Attachment :) Flashcards

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1
Q

Caregiver-infant interactions Eval of research A03

Metltzoff + moore

Evans + Porter

A

(+) Controlled + Filmed. Internal validity
(+)P.A . Parents support
(-) Difficult to observe + interpret babies
(-) Socially sensitive area of research. Mothers work
(-)Meltzoff + Moore doesn’t tell us the IMPORTANCE of interaction

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2
Q

2 (+) Schaffer and Emerson

A

(+)Ecological validity, real life
(+)P. A importance of attachment + understanding of behaviour

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3
Q

3 (-) Schaffer and Emerson

A

(-) Biased sample - Glasgow Working class
(-)CONFLICTING Evidence on multiple attachments- not clear when it happens. When multiple caregivers are the norm, babies form multiple attachments from the outset (van Ijzendoorn)
(-)Social Desirability Bias. Interviewed parents

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4
Q

3(-) role of father

A

(-) inconsistent findings
(-)socially sensitive, mother may feel judged if work
(-)difficult to measure attachment objectively
(-) Economical implications

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5
Q

5 Eval points of Lorenz study

A

(+) R.S Supporting evidence, Hess found imprinting occurred within 12 -> 17 hrs too .
(-) lack cross species validity
(-) R.R imprinting may not be permanent Guiton
(-)unethical
(+) findings influenced understanding of development

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6
Q

(-) imprinting may not be permenant

A

Guiton found that chickens imprinted on yellow washing up gloves and would try to mate with them as adults, but with experience they learned to prefer mating with other chickens

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7
Q

5 Eval points of Harlow studys

A

(+) Practical application - importance of attachment in daycare + hospitals
(+) Theoretical application, Provides valuable insight to development of attachment and social behaviour. e.g: SLT was main belief
(-) Ecological Validity
(-) Ethical issues
(-) Cross species validity

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8
Q

2 (+) of learning theory

A

(+)principles have R. S - Skinner + pavlov

(+)P. A feeding practices

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9
Q

Problem with R.S

3 (-) learning theory to attachment

A

(-)Problems with research support. Little Albert, Animals

(-)human/animal studies refute it (Schaffer and Emerson)/(Harlow + lorenz)

(-)Alternate theory, Bowlbys

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10
Q

4 (+) Bowlbys monotropic theory of attachment

A

(+)R. S for main attachment first = Schaffer and Emerson’s

(+)Evolutionary basis supported by animals. imprinting

(+)R. S for IWM Hazen and shaver

(+)P. A childcare

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11
Q

(-) of bowlby monotropic theory

A

(-)Problems with Support by lorenz + Harlow. lacks cross species validity

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12
Q

2 (+) strange situation

A

(+)predictive validity. infants assessed as secure typically go on to have better outcomes in later life and those assessed as insecure typically go on to have less desirable outcomes

(+)Controlled experiment Good validity

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13
Q

3 (-) strange situation

A

(-)Zeanah identified a 4th attachment type. disinhibited
(-)culture Bias
(-)Social Desireability bias

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14
Q

Van ijzendoorn and Kroonenberg 3 (-)
2 (+)

A

(+) large sample, 2000 , 8 countries
(-) samples of each country unrepresentative of culture e.g: China did 1 study whereas there are multiple cultures in China
(+) standardised procedure, s. S
(-) Secondary data e.g- Meta analysis of 32 studies using S.S
(-)culturally biased on western ideas

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15
Q

3 research into(+) of institutionalisation

A

(+)p. A institution bettered e.g: few caregiver per child
(+)large sample with few extreneous variables. Previous research on institutionalisation involved children neglected/harmed by previous parents. Romain studies doesn’t, easier to isolate effects of institutuinalisation . ^ internal validity
(+)Longitudinal study. e.g: Rutter studied IQ at ages 4, 6, 11 and 15. allows an understanding of the degree and direction of change over time.

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16
Q

2- of institutionalisation

A

(-) Bias sample, all Romanian institutions, worse conditions
(-)Long term effects not clear e.g: may catch up in intellectual development

17
Q

3 (+) IWM

A

(+) R.s, smith, bullying and attachment types

(+) R.s, Hazen + shaver love quiz

(+) Bailey, mother to infant, mother to mother

18
Q

2 (-) IWM

A

(-)validity issues in studies e.g love quiz self report

(-)correlation doesn’t mean causation, could be other variable. e.g: Love styles could be due to learned and inherited temperament/personality rather than a model of expectations

19
Q

Evaluate Smiths study into Bullying

A

(+) Real life
(+) Large sample 196
(-)Biased sample - London
(-) Questionairre - SDB

20
Q

Evaluate Hazen + shaver study

A

(+) Large sample - 620
(-) Questionairre - SDB
(-) Retrospective data
(-) Volunteer
(+)Ecological validity RL experiences