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Attachment Flashcards

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1
Q

What is reciprocity

A

Two people interact, caregiver-infant interaction is reciprocal in that both caregiver and baby respond to each others signals to elicit a response from each other

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2
Q

Example of reciprocity

A

Caregiver responding to a babies smile

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3
Q

What is an alert phase

A

Signal where a baby shows that they are ready for interaction.
Mother’s pick up on 2/3
Interaction increases at 3 months Feldman

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4
Q

What is active involvement

A

Brazelton et al said interaction is like a dance, response to each other

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5
Q

What is interactional synchrony

A

Caregiver and baby reflect both the actions and emotions of the other and do this in a co-ordinated way

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6
Q

What is the importance of interactional synchrony

A

Isabella et al observed 30 mothers and babies. Assessed their degree of synchrony and quality of mother-baby attachment. Higher levels of synchrony had better quality mother-baby attachment

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7
Q

What are the 4 stages of attachment

A

Stage 1: Asocial stage
Stage 2: Indiscriminate attachment
Stage 3: Specific attachment
Stage 4: Multiple attachment

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8
Q

Who created the stages of attachment

A

Schaffer and Emerson

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9
Q

What is stage 1: Asocial attachment

A

First few weeks of life
Behaviour towards inanimate objects and humans is the same.
But babies also tend to prefer to be w others and people they are familiar with (to easily comfort them)
Slowly starting to form bonds

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10
Q

What is stage 2: Indiscriminate attachment

A

2-7 months
Babies to display more obvious and observable behaviours.
Recognise company
But usually accept cuddles and company from anymore
-No stranger and separation anxiety

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11
Q

What is stage 3: Specific attachment

A

From 7 months
Stranger anxiety and separation anxiety
Start to form primary attachment, not who spends most time- who interacts most
65% likely to be mother

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12
Q

What is stage 4: Multiple attachment

A

Extent to multiple attachments
Secondary attachments
29% form secondary attachment within a month of primary attachment

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13
Q

What research was conducted by Schaffer and Emerson for the stages of attachment

A

60 babies- 31 males and 29 females, Glasgow
Researchers visited babies and mothers in their home every month for the first year and again 18 months.
Asked about the kind of protest at separation and stranger anxiety.
Created distinct categories

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14
Q

Schaffer and Emerson study about attachment to the father

A
  • 3% father was sole attachment
  • 27% father and mother joint first attachment
  • most formed an attachment with father by 18 months
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15
Q

Grossman et al study on the role of the father

A

Longitudinal study - babies till teens and then their future quality attachments. Quality of a babies attachment (on adolescents) was related to mother not father. So attachment is less important in father than mother.
Father is more stimulation and less personal

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16
Q

Definition of animal studies

A

Studies carried out on non-human animal species rather than on humans, for ethical or practical reasons- practical because animals breed faster and researchers are interested in seeing results across more than 1 gen.

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17
Q

What was Lorenz investigating

A

Imprinting

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18
Q

Lorenz procedure and findings

A

Randomly divided large clutch of goose eggs- half hatched with mother, half in incubator to hatch with Lorenz.
The control followed mother
The incubated group followed Lorenz. When switched they still did the same.

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19
Q

What is the critical period of Geese

A

A few hours, with no critical period, no imprinting

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20
Q

What is sexual imprinting

A

Birds who imprinted on humans later wanted courtship with other humans.
A peacock saw a tortoise and wanted to have sex w one.

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21
Q

What was Harlow investigating

A

Understanding attachment- effects of maternal deprivation

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22
Q

Harlows procedure and findings

A

16 baby rhesus monkeys split into 4 groups of 4.
-Cloth mother
-Cloth mother and milk
-Wire mother
-Wire mother and milk
The babies cuddles the cloth mother regardless of milk
So comfort was more important than attachment

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23
Q

What happened to the maternally deprived monkeys

A

Those w the cloth mother had a permanent effect-

did not develop normal social behaviour, more aggressive, unskilled at mating and even killed their own children.

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24
Q

What is the critical period for monkeys as observed by Harlow

A

90 days an attachment must be made otherwise there are maternal deprivation effects

25
Q

Animal studies of attachment- EVAL

A

Lorenz

  • exposed shape combos (chicks). RANGE of shape combos was shown and they would follow original most closely
  • Cannot conclude findings from birds to Humans-

Harlow

  • Helps real world, know importance of attachment figures (zoos), help understand social workers and that the effects of no bonds
  • Monkeys are not the same as humans so findings cannot be completely generalised
26
Q

What is the cupboard love theory and who is it by?

A

Miller proposed infant attachment (by learning theory) is through food, whereby children learn to love whoever feeds them

27
Q

What is classical conditioning

A

Pavlov dogs is an example
2 stimuli where there is one unconditioned response for one and neutral response to another. When the two are paired the neutral is conditioned to have the other unconditioned response. Often with babies, they are feeling pleasured when fed (or happy) and thereby they will associate this feeling with the adult who feeds them

28
Q

What is operant conditioning

A

Skinners rats (shocked)
Reinforcement positive for good behaviour, as an attempt to repeat
Reinforcement negative for bad behaviour, as an attempt to not to repeat

29
Q

What is meant by attachment being a secondary drive

A

Primary drive is food and when this is fulfilled, this becomes associated w secondary drive (the person)

30
Q

Explanations of attachment Learning theory- EVAL

A
  • Counter evidence from Harlow and Lorenz (animal studies) where the presence of food didn’t matter. So perhaps other factors not just food
  • Lack of support in human babies. Schaffer and Emerson found babies would form attachments regardless of food. Isabella et al said high levels of interactional synchrony produced quality attachments- not feeding
  • Conditioning is still a main bit of attachment, association of feeling warm and happy with a specific person
  • In LT says babies are passive, but in fact babies play quite an active role in their attachment
31
Q

What is meant by monotropy?

A

Bowlby, one particular caregiver often the ‘mother’.

32
Q

The two laws of monotropy

A
  • Law of continuity; more constant and predictable a child’s care the better the quality their attachment
  • The law of accumulated separation: stated that the effects of a non present mother add up.
33
Q

What does Bowlby suggest monotropy is?

A

Lorenz and Harlow- evolutionary

Whereas attachment is innate and for survival.

34
Q

What are social releasers

A

Cute behaviours, by babies in an attempt to gain parental attention.

35
Q

What is the critical period and sensitive period of babies (Bowlby)

A

Critical period- 6 months

Sensitive- up to 2 years

36
Q

What is the internal working model

A

Our mental presentations of the world. Essentially the way we formed relationships as children is how we will form relationships in the future.

37
Q

Explanations of attachment: Bowlby’s theory EVAL

A
  • Monotropic theory lacks validity, many children (Schaffer and Emerson) also formed multiple attachments. Also first attachment seemed to have bigger effect on future but may be just due to the strength of relationship
  • Brazelton et al observed babies and saw that when mothers ignored their babies social releasers, they would curl up and become sad
  • Bailey et al assessed attachment relationships in 99 mothers and one year old babies. They measured the mothers own attachment too. They found mothers with bad personal attachments had poorly attached babies
  • But also genetic differences
38
Q

The procedure of The Strange Situation?

A

Ainsworth

  1. Baby encouraged to explore
  2. Stranger comes in, talks to parent and approaches baby
  3. Caregiver leaves baby and stranger together
  4. Caregiver returns, stranger leaves
  5. Caregiver leaves baby alone
  6. Stranger returns
  7. Caregiver returns
39
Q

What are the behaviours observed in TSS

A
  • Proximity seeking (closeness to parent)
  • Exploration
  • Stranger anxiety
  • Separation anxiety
  • Response to reunion
40
Q

What were the three attachments found in TSS?

A 
-Secure attachment 
Moderate anxiety (s and s) 
60-75% British babies (type b)

-Insecure-avoidant
Little stranger a and no separation a
20-25% British babies (type a)

-Insecure resistant 
Extreme anxiety (s and s) 
Resist comfort when caregiver returns. 
3% of British babies (type c)
41
Q

Types of attachment (Ainsworth) -EVAL

A

-TSS predicts number of aspects in babies future.
Secure have best outcome. Secure have the best mentality
-Kagan believes its not about attachment but about levels of anxiety in adulthood.
-TSS has good inter-rater reliability. Bick et al found that there was agreement in 94% of cases. So we can be confident about the attachment type assessed in TSS
-Not culturally valid. TSS was developed in the UK and US, babies have different childhoods. Takashi found babies have very high separation anxiety, disproportionate numbers were insecure-resistant - he suggests it was not because of unnatural but because the way parenting styles are in the Japan. Difficult to use TSS outside of Western Europe and the USA.

42
Q

Procedure of Ijzendoorn and Kroonenberg and findings

A

Located 32 studies of TSS.
8 countries - 15 in the US
Overall 1990 kids
Secure was most common overall (75% Uk and 50% China)
Individualist countries had insecure resistant around original TSS (14%) but in collectivist it was above 25%

43
Q

Cultural variations in attachment- EVAL

A
  • Most studies conducted by indigenous psychologists (same background) so no issues with cross-cultural research. No stereotypes or language barriers increasing validity
  • But not all studies are like this, Morelli and tropic outside in US assessed Efe of Zaire so may have been effects
  • Methodology changes, no control over all cofounding variables. Environmental studies may also be changed, so difficult to say it is controlled across all countries
  • Imposed etic. TSS only works in the US and instead of saying the insecure as bad it can be said that Germany is just more independent. Comparing across cultures is useless.
44
Q

Difference between separation and deprivation

A

Separation is the child not being present to primary attachment
Deprivation is where there is no emotion; care, causing harm

45
Q

Bowlby critical period

A

First 2 and a half years are critical period. If child is separated from their mother, the absence of suitable substitute care causes emotional and psychological harm. Continuing risk up to 5 years

46
Q

Effects of development with maternal deprivation

A
  • Intellectual development, lower IQ. Godfarb found lower IQ in foster
  • Emotional development, emotionless psychopathy (unable to portray guilt and that)
47
Q

Bowlby’s 44 thieves

A

44 criminal teens, all interviewed for emotionless psychopathy.
14 were emotionless psychopaths
12 of these had prolongued periods of maternal deprivation.
Compared to non-criminal but disturbed 44 teenagers

48
Q

Bowlby’s theory of maternal deprivation- EVAL

A
  • Bowlby carried out all in 44 thieves, so open bias- so issues w cofounding variables
  • Levy et al found that rats away from their mothers even for a day had issues with social development, not other areas as suggested by Bowlby
  • Rutter said it was privation (failure to form any attachment) rather than deprivation (where primary figure is taken away), so Bowlby’s thieves and Godfarb were privated instead of deprived
  • Koluchova, Czech twins had emotional and physical abuse from 18 months till 7 years, and by teenage hood fully recovered to idea of critical period is wrong but more so sensitive period
49
Q

Why were there so many Romanian orphans

A

The president required the mothers to have 5 children.
Many parents could not afford this to gave up the children for adoption
After Romanian revolution many children were adopted by British parents

50
Q

Rutter et al’s procedure and findings

A

Followed a group of 165 orphans adopted into UK families. Physical, cognitive and emotional development from 4,6,11,15 and 22-25 years. Group of 52 UK adopted used as control

First 1/2 year delayed intellectual development and severely undernourshed
At 11 very different rates of recovery, depending on age of adopted. Mean IQ:
Adopted at
6 months - 102
6 months/2 years - 86
After 2 years - 77
ADHD more common (Kennedy et al)
Kids adopted after 6 months had disinhibited attachment. Those before 6 months unlikely had disinhibited attachment

51
Q

What is disinhibited attachment

A

Attention-seeking, clinginess and social behaviour indiscriminate to familiar and unfamiliar adults.

52
Q

Zeanah et al procedure and findings

A 
Burcharest early intervention, assessing 95 Romanian children 12-31 months who had lots of institutional care (90%) compared to 50 kids w none. 
Asked about questions (disinhibited attachment) and TSS like attachment 
control group
74% secure attachment 
20% disinhibited a
experimental group 
19% secure attachment
44% disinhibited a
53
Q

Two effects of institutionalisation

A
  • Disinhibited attachment

- Intellectual disability

54
Q

Romanian orphan studies: Institutionalisation- EVAL

A
  • Help real world when child is out of care, avoid multiple attachments to help correct development
  • Romanian studies had cofounding variables because it was mainly that parents loved them but simply couldn’t afford them
  • But romanian orphanages were poor and the harmful effects may just be due to poor institutional care rather than institutional care
  • Lack of data on longterm further life. ERA has up to mid 20’s but after there is no data.
55
Q

Internal working model

Relationships in childhood (in regards to attachment)

A
  • Secure have best quality childhood friendships

- Insecure have issues (Kerns)

56
Q

Bullying attachment types?

A

Wilson and Smith, 196 children 7-11 in London.
Secure unlikely to bully
Insecure-avoidant most likely victims
Insecure-resistant most likely to be the bully

57
Q

Internal working model
Relationships in adulthood (in regards to attachment)
Hazan and Shaver
Carthy

A

Love quiz -Hazan and Shaver
620 replies about previous and current relationships,, 56% secure- good relationships
25%- Insecure a
19%- Insecure r
..likely to have jealousy and fear or intimacy

Carthy
40 adult women with assessed attachment as children.
Secure- best relations
Insecure-r- issues w maintaining friendships
Insecure-a- issues w intimacy

58
Q

Bailey et al, relationships in adulthood

A

99 women, adopted similar attachment to their mothers for their own kids

59
Q

Influence of early attachment on later relationships- EVAL

A
  • Attachments can tell about the future of the child and their attachments. Disorganised attachment has mental disordered future
  • But, not all has links between early attachment and development. 43 individuals from 1 (Resenburg), age 16 there was an adult attachment interview and there was no continuity. Other factors?
  • Retrospective, unlikely to be longitudinal study therefore relies on honesty and if there is in fact a link (what is being measured)
  • Cofounding variables, e.g genetic influenced personality what will cause a specific parenting style (or alter from own parents parenting style)

Psychology (12 decks)

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