observation since unethical to experiment

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40
Q

Why is caregiver-infant interactions research socially sensitive?

A

Suggests development disadvantaged for infants with working mothers or mothers with post natal depression. It deems them bad mothers

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41
Q

What are practical applications of research into caregiver-infant interactions?

A

Adoptive parents taught how to bond in therapy, research shows therapy group had stronger bonds

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42
Q

What is a strength of research into stages of attachment?

A

Naturalistic so the way data was collected meant no behaviour adapted, so no demand characteristics, valid

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43
Q

What are 2 methodological issues of research into stages of attachment?

A

Self report methods, inaccurate data due to overemphasis
Sample was biased, working class, not generalisable

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44
Q

How is research into stages of attachment culturally biased?

A

Western individualist cultures. In collectivist child care is shared so no specific attachment

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45
Q

How is research into stages of attachment socially sensitive?

A

Families labelled as abnormal if multiple attachments comes first (links to cultural differences)

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46
Q

How is research into stages of attachment outdated?

A

Done in 1963, lacks temporal validity, fathers involved, mothers work, same sex couples, grandparents involved

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47
Q

What are two reasons why fathers play a less important role than mothers?

A

Social factors and biological factors

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48
Q

Who argued that fathers play a less important role than mothers?

A

Schaffer and Emerson

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49
Q

What social factors play a role in explaining why fathers play a less important role?

A

Cultural expectations, it is feminine to be nurturing and sensitive, also they work, mothers stay home the first couple years

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50
Q

What biological factors play a role in explaining why fathers are less likely to be the primary caregiver?

A

Men produce very little oestrogen (caregiving behaviour) and oxytocin (bonding), so less sensitive

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51
Q

What percentage of babies had their father as their first attachment in Schaffer and Emerson’s research?

A

3%

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52
Q

What is the supporting evidence for fathers playing a less important role than mothers?

A

Hrdy - father less able to detect low levels of infant distress, so are less nurturing/sensitive

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53
Q

What is the challenging evidence for fathers playing a less important role than mothers?

A

Field - 4mo, primary mothers same as primary caregiver fathers, secondary less smiles, imitations, holds. Level of responsiveness influences quality of attachment, not gender

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54
Q

What is the challenging evidence for fathers playing an important but different role from mothers?

A

Hrdy - father less able to detect low levels of infant distress, less nurturing/sensitive

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55
Q

What is the supporting evidence for fathers playing an important but different role from mothers?

A

Field.
Geiger - fathers’ play exciting, mothers’ play affectionate and nurturing, father is playmate, mother is nurturer

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56
Q

What is the quality of fathers’ play with infants related to? (father’s role is important but different)

A

The quality of children’s attachment in adolescence

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57
Q

What two ways does a father’s role differ from a mother?

A

Playmate, disciplinary figure

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58
Q

What is the role of the father in terms of play? (father’s role is important but different)

A

Physically active, challenging situations, problem-solving, communication.
Important for cognitive and social development

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59
Q

What is the role of the father in terms of boundaries? (father’s role is important but different)

A

Set clearer boundaries, teach to respect others’ boundaries.
Children without fathers show aggression and risk-taking at school.
Important for preventing negative developmental outcomes

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60
Q

What is the third theory on the role of the father?

A

We don’t know as there are many factors that influence the role of the father: cultural, socio-economic, quality/strength of relationship, more useful to view as specific to individual families.
Difficult to research too, experiment unethical, no cause and effect, many different roles in society

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61
Q

What was Lorenz’s aim?

A

To investigate the effect of imprinting in newly hatched geese

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62
Q

What Lorenz’s procedure?

A

Randomly divided 12 eggs into 2 groups, A left with mother, B with him, he was first moving object they saw, then put together to see if they would follow him

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63
Q

What were Lorenz’s findings?

A

Group A followed mother, B followed him, imprinted to him, displayed mating rituals to him. If imprinting didn’t occur in few hours, chicks did not attach

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64
Q

What were Lorenz’s conclusions?

A

Imprinting is limited to a critical period, otherwise they won’t imprint.
It is irreversible, and has an effect on mate preferences.
Imprinting is adaptive behaviour

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65
Q

What is the supporting evidence for Lorenz’s ideas?

A

Guiton’s chickens, animals imprint on any moving object (rubber gloves). Reliable

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66
Q

What is the challenging evidence for Lorenz’s ideas?

A

Guiton’s chickens, not permanent, they moved away from gloves to other chickens. Overstated permanence

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67
Q

What is a criticism of Lorenz’s research? (not ethics or challenging evidence)

A

Geese and humans are different, cannot generalise to humans. e.g. geese imprint, humans attach, also humans can’t walk when born

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68
Q

What was Harlow’s aim?

A

To investigate whether or not attachment is based on food/being fed

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69
Q

What was Harlow’s procedure?

A

8 newborn monkeys isolated, 2 surrogate ‘mothers’, 1 wire with bottle, 1 cloth, recorded time spent with each mother and responses when frightened

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70
Q

What were Harlow’s findings?

A

All preferred cloth, when frightened clung to cloth, when feeding spent as little time on wire as possible, long-lasting effects: unable to socialise/mate, rejected offspring

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71
Q

What were Harlow’s conclusions?

A

Infants attach not to person who feeds them, but to person who offers comfort through contact.
First attachment has profound long-lasting effects

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72
Q

What is the worst thing to describe the surrogate monkey mother as?

A

Sensitive/insensitive as they are inanimate

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73
Q

What were the practical applications that arose from Harlow’s research?

A

Infants need more than food to be psychologically healthy, policy changes in hospitals + children’s homes
Proved cupboard love theory incorrect

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74
Q

What were the methodological issues with Harlow’s research?

A

Faces of mothers were different, cloth looked more like a monkey, this is a confounding variable, invalid

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75
Q

Why can’t we generalise Harlow’s conclusions?

A

Monkeys and humans are different, humans make conscious decisions

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76
Q

Why were Harlow and Lorenz’s research unethical?

A

Long-lasting damage (especially to the monkeys)

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77
Q

Why do attachments form according to the learning theory?

A

Attachments develop because we learn to feel close to someone else (nurture)

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78
Q

What is the 2 process model of learning theory of attachments?

A

There isn’t one, there is no order, simply operant and classical conditioning both involved

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79
Q

How do infants learn to attach through classical conditioning?

A

Learns to associate caregiver with feeding/comfort because the caregiver feeds them, eventually feel pleasure with caregiver when not being fed

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80
Q

How many feeds does it take for an attachment to form according to the learning theory of attachments?

A

5-7 feeds

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81
Q

Do we form attachments through punishment, reinforcement or both?

A

Only reinforcement

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82
Q

Who will the strongest attachment form with according to the learning theory of attachments?

A

The person who does the most primary care (feeding)

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83
Q

What do we expect attachments to do over time according to the learning theory of attachments?

A

Get stronger (until a point)

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84
Q

How are infants operantly conditioned to form an attachment according to the learning theory of attachments?

A

They coo, smile, or cry which brings a positive response from the caregiver, this acts as reinforcement (can be negative or positive reinforcement) e.g. cry when hungry, gets fed, negative reinforcement of reduction of hunger

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85
Q

How are caregivers operantly conditioned to form an attachment according to the learning theory of attachments?

A

Negative reinforcement: reduction of crying after feeding a hungry infant
Positive reinforcement: reward of smiles/coos after feeding a hungry infant

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86
Q

What is a strength of the learning theory of attachments?

A

Used scientific methods, controlled, evidence can therefore be confidently used to support theory

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87
Q

How does Harlow’s research act as challenging evidence to the learning theory of attachments?

A

Preferred the cloth ‘mother’ that did not provide food but instead provided comfort through contact, food isn’t main factor

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88
Q

How does Schaffer and Emerson’s research act as challenging evidence to the learning theory of attachments?

A

No preference of caregiver until 7 months, suddenly attach, 39% of main attachment figures weren’t the primary caregiver

89
Q

What is a weakness of the learning theory of attachments? (apart from challenging evidence studies)

A

Alternative explanation: Bowlby, much stronger model that is supported and has practical applications, LT largely rejected by scientific community
(also cannot account for importance of biology)

90
Q

Which acronym is used for Bowlby’s monotropic theory?

A

ASCMI
Adaptive
Social releasers
Critical period
Monotropy
Internal working model

91
Q

Why do attachments form according to Bowlby?

A

Attachments develop because they have an evolutionary function (nature)

92
Q

How are attachments adaptive in Bowlby’s monotropic theory?

A

An infant that is not attached is less protected as they begin to walk, therefore the drive to attach is innate/instinct

93
Q

What are social releasers?

A

Natural behaviours that bring about instinctive care-giving behaviours in adults e.g. smiling, crying, looking cute (all babies are inherently cute)

94
Q

What is a critical period?

A

If an attachment doesn’t form within a certain time period, it will never form, child will suffer irreversible developmental consequences (e.g. less intelligent, more aggressive)

95
Q

How long is the critical period according to Bowlby’s monotropic theory?

A

From birth until approximately 2.5 years old

96
Q

What is monotropy in Bowlby’s monotropic theory?

A

The tendency to form one special attachment (with the person who responds most sensitively to the baby’s needs)

97
Q

What is the internal working model?

A

A schema/template for relationships on which all future relationships are based, generates expectations on what relationships should be like

98
Q

What is the internal working model formed from?

A

The first primary attachment

99
Q

What is the continuity hypothesis in Bowlby’s monotropic theory?

A

Emotionally secure infants who form strong bonds go on to be emotionally secure, trusting, and socially confident adults with strong bonds
(In short: similarity between first attachment and all future attachments)

100
Q

What is the supporting evidence for the idea that attachments are adaptive?

A

Anecdotal - infants begin to crawl at 6 months, attachments form at 6-7 months, so infant wants to stay close to attachment figure, increasing chances of survival

101
Q

What is the supporting evidence for the idea of monotropy?

A

Schaffer and Emerson - babies form a specific attachment to a primary figure, even though they also form other attachments

102
Q

What is the supporting evidence for the idea of the internal working model and continuity hypothesis?

A

Hazan and Shaver - those who had secure attachments as babies had happier and more trusting romantic relationships as adults.
Kerns - same as above but with friendships as children
(also Harlow - monkeys failed to socialise properly)

103
Q

What is the challenging evidence for the idea of a critical period?

A

Romanian Orphanage Studies - it was possible to form an attachment after critical period had ended and they developed normally, he overstated critical period, also it is deterministic
Bowlby then said ‘sensitive period’ of up to 5 years, when they are most receptive to forming attachments

104
Q

What is the challenging evidence for the idea of monotropy?

A

Schaffer and Emerson - infants able to form multiple attachments (and this could be beneficial)

105
Q

What are practical applications of Bowlby’s monotropic theory?

A

Parental suites in hospitals
Early adoption before end of critical period (within 6 months otherwise sent to foster parent)
Better care in institutions

106
Q

How many types of attachment did Ainsworth identify?

A

3 classifications: A, B, C

107
Q

What is type A attachment?

A

Insecure-avoidant

108
Q

What is type B attachment?

A

Secure

109
Q

What is type C attachment?

A

Insecure-resistant

110
Q

What are secure attachments like in terms of separation anxiety?

A

Distress when separated

111
Q

What are secure attachments like in terms of reunion?

A

Seeks immediate proximity, easily comforted

112
Q

What are secure attachments like in terms of response to stranger?

A

Wary of stranger

113
Q

What are insecure-avoidant attachments like in terms of separation anxiety?

A

Little distress when separated

114
Q

What are insecure-avoidant attachments like in terms of reunion?

A

Little pleasure

115
Q

What are insecure-avoidant attachments like in terms of response to stranger?

A

Unresponsive to stranger, similar response to mother

116
Q

What are insecure-resistant attachments like in terms of separation anxiety?

A

Extreme distress when separated

117
Q

What are insecure-resistant attachments like in terms of reunion?

A

Not comforted, clingy and angry

118
Q

What are insecure-resistant attachments like in terms of response to stranger?

A

Very wary of stranger

119
Q

What can an insecure attachment result in?

A

Negative self-image, poor internal working model

120
Q

What are secure attachments like in terms of exploration of environment?

A

Uses mother as a base to explore from

121
Q

What are insecure-avoidant attachments like in terms of exploration of environment?

A

Happy to explore with or without mother

122
Q

What are insecure-resistant attachments like in terms of exploration of environment?

A

Explores less than the others, staying close to mother

123
Q

When writing about an infant’s emotions do we say appears or is? e.g. infant appears/is unbothered

A

Appears, we cannot know what they are internally thinking

124
Q

How is it thought that secure attachments develop?

A

Caregiver responds sensitively and quickly to infant’s needs

125
Q

How is it thought that insecure-avoidant attachments develop?

A

Caregiver ignores infant, so infant expects little and becomes independent/self-reliant (in a negative way)

126
Q

How is it thought that insecure-resistant attachments develop?

A

Inconsistent caregiver, so infant unsure if they will respond to their needs

127
Q

What was Ainsworth’s study called?

A

The Strange Situation

128
Q

What was Ainsworth’s aim?

A

To investigate differences in types of attachment

129
Q

What is ‘individual differences in attachment’ another way of saying?

A

Differences in types of attachment

130
Q

What was Ainsworth’s sample? (in her first study)

A

100 middle-class American mothers and their babies

131
Q

What was Ainsworth’s procedure?

A

Controlled observation, each infant observed with its mother as a series of prearranged activities took place

132
Q

How long were the stages in the Strange SItuation?

A

3 minutes each

133
Q

What was stage 1 of Ainsworth’s Strange Situation and what did it test?

A

Mother and infant left to explore lab (toys) - tests exploration and a secure base

134
Q

What was stage 2 of Ainsworth’s Strange Situation and what did it test?

A

Stranger enters, approaches infant - tests stranger anxiety

135
Q

What was stage 3 of Ainsworth’s Strange Situation and what did it test?

A

Mother leaves unobtrusively - tests separation anxiety and stranger anxiety

136
Q

What was stage 4 of Ainsworth’s Strange Situation and what did it test?

A

Mother returns, stranger leaves - tests reunion behaviour (and exploration and a secure base)

137
Q

What was stage 5 of Ainsworth’s Strange Situation and what did it test?

A

Mother leaves - tests separation anxiety

138
Q

What was stage 6 of Ainsworth’s Strange Situation and what did it test?

A

Stranger returns - tests stranger anxiety

139
Q

What was stage 7 of Ainsworth’s Strange Situation and what did it test?

A

Mother returns, stranger leaves - tests reunion behaviour

140
Q

What were Ainsworth’s findings?

A

Attachments into 3 types

141
Q

What percentage of infants were type A attachment in Ainsworth’s study?

A

22% insecure-avoidant

142
Q

What percentage of infants were type B attachment in Ainsworth’s study?

A

66% secure

143
Q

What percentage of infants were type C attachment in Ainsworth’s study?

A

12% insecure-resistant

144
Q

What were Ainsworth’s conclusions?

A

There are individual differences in types of attachment
The majority (of her sample) are securely attached
The mother’s behaviour is important in the type of attachment that the baby forms

145
Q

What is a strength of Ainsworth’s findings and conclusions?

A

High inter-observer reliability - consistent

146
Q

What is a criticism of Ainsworth’s findings and conclusions?

A

Challenging evidence - later studies using Strange Situation found a fourth attachment type: insecure-disorganised (combination of avoidant and resistant) - lack validity

147
Q

What is an issue with Ainsworth’s findings and conclusions?

A

Socially sensitive - implies bad mothers if insecurely attached

148
Q

What is a practical application of Ainsworth’s findings and conclusions?

A

Circle of Security Project teaches parents how to understand children’s needs better so they become securely attached improving their lives/futures

149
Q

What are 2 criticisms of the Strange Situation as a research tool?

A

Overt observation could lead to demand characteristics from the mothers - inaccurate classifications
Artificial setting - low ecological validity, not generalisable to real life

150
Q

What is an issue with using the Strange Situation as a research tool?

A

Culturally biased, American middle class, not generalisable

151
Q

What is a strength of the Strange Situation as a research tool?

A

Led to further research into attachment, used in numerous studies, replicable

152
Q

What was Van Ijzendoorn’s aim?

A

To investigate whether there are differences in attachment behaviour between and within countries/cultures

153
Q

What was Van Ijzendoorn’s procedure?

A

Meta-analysis of 32 studies in 8 countries. 2000 babies’ classifications

154
Q

What were Van Ijzendoorn’s findings?

A

Differences between countries are generally small
More variation within countries 1.5x more

155
Q

What were Van Ijzendoorn’s conclusions?

A

Secure attachments are the ‘norm’ n all countries and are best for healthy social/emotional development
Also support Bowlby’s theory that attachment is an innate process

156
Q

What was the most common attachment type across all countries? (in Van Ijzendoorn’s study)

A

Secure - average 65%

157
Q

Which country had the highest percentage of insecure-avoidant attachments? (what was this percentage compared to the average?) (in Van Ijzendoorn’s study)

A

West Germany at 35% compared to 21% average

158
Q

Which country had the highest percentage of insecure-resistant attachments? (and what was this percentage compared to the average?) (in Van Ijzendoorn’s study)

A

Israel at 29% compared to 14% average
Japan at 27%
Both of these had lowest insecure-avoidant

159
Q

What did another study show about Japan’s attachment types?

A

Secure: 68%
Insecure-avoidant: 0%
Insecure-resistant: 32%

160
Q

Why might Japan have a low percentage of insecure-avoidant attachments?

A

Collectivist culture
Babies are never left alone, so not used to it and therefore react

161
Q

Why might Germany have a higher percentage of insecure-avoidant attachments?

A

Individualist culture
Babies raised to be independent, so used to being alone, don’t react

162
Q

What is a strength of Van Ijzendoorn’s study of cultural variations in attachment?

A

Large sample size, reduces impact of anomalous results, increases accuracy, generalisable

163
Q

What is a weakness of Van Ijzendoorn’s study?

A

Compares countries, not cultures, not appropriate to draw conclusions on cultural variations

164
Q

Which 2 criticisms of the Strange Situation can be used to criticise Van Ijzendoorn’s study?

A

Controlled, lab, demand characteristics, flawed method, inaccurate results
Responses to the Strange Situation are influenced by the child’s upbringing rather than attachment type

165
Q

Why is Van Ijzendoorn’s study not representative?

A

8 countries not enough to generalise to every country so lacks validity
18/32 were in the USA so biased

166
Q

What did Van Ijzendoorn overstate/understate?

A

Overstated differences between countries
Understated differences within countries

167
Q

What is the acronym for Bowlby’s theory of maternal deprivation?

A

CIMIC
Critical period
Irreversibility
Monotropy
Internal working model
Consequences

168
Q

What did Bowlby say was just as important for mental health as vitamins are for physical health?

A

‘Mother love in infancy’
Translation: emotional care

169
Q

What is maternal deprivation?

A

When a child and mother are separated repeatedly or for prolonged periods of time so an (already formed!) attachment is disturbed

170
Q

What kind of relationship should an infant have with their mother according to Bowlby’s maternal deprivation theory?

A

A ‘continuous’ relationship

171
Q

When will separation have an effect according to Bowlby’s maternal deprivation theory?

A

Only during the critical period

172
Q

How can long-term effects be avoided according to Bowlby’s maternal deprivation theory?

A

Suitable substitute emotional care from only 1 person (so an attachment can form)

173
Q

If a child suffers maternal deprivation, what happens?

A

Long-term consequences in emotional and social development

174
Q

What long-term consequences can maternal deprivation have?

A

Lower IQ
Delinquency (criminal behaviour)
Affectionless psychopathy

175
Q

What was Bowlby’s study into maternal deprivation?

A

44 thieves study

176
Q

What was the aim of Bowlby’s study into maternal deprivation?

A

To investigate the long term effects of early deprivation on social and emotional development

177
Q

What was the procedure of Bowlby’s study into maternal deprivation?

A

The children and their parents were interviewed about the children’s early lives

178
Q

What were the findings of Bowlby’s study into maternal deprivation?

A

86% of the affectionless psychopath thieves had experienced maternal deprivation.
17% of the other thieves
4% of the others

179
Q

What were the conclusions of Bowlby’s study into maternal deprivation?

A

Early separations from the mother are associated with later problems in social and emotional development
Can lead to extremely anti-social acts

180
Q

What was the sample of Bowlby’s study into maternal deprivation?

A

88 boys between 5 and 16, referred to a clinic for behavioural problems. 44 were thieves, 14 of the thieves were affectionless psychopaths, the other 44 were disturbed but hadn’t committed anti social acts

181
Q

What is the supporting evidence for Bowlby’s maternal deprivation theory?

A

Bowlby’s 44 thieves study

182
Q

What did Rutter suggest as a criticism for Bowlby’s 44 thieves study?

A

The negative effects of separation depend more upon the reasons for being parted and how the families coped
Death dealt with better than messy divorces yup
Family conflict good example

183
Q

What did Rutter suggest as a criticism for Bowlby’s maternal deprivation theory?

A

Failed to distinguish between privation and deprivation, privation effects are more severe - could be the cause of affectionless psychopathy - questions accuracy

184
Q

What is the difference between privation and deprivation?

A

Privation: the failure to form any attachment bond
Deprivation: the loss of an attachment bond

185
Q

What is the challenging evidence for Bowlby’s claim that without substitute emotional care, maternal deprivation inevitably leads to maladjustment?

A

Another of Bowlby’s study - hospitalisation with strict regimes, little emotional care, only weekly visits from parents, found no difference with control group in forming social relationships

186
Q

What are the practical applications of Bowlby’s maternal deprivation theory?

A

Prior to theory: parents discouraged from visiting kids in hospital.
Now: encouraging parents to stay overnight with child, also promotes quicker recovery due to reduced anxiety

187
Q

What does institutionalisation mean?

A

Children are being raised outside of the family home in some form of institutional care e.g. orphanages, children’s homes

188
Q

What were the Romanian orphan studies

A

Many orphans in poor conditions, British families would adopt them, psychologists seized the opportunity to use as a natural experiment

189
Q

What was the aim of Rutter’s research?

A

To investigate the effects of institutional care (and privation) on the physical, cognitive, and social development of children

190
Q

What was the procedure of Rutter’s research? (+ sample)

A

Natural experiment, 165 adopted Romanian orphans.
111 were less than 2, 54 were less than 4
Development was assessed at ages 4, 6, 11, 15.
Compared to a control group of 52 British children adopted (less than 4 years old) in the UK around the same time

191
Q

What were the findings of Rutter’s research?

A

At adoption Romanian orphans were less developed.
Those adopted before the age of 6 months caught up.
Those adopted after 6 months showed disinhibited attachment

192
Q

What were the conclusions of Rutter’s research?

A

Institutionalisation can have short-term effects, may persist if do not form a substitute attachment.
The longer they are in care, the worse the effects

193
Q

What is disinhibited attachment?

A

A disorder whereby a child shows behaviours such as attention-seeking behaviour towards all adult, lack of fear of strangers, inappropriate physical contact, lack of checking back to parent in stressful situations, and had problems with peers

194
Q

What did Zeanah et al study?

A

Compared attachment types of a group of 12-31 month old Romanian orphans that had spent 90% of their lives in an institution using Strange Situation to a group of Romanian children who hadn’t spent any time there

195
Q

What did Zeanah et al find?

A

19% were securely attached (control: 74%)
44% showed disinhibited attachment disorder (control: 20%)

196
Q

In summary what are the effects of institutionalisation?

A

Disinhibited attachment disorder (Rutter + Zeanah)
Problems with peers - emotional and social problems (Rutter)
Physical underdevelopment (Rutter)
Cognitive impairment (Rutter)
Lack of secure attachment (Zeanah)

197
Q

What are the practical applications of Rutter’s research?

A

Changes in adoption policies and practices, most adopted in first week

198
Q

What are 3 methodological issues with the Romanian orphan studies?

A

No cause and effect, experiment would be unethical
Confounding variables: poor physical conditions and lack of cognitive stimulation
Unrepresentative: orphans may been chosen due to happier/healthier

199
Q

What is attrition?

A

Participants dropping out

200
Q

What is a criticsim of Rutter’s longitudinal study?

A

Suffers from attrition, leads to a biased sample, skewed set of results

201
Q

Who studied the influence of early attachment on childhood relationships?

A

Myron-Wilson and Smith, Kerns, Sroufe

202
Q

What did Bowlby predict about the influence of early attachment on childhood relationships?

A

Infant attachments correlate with later attachments; continuity hypothesis and internal working model

203
Q

What did Kerns find about the influence of early attachment on childhood relationships?

A

Correlation between attachment type and quality of peer relationships in childhood

204
Q

What did Myron-Wilson and Smith find about the influence of early attachment on childhood relationships?

A

Questionnaires of 196 children aged 7-11 in London.
Secure children less likely to be involved in bullying.
Avoidant children more likely to be victims.
Resistant children more likely to be bullies

205
Q

What did Sroufe find about the influence of early attachment on childhood relationships?

A

Continuity between attachment type and social competence.
Secure children less isolated, more popular, more empathetic

206
Q

What did Bowlby predict about the influence of early attachment on adult relationships?

A

Infant attachments correlate with later attachments; continuity hypothesis and internal working model

207
Q

Who studied the influence of early attachment on adult relationships?

A

Hazan and Shaver, McCarthy, Bailey et al

208
Q

What did McCarthy find about the influence of early attachment on adult relationships?

A

40 women who had been classified as infants.
Correlation between attachment type and maintaining friendships.
Avoidant struggled with intimacy in romantic relationships
Resistant struggled to maintain friendships

209
Q

What did Bailey et al find about the influence of early attachment on adult relationships?

A

Looked at attachment type of 99 mothers with their own infants and their own mothers (interview).
Majority had the same for both; supports internal working model/continuity hypothesis

210
Q

What was Hazan and Shaver’s aim?

A

To investigate the internal working model and the influence of early attachment on adult relationships

211
Q

What was Hazan and Shaver’s procedure?

A

‘Love Quiz’ 620 responses from men and women.
Questions on how they felt in romantic relationships, specific questions about their romantic experiences, questions about their relationship with their parents to determine their attachment type

212
Q

What were Hazan and Shaver’s findings?

A

Positive correlation between attachment type and love experiences.
56% were secure; happy, trusting, enduring relationships
25% were avoidant; jealousy, fear of intimacy
Positive correlation between internal working model and attachment type: secure had a positive iwm

213
Q

What were Hazan and Shaver’s conclusions?

A

Supports Bowlby’s concept of internal working model and continuity hypothesis.
Emphasizes importance of secure attachments

214
Q

What is challenging evidence for Hazan and Shaver’s research (Love Quiz)? (not named researcher)

A

Another study found that 20 years later, weak correlations of 0.1, reduces confidence in their findings

215
Q

What is a criticism of research into influence of early attachment on future relationships?

A

Correlational, no cause and effect, only a link identified.
e.g. Hazan and Shaver cannot say love style or quality of romantic relationships are directly caused by the internal working model

216
Q

What is an alternative explanation for the link between early attachment and future relationships?

A

Temperament hypothesis: some infants born more trusting and friendly, reduces confidence in continuity hypothesis

217
Q

How is research into the influence of early attachment on future relationships deterministic?

A

If insecurely attached - doomed to unhealthy relationships.
Psychologists favour the view that humans have free will and can change potential negative outcomes by influencing our behaviour

218
Q

Why is it an issue that research into influence of early attachment on future relationships comes from self-report methods?

A

Subject to demand characteristics - private topic.
Retrospective data impacted by poor memory too.
Inaccurate findings

Psychology (14 decks)

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