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A-Level Psychology > Attachment > Flashcards

Attachment Flashcards

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1
Q

What is reciprocity

A

How two people interact
- both the baby and the caregiver respond to each other’s signals and each elicits a response from the other

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2
Q

What is interactional synchrony

A

When the baby and caregiver reflect both the action and emotions of the other and do this in co-ordination with each other
- same action at the same time

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3
Q

What are stages of attachment

A

A sequence of qualitatively different behaviours linked to specific ages
- all babies go through each stage at different times

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4
Q

What is multiple attachments

A

Attachments to two or more people. Most babies appear to develop multiple attachments once they have formed one strong attachment with a caregiver

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5
Q

What is the father in attachment

A

The father is anyone who has taken the role of the main male caregiver
- not always the biological father

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6
Q

What are animal studies in attachment

A

Studies carried out on non-human animal species

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7
Q

Why are animal studies used in psychology

A
  • ethical reasons
  • practical reasons: breed and age faster
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8
Q

What is the learning theory

A

Behaviorist approach
- emphasise the role of learning by watching others
- classical and operant conditioning

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9
Q

What is monotropic

A

A term used to describe Bowlby’s theory
- one particular attachment is different from all others and of central importance to a child’s development

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10
Q

What is the critical period

A

The time within which an attachment must form if it is to form ata ll
- ‘sensitive period’

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11
Q

What is the internal working model

A

Our mental representations of the world
- the representation we have of our relationship to our primary caregiver
- effects how we see future relationships

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12
Q

What is secure attachment

A

The most desirable attachment type, associated with psychologically healthy outcomes

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13
Q

What is insecure-avoidant attachment

A

Attachment type characterised by low anxiety but weak attachment

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14
Q

What is insecure-resistant attachment

A

Attachment type characterised by strong attachment and high anxiety

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15
Q

What are cultural variation

A

Culture - norms and values that exist within any group of people
- the differences in norms and values that exist between people in different groups

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16
Q

What is maternal deprivation

A

The emotional and intellectual consequences of separation between a child and their mother
- continuous care from a mother is essential for normal psychological development

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17
Q

What are orphan studies

A

Concern children placed in care because their parents cannot look after them
- parents are dead or have been abandoned

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18
Q

What is institutionalization

A

The effects of living in an institutional setting
- hospital, orphanage
- often very little emotional care provided

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19
Q

What are childhood relationships

A

Affiliations with other people in childhood
- friends, classmates, teachers

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20
Q

What are adult relationships

A

Relationships the child goes on to have later on in life
- friendships and working relationships
- romantic partners, children

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21
Q

What is the alert phase in reciprocity

A

When babies signal they are ready for some interaction
- making eye contact

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22
Q

How often to mothers pick up on alert phases

A

2/3 of the time

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23
Q

Which psychologists studied how often mothers pick up on alert phases

A

Feldman and Edelman
- 2007

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24
Q

What other factors effect a mothers ability to pick up on alert phases

A
  • skill of mother
  • external factors: stress
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25
Q

Who studied the other factors that effect a mothers ability to pick up on alert phases

A

Finegood et al
- 2016

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26
Q

What happens to alert phases after around 3 months

A
  • interactions become more frequent
  • both pay close attention to each other’s verbal signals and facial expressions
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27
Q

What is active involvement in reciprocity

A

The babies as well as the caregiver takes an active role in initiating interactions
- seen to take turns

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28
Q

Who studied active involvement in reciprocity

A

Brazelton et al
- 1975

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29
Q

Who defined interactional synchrony

A

Feldman
- 2007

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30
Q

Who studied when interactional synchrony begins

A

Meltzoff and Moore
- 1977

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31
Q

When did M&M suggest interactional synchrony begins

A

2 weeks

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32
Q

What study did Maltzoff and Moore complete

A
  • interactional synchrony
  • caregiver performed one of three facial expressions and one of three gestures
  • baby was more likely to mirror caregiver than chance would predict
  • interactions were filmed
  • there was a significant association
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33
Q

What study did Isabella et al (1989) complete to show the importance of interactional synchrony

A
  • observation
  • 30 mothers and babies
  • assessed degree of synchrony
  • assessed quality of mother-baby attachment
  • high levels of synchrony were associated with better quality mother-baby attachments
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34
Q

What are the four stages of attachment

A
  • asocial stage
  • indiscriminate attachment
  • specific attachment
  • multiple attachments
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35
Q

Time frame of asocial stage

A

First few weeks

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36
Q

Time frame of indiscriminate attachment

A

2-7 months

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37
Q

Time frame of specific attachment

A

7-10 months

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38
Q

Time frame of multiple attachments

A

10+ months

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39
Q

What happens in the asocial stage of attachment

A
  • can’t tell people apart
  • preference to humans over non-humans
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40
Q

Who studied the different stages of attachment

A

Shaffer and Emerson
- 1964

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41
Q

What happens during the indiscriminate stage of attachment

A
  • recognise and prefer company of familiar people
  • accept cuddles and comfort from any person
  • do not show separation or stranger anxiety
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42
Q

What happens in the specific stage of attachment

A
  • attached towards one particular person
  • formed a specific attachment to their primary attachment figure
  • show stranger and separation anxiety
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43
Q

What happens during the multiple attachment stage of attachment

A
  • start to form secondary attachments
  • 29% of children form one within a mont of forming a primary attachment
  • majority of babies have formed multiple attachments but 1
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44
Q

What was the procedure into S&E study of attachment

A
  • 60 working class babies from Glasgow
  • logitudinal study
  • visited once a month for 18 months
  • asked mothers about babies when faced with separation and stranger anxiety
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45
Q

What were the findings of S&E study

A

Four attachment stages
- asocial stage
- indiscriminate attachment
- specific attachment
- multiple attachments

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46
Q

What % of babies attached to their father first in S&E study

A

3%

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47
Q

What % of babies attached to their mum and dad in S&E study

A

27%

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48
Q

What % of babies formed an attachment with their dad by 18 months - S&E

A

75%

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49
Q

Who did studies into the role of the father in attachment

A
  • Grossmann et al (2002)
  • Field (1978)
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50
Q

What study did Grossmann complete

A
  • longitudinal study
  • babies attachments were studied into their teens
  • looked at both parents behaviours and its relationship to the quality of the babies attachment later on
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51
Q

What were the findings of Grossmann’s study - role of father

A
  • quality of attachment with mother was related to attachments in later life
  • quality of fathers play with babies is related to attachment in later life
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52
Q

Conclusion of Grossmann’s study - role of father

A

Father plays a different role to the mother in attachments in later life

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53
Q

What does a babies relationship with their primary attachment figure do to later relationships

A

Forms a basis of all later close emotional relationships

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54
Q

What was the procedure of Field’s study - role of father

A
  • filmed 4 month old babies
  • face to face interactions with primary caregiving mothers, fathers and secondary caregiving fathers
  • pc f spent more time smiling, imitating and holding babies than sc f
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55
Q

What are the findings of Field’s study - role of father

A
  • fathers have the potential to be more emotion-focused primary attachment figures
  • can provide close emotional attachment but maybe only when a primary caregiver
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56
Q

When did Lorenz complete his animal study

A

1952

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57
Q

What was Lorenz’s study on

A

Imprinting

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58
Q

Lorenz’s procedure - imprinting

A
  • randomly divided a clutch of goose eggs
  • half were hatched with their mother in their natural habitat
  • half were hatched in an incubator with Lorenz being the first thing they saw
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59
Q

Findings of Lorenz’s study

A
  • experimental group followed Lorenz everywhere
  • control group followed mother everywhere
  • when mixed the babies continued to follow who they saw first
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60
Q

What is imprinting

A

When a baby bird follows and attaches to the first moving object they see

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61
Q

What happens if imprinting doesn’t occur

A

Chicks will not attach themselves to a mother figure

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62
Q

What is sexual imprinting

A

An animal displays a preference to the animal they imprinted on
- display courtship behaviours towards them

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63
Q

When did Harlow complete his animal study

A

1958

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64
Q

What was Harlow studying

A

The importance of contact comfort, maternal deprivation

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65
Q

Hallow’s procedure - contact comfort

A
  • 16 baby monkeys
  • two wire model mothers
  • one condition milk was given by a plane wire mother
  • other condition milk was dispensed by a cloth covered mother
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66
Q

Findings of Harlow’s study - contact comfort

A
  • monkeys cuddles cloth-covered mothers in preference to plain-wire other
  • sought comfort with cloth mother when frightened
  • contact comfort was of more importance than food
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67
Q

What happened when Harlow looked at the monkeys in later life - maternal deprivation

A
  • plain-wire monkeys were the most dysfunctional
  • cloth-covered monkeys did not develop normal social skills
  • more aggressive
  • less sociable
  • bred less
  • mothers neglected and attacked their children
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68
Q

What is the critical period of monkeys

A

90 days

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69
Q

Who said infant attachment can be explained with the learning theory

A

Dollard & Miller
- 1950

70
Q

What did Dollard and Millar emphasise

A

The importance of the attachment figure as a provider of food
- cupboard love

71
Q

What are the stages of classical conditioning in the learning theory of attachment

A

Food - UCS
Pleasure - UCR
Mother - NS
NS -> CS
Mother = CS
Pleasure = CR

72
Q

How is operant conditioning used to explain the learning theory of attachment

A
  • baby cries for comfort
  • caregiver responds - crying reinforced
  • two way process
  • caregiver receives negative reinforcement
73
Q

What is a primary drive

A

An innate, biological motivator

74
Q

Example of a primary drive

A

Hunger

75
Q

What is a secondary drive

A

Learned by association between the caregiver and the satisfaction of a primary drive

76
Q

Example of a secondary drive

A

Attachment

77
Q

Who studied the secondary drive

A

Sears et al
- 1957

78
Q

When did Bowlby complete his study

A

1988

79
Q

What did Bowlby say about the learning theory to explain attachment

A

If it were true a two year old would take to whoever fed them. This is not the case

80
Q

What were the two principles Bowlby used to explain monotropy

A
  • law of continuity
  • law of accumulation separation
81
Q

Law of continuity - monotropy

A

The more constant and predictable a child’s care, the better the quality of their attachment

82
Q

Law of accumulated separation - monotropy

A

The effects of every separation from the mother add up
- better to have no separation

83
Q

What are social releases

A

Set of innate ‘cute’ behaviours

84
Q

Examples of social releasers

A
  • smiling
  • cooing
  • gripping
85
Q

What is the purpose of social releasers

A

Activate adult social interaction

86
Q

What is the critical period of babies to form attachments - Bowlby

A

6 months - 2 years

87
Q

What does the internal working model do to attachments later on

A
  • future relationships
  • how they parent themselves
88
Q

Who designed the strange situation study

A

Ainsworth & Bell
- 1970

89
Q

What was the aim of the strange situation

A

To observe key attachment behaviours as a means of assessing the quality of a baby’s attachment to a caregiver

90
Q

What was the procedure for the strange situation

A
  • controlled observation
  • measuring security of attachment a baby displays towards a caregiver
  • two-way mirror
  • lab setting
  • researcher judged of 5 behaviours
  • 7 steps each lasting 3 minutes
91
Q

What were the behaviours used to judge attachment in the SS

A
  • proximity seeking
  • exploration and secure-base behaviour
  • stranger anxiety
  • separation anxiety
  • response to reunion
92
Q

What were the 7 steps of the SS

A
  • baby is encouraged to explore
  • stranger enters, talks to mother and approaches baby
  • caregiver leaves baby and stranger alone
  • caregiver returns and stranger leaves
  • caregiver leaves baby alone
  • stranger returns
  • caregiver returns
93
Q

What do each stage of the SS test

A
  • exploration and secure base
  • stranger anxiety
  • separation and stranger anxiety
  • reunion behaviour and exploration/secure base
  • separation anxiety
  • stranger anxiety
  • reunion behaviour
94
Q

What were the finding of the SS

A

Three attachment types
- secure attachment
- insecure-avoidant attachment
- insecure-resistant attachment

95
Q

Characteristics of secure attachment

A
  • explore happily
  • regularly go back to their caregiver
  • show moderate separation and stranger anxiety
  • require and accept comfort
96
Q

% of babies with secure attachment type

A

60-75%

97
Q

% of babies with secure attachment type - England

A

60-75%

98
Q

Characteristics of insecure-avoidant attachment type

A
  • explore freely
  • do not seek proximity or show secure base behaviour
  • little or no reaction when caregiver leaves (separation anxiety)
  • little stranger anxiety
  • little effort or even avoid making contact
99
Q

% of babies with insecure-avoidant attachment type - England

A

20-25%

100
Q

Characteristics of insecure-resistant attachment types

A
  • seek greater proximity than others
  • explore less
  • high levels of stranger and separation anxiety
101
Q

% of babies with insecure-resistant attachment types - England

A

3%

102
Q

Psychologists who have conducted studies into cultural variations in attachment

A

Van IJzendoorn & Kroonenberg - 1988
Simonelli - 2014
Jin - 2012

103
Q

Procedure of VI & K study on cultural variation

A
  • looked at 32 studies on attachment
  • across 8 countries
  • 1990 children
  • used meta analysis
104
Q

What countries did VI & K look at studies from

A
  • Great Britain
  • Netherlands
  • China
  • Japan
  • Israel
  • USA
  • Sweden
  • Germany
105
Q

Findings of VI & K study - cultural variations of attachment

A
  • wide variation
  • secure attachment highest in all countries (75% in GB, 50% in China)
  • IR attachment same as Ainsworth’s study in individualist cultures
  • different in collectivist cultures (rates above 25%)
  • variations between results of studies within the same country were 150% higher than between countries
106
Q

Where did Simonelli conduct her study

A

Italy

107
Q

Where did Jin conduct his study

A

Korea

108
Q

Procedure of Simonelli’s study - cultural variations

A
  • 76 babies aged 12 months
  • SS
109
Q

Findings of Simonelli’s study - cultural variations

A
  • 50% secure
  • 36% IA
  • more mothers leaving babies to go work
110
Q

Conclusion of Simonelli’s study - cultural variations

A

Patterns of attachment types are not static but vary in a line with cultural change

111
Q

Procedure of Jin’s study - cultural variation

A
  • strange situation
  • 87 babies
112
Q

Findings of Jin’s study - cultural variation

A
  • proportions of insecure and secure babies similar to the SS
  • most insecure were insecure-resistant
  • only one insecure-avoidant
113
Q

Explanation for Jin’s findings - cultural variation

A

Child rearing style

114
Q

Conclusion for the studies done into cultural norms in attachment

A
  • secure attachment is the norm
  • attachment is innate and universal
  • cultural practices have an influence on attachment type
115
Q

What was Bowlby looking at in his 44 thief study

A

Is there a link between affection less psychopathy and maternal deprivation

116
Q

What is affectionless psychopathy

A

Characterised as a lack of affection, lack of guild about their actions and lack of empathy for their victims

117
Q

Procedure of Bowlby’s study into maternal deprivation

A
  • 44 thieves accused of stealing
  • interviewed for signs of emotionless psychopathy
  • families interviews to see if thieves had prolonged early separations from their mothers
  • compared against a control group of 44 non-thieves
118
Q

Findings of Bowlby’s study - maternal deprivation

A
  • 14/44 thieves were affectionless psychopaths
  • 12/14 had experienced prolonged separation from mother
  • 3/30 thieves experienced prolonged separation
  • 2/44 non-thieves experienced prolonged separation
119
Q

Conclusion of Bowlby’s study - maternal deprivation

A

Prolonged early separation caused affectionless psychopaths

120
Q

What effects did maternal deprivation have on development

A
  • intellectual
  • emotional
121
Q

Example of intellectual development being effected by maternal deprivation

A

Goldfarb (1947)
- Lowe IQ in children who remained institutionalized compared to being fostered

122
Q

What does it mean for someone with affectionless psychopathy later on in life

A
  • prevents a person from developing fulfilling relationships
  • associated with criminality
123
Q

Evaluation points for caregiver-infant interactions

A
  • filmed observations
  • difficulty observing babies
  • developmental importance
  • practical values versus ethics
124
Q

PEEL for filmed observation - caregiver infant interactions

A
  • strength
  • interactions are usually filmed in a lab
  • other activity can be controlled
  • observations can be recorded and analyzed later
  • unlikely to miss seeing key behaviours
  • inter observer reliability
  • babies do not know they are being watch
  • no demand characteristics
  • good reliability and validity
125
Q

PEEL for difficulty observing babies - caregiver infant interactions

A
  • limitation
  • hard to interpret baby’s behaviour
  • babies lack co-ordination
  • most of their bodies are almost immobile
  • small movements and changes in expressions
  • difficult to be sure
  • hard to determine what is taking place from the baby’s perspective
  • may be random or triggered
  • cannot be certain that the behaviour seen have a special meaning
126
Q

PEEL for developmental importance - infant caregiver interactions

A
  • limitation
  • simply observing a behaviour doesn’t tell us its developmental importance
  • Feldman showed that synchrony gives a name to patterns of observable behaviour
  • can be reliably observed
  • may not be useful in understanding child development as it doesn’t tell us the purpose of the behaviour
  • cannot be certain from observational research alone that reciprocity and synchrony are important in development

COUNTERPOINT
- evidence that early interactions are important
- Isabella found that achievement of interactional synchrony predicted the development of good quality attachment
- interactions are probably important in development

127
Q

PEEL for practical values versus ethics - caregiver infant interactions

A
  • strength/limitation
  • practical applications in parenting skills training
  • found PCIT improved interactional synchrony in 20 low income mothers and their pre-school children
  • socially sensitive
  • used to argue that when a mom goes back to work it can risk damaging the baby’s development
128
Q

Evaluation points for Schaffer’s stages of attachment

A
  • good external validity
  • poor evidence for the asocial stage
  • real world application
  • generalizability
129
Q

PEEL for good external validity - stages of attachment

A
  • strength
  • good external validity
  • observations were made by parents during normal activities
  • if researchers were there could have distracted babies or made them anxious
  • highly likely the pps behaved naturally

COUNTERPOINT
- issues with the mother being the observer
- unlikely to be objective
- biased
- may have not recognized certain behaviours
- misinterpreted or misremembered behaviours
- even if babies behaved naturally they may not have been accurately recorded

130
Q

PEEL for poor evidence for the asocial stage - stages of attachment

A
  • limitation
  • validity of the measures they used to assess attachment in the asocial stage
  • young babies have poor mobility and coordination
  • may display actions in hard to observe ways
  • difficult for mothers to observe
  • babies may be social but due to flawed methods appear asocial
131
Q

PEEL for real world application - stages of attachment

A
  • strength
  • practical application in day care
  • in asocial and indiscriminate stages day care is likely to be straightforward
  • babies can be comforted by any skilled adult
  • day care may be problematic during the specific attachment stage
  • parents can plan when they use day care
132
Q

PEEL for generalizability - stages of attachment

A
  • limitation
  • based their stages on large scale studies
  • only looks at one sample
  • had unique features
  • cultural and historical context
  • collectivist cultures have multiple attachments from a young age as the norm
133
Q

Evaluation points for the role of the father

A
  • confusion over research questions
  • conflicting evidence
  • real world application
  • bias in the research
134
Q

PEEL for confusion over research questions - role of the father

A
  • limitation
  • lack of clarity over the question being asked
  • the role of the father is much more complicated than it sounds
  • some want to know the role as a primary caregiver and others the secondary caregiver
  • primary = can take on the role of the mother
  • secondary = behave differently to mothers and have distinct roles
  • difficult to give a simple answer
  • depends what specific role is being discussed
135
Q

PEEL for conflicting evidence - role of the father

A
  • limitation
  • findings vary according to the methodology
  • longitudinal studies: Grossmann
  • secondary fathers have an important and distinct role in a child’s development
  • if fathers did have a distinct roles families without a father would be missing something
  • studies show that children do not develop differently
  • questions remained unanswered

COUNTERPOINT
- lines of research may not be in conflict
- fathers take on distinctive roles
- families without fathers are able to adapt to take on the role played by fathers
- the question is clear after all
- fathers adapt to roles but families can adapt to not having a father

136
Q

PEEL for real world application - role of the father

A
  • strength
  • can be used to offer advice to parents
  • families worry about having children at all
  • stereotypical views of mothers and fathers
  • fathers working may not be the most economical solution
  • mothers feel pressured to stay with their babies
  • fathers are capable to become the primary attachment figure
  • not having a father does not affect a child’s development
  • parental anxiety about the role of the father can be reduced
137
Q

PEEL for bias in research - role of the father

A
  • limitation
  • preconceptions about how fathers behave can be created by stereotypical accounts and images
  • made in advertising
  • stereotypes can cause unintentional observer bias
  • see what they want instead of what is actually there
138
Q

Evaluation points for Lorenz’s research

A
  • research support
  • generalizability to humans
139
Q

Evaluation points for Harlow’s research

A
  • real world value
  • generalizability to humans
140
Q

PEEL for research support - Lorenz

A
  • strength
  • existence of support for the concept of imprinting
  • Regolin & Vallortigara support Lorenz’s idea of imprinting
  • chicks were exposed to moving objects
  • range of shape combinations were then moved in front of them
  • followed the original shape more closely
  • young animals are born with an innate mechanisms to imprint on a moving object
141
Q

PEEL for generalizability to humans - Lorenz

A
  • limitation
  • ability to generalize findings and conclusions from birds to humans
  • mammalian attachment system is different and more complex than birds
  • mammals attachment is a two way process
  • young and mothers
  • mammalian mothers show an emotional attachment to their young
  • not appropriate to generalize Lorenz’s ideas to humans
142
Q

PEEL for real world value - Harlow

A
  • strength
  • helped social workers and clinical psychologists
  • lack of bonding experience may be a risk factor in child development
  • zoos and breeding programs in the wild
  • not just theoretical but practical
143
Q

PEEL for generalizability to humans - Harlow

A
  • limitation
  • ability to generalize findings and conclusions from monkeys to humans
  • monkeys are more like humans than birds
  • share common attachment behaviours
  • human brain and behaviour is still more complex than monkeys
  • may not be appropriate to generalize Harlow’s findings to humans
144
Q

Evaluation points for the learning theory for attachment

A
  • counter evidence from animal studies
  • counter evidence from studies on humans
  • some conditioning may be involved
  • social learning theory
145
Q

PEEL for counter evidence from animal studies - learning theory in attachment

A
  • limitation
  • lack of support from studies conducted on animals
  • no support for the importance of food
  • monkeys display attachment behaviour towards soft mothers in preference to wire mother with milk
  • factors other than association with food are important in the formation of attachment
146
Q

PEEL for counter evidence from studies on humans - learning theory in attachment

A
  • limitation
  • lack of support from studies of human babies
  • S&E found babies form their main attachment to their mothers regardless of if they feed them
  • Isabella sound high levels of interactional synchrony predicted the quality of attachment
  • not related to food
  • suggests food is not the main factor in the formation of human attachments
147
Q

PEEL for some conditioning may be involved - learning theory in attachment

A
  • strength
  • elements of conditioning could be involved in some aspects of attachment
  • unlikely association with food plays a central role in attachment
  • conditioning may play a role
  • baby may associate feeling warm and comfortable with the presence of a particular adult
  • may influence the baby’s choice of their main attachment figure
  • learning theory may still be useful in understanding the development of attachments

COUNTERPOINT
- classical and operant see the baby as playing a passive role in attachment
- research shows this isnt true
- babies play a very active role
- conditioning may not be an adequate explanation of any aspect of attachment

148
Q

PEEL for social learning theory - learning theory in attachment

A
  • limitation
  • Hay & Vespa says parents teach children to love them by demonstrating attachment behaviour
  • reinforce loving behaviour by showing approval when a babies display their own attachment behaviour
  • based around two way interaction
  • fits better with research into the importance of reciprocity
149
Q

Evaluation points for Bowlby’s theory of attachment

A
  • validity of monotropy challenged
  • support for social releasers
  • support for internal working model
  • feminist concerns
150
Q

PEEL for validity of monotropy challenged - Bowlby’s theory of attachment

A
  • limitation
  • concept of monotropy lacks validity
  • significant minority of babies formed multiple attachments at the same time (S&E)
  • first attachment is stronger but not necessarily different
  • Bowlby may be incorrect that there is a unique quality and importance to the child’s primary attachment
151
Q

PEEL for support for social releasers - Bowlby’s theory of attachment

A
  • strength
  • supporting the role of social releasers
  • evidence that cute baby behaviours elicit interaction from caregivers
  • Brazelton
  • observed babies trigger interactions with adults using social releasers
  • primary attachment figure then ignored the babies social releasers
  • became increasingly distressed and some eventually curled up and lay motionless
  • role of social releasers in emotional development
  • are important in the process of attachment development
152
Q

PEEL for support for internal working model - Bowlby’s theory of attachment

A
  • strength
  • support for the internal working model
  • predicts the pattern of attachment being passed from one generation to the next
  • Bailey assessed attachment relationships in 99 mothers and their one year olds
  • measures the mothers attachment to their own primary attachment figure
  • assessed the attachment quality of the babies
  • mothers with poor attachment to primary attachment figures were more likely to be poorly attached to their babies
  • mothers ability to form attachments to their babies influenced by their internal working models

COUNTERPOINT
- other important influences on social development
- genetic differences in anxiety and sociability affect social behaviour
- impact parenting ability
- overstated the importance of the internal working model
- expense of other factors

153
Q

PEEL for feminist concerns - Bowlby’s theory of attachment

A
  • limitation
  • laws of continuity and accumulated separation
  • mothers work may negatively affect their child’s emotional development
  • sets up mothers to take the blame it anything goes wrong
  • gives an excuse to restrict mothers activities
  • people dont think the mothers role was important
  • mothers were not regarded necessary
154
Q

Evaluation point for the types of attachment

A
  • good predictive validity
  • good reliability
  • culture bound
  • other attachment types
155
Q

PEEL for good predictive validity - types of attachment

A
  • strength
  • predicts a number of aspects of the baby’s later development
  • secure attachment had better better outcomes than others
  • better achievement in school, less involvement in bullying
  • better mental health in adulthood
  • insecure resistant had worst outcomes
  • measures something real and meaningful in a baby’s development

COUNTERPOINT
- not all psychologists believe this something is attachment
- genetically influenced anxiety levels
- influence attachment and later development
- may not actually measure attachment

156
Q

PEEL for good reliability - types of attachment

A
  • strength
  • good inter rater reliability
  • Bick tested inter-rater reliability
  • agreement on attachment types 94% of the time
  • procedure takes place under highly controlled conditions
  • behaviour involved large movements
  • easy to observe
  • confident attachment types assessed do not depend on subjective judgements
157
Q

PEEL for culture bound - types of attachment

A
  • limitation
  • may not be a valid measure of attachment in different cultural contexts
  • SS developed in Britain and US
  • culture bound
  • different experiences may affect their response to the SS
  • Japan: high levels of separation anxiety
  • not due to high rates of attachment insecurity
  • mother baby separation is very rare
  • difficult to know what the SS is measuring when used outside Europe and US
158
Q

PEEL for other attachment types - types of attachment

A
  • limitation
  • Main & Solomon found a fourth category type
  • type D mis of resistant and avoidant behaviours
  • unusually
  • experienced some form of severe neglect or abuse
  • develop psychological disorders by adulthood
159
Q

Evaluation points for cultural variations in attachment

A
  • indigenous research
  • confounding variables
  • imposed etic
  • competing explanations
160
Q

PEEL for indigenous researchers - cultural variations in attachment

A
  • strength
  • most of the studies were conducted by indigenous psychologists
  • same cultural backgrounds
  • many potential problems in cross cultural research can be avoided
  • language: difficulty communicating instructions to them
  • nations stereotypes of another
  • enhances the validity of the data collected

COUNTERPOINT
- not been true for all cross cultural attachment research
- difficulties in gathering data from participants outside their own culture
- data from some countries might have been affected by bias and difficulty in cross culture communication

161
Q

PEEL for confounding variables - cultural variations in attachment

A
  • limitation
  • confounding variables on findings
  • studies are to usually matched for methodology when compared ro used in meta-analysis
  • sample characteristics and environmental variables can confound results
  • babies might appear to explore more in studies conducted in small rooms: attractive with toys
  • room size may cause a child to be classified as avoidant
  • may not tell us anything about cross cultural patterns of attachment
162
Q

PEEL for imposed etic - cultural variations in attachment

A
  • limitation
  • trying to impose a test designed for one culture on another
  • ideas of emic and etic
  • imposed etic
  • babies response to reunion with a caregiver
  • lack of affection on reunion may indicate an avoidant attachment - US
  • more likely interpreted as independent - Germany
  • SS may not work in Germany
  • may not have the same meanings in different cultural contexts
  • comparing them is meaningless
163
Q

What is emic

A

Cultural uniqueness

164
Q

What is etic

A

Cross cultural universality

165
Q

What is imposed etic

A

Assuming an idea or technique that works in one cultural context will work in another

166
Q

PEEL for competing explanation - cultural variations in attachment

A

-limitation
- found very similar attachment types in different countries
- Bowlby identifies attachment as innate and universal
- Van I & K suggest an alternative explanation
- media gives a view of how we are meant to behave
- may override traditional cultural differences in the way children are brought up

167
Q

Evaluation points for maternal deprivation

A
  • flawed evidence
  • deprivation and privation
  • critical versus sensitive periods
  • conflicting evidence
168
Q

PEEL for flawed evidence - maternal deprivation

A
  • limitation
  • poor quality of the evidence it is based on
  • Bowlby carried out both the family interviews and assessments for affectionless psychopathy
  • open to bias
  • knew in advance which teenagers were expected to show signs of psychopathy
  • also influenced by Goldfarb’s research on deprived children in wartime orphanages
  • confounding variables
  • experienced early trauma and institutional care
  • prolonged separation for primary caregiver
  • original sources had serious flaws
  • not be taken seriously as evidence today

COUNTERPOINT
- new line of research
- maternal deprivation can have long term effects
- separating baby rats from their mothers from as little as a day
- permanent effect on their social development
- other sources of evidence for his ideas

169
Q

PEEL for deprivation and privation - maternal deprivation

A
  • limitation
  • confused between different types of early experience
  • two types of early negative experiences
  • loss of primary attachment figure after attachment has developed = deprivation
  • failure to form any attachment = privation
  • deprivation is more likely to be the result of privation
  • may have been prived instead of deprived
  • Bowlby may have overestimated the seriousness of the effects of deprivation in children’s development
170
Q

PEEL for critical versus sensitive period - maternal deprivation

A
  • limitation
  • idea of critical period
  • damage was inevitable if attachment wasn’t formed in the first 2.5 years
  • good quality aftercare prevent most damage
  • twins experienced extreme physical and emotional abuse from 18 months until 7 years
  • received excellent care
  • fully recovered by teens
  • lasting harm is not inevitable
  • critical period is better seen as a sensitive period
171
Q

PEEL for conflicting evidence - maternal deprivation

A
  • limitation
  • attempts to replicate 44 thieves study failed to produce similar results
  • Lewis looked at 500 young people
  • no association between early separation and later psychopathy
  • recent research has partially supported Bowlby
  • poor quality maternal care was associated with high rates of psychopathy in adults

A-Level Psychology (11 decks)

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