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Psychology Y12 > Attachment > Flashcards

Attachment Flashcards

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1
Q

What is attachment?

A
  • two- way emotional bond (back and front)
  • more secure when with attached person
  • develops over a period of time
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2
Q

What are attachment behaviours?
(Proximity, Separation Distress, Secure base behavior)

A

Proximity = stays physically close to who they are attached to

Separation Distress = becomes distressed when attached figure leaves them

Secure base = explore environment but returns to secure figure

also when stranger interacts after attached figure leaves it causes distress

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3
Q

What are the 2 building blocks to build an attachment?

A

Reciprocity + Interactional synchrony

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4
Q

What is Reciprocity?

A
  • two-way mutual interactions
  • both infant + caregiver are ACTIVE CONTRIBUTORS to interactions
  • reciprocal (respond to other’s signal) + elicit a response from other
  • helps to facilitate an attachment
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5
Q

What 2 types of reciprocity?

A

Mum smiles, baby smiles = INFANT reciprocity

Baby smiles, mum smiles = MOTHER reciprocity

one ALERTS signal - others RESPONDS

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6
Q

What was Tronik et al’s research and purpose?

A
  1. asked mothers having an interaction, to stop moving + to maintain static/unsmiling expression
  2. babies would try to tempt mother into interactions
  3. babies become puzzled + distressed when mother doesn’t smile (not ‘usual’ response)

Shows there’s an importance to be a mutual interaction between the mother and child

e.g baby’s nappy is dirty (cries), mother changes nappy

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7
Q

What is Feldman’s research (2007)?

A
  • from 3+ months,
  • interactions tends to be more frequent
  • close attention to each other’s verbal and facial expressions
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8
Q

What is Brazelton et al’s research(1975)?

A
  • interaction = dance
  • when partner responds to other’s movement
  • NOT copying
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9
Q

What hppened during Murray + Trevorthen (1985)

A
  • conducted on 2-year-olds
  1. infants interact with mother via video monitor (real-time)
  2. monitor played recording of mother but isn’t responding correctly (delayed) - infant shows distress
  • when given no response, infant PHYSICALLY turns away
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10
Q

What is Interactional Synchrony?

A
  • when 2 people interact = mirroring what the other is doing(body + facial movements
  • two way pattern of interaction
  • foundation of attachment
  • interaction is rhythmic = behaviour is synchronised
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11
Q

What is Meltzoff + Moore’s research (1977)?

A
  1. adult model displays a facial expression
    - dummy was INITIALLY placed to prevent response from baby
  2. following display, dummy is removed + child’s expressions was filmed
  3. infants (from 3 years old) imitate facial expressions displayed

implies ability to mirror is INNATE behaviour

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12
Q

Stages of Attachment

All
Infants
Say
Mum

A
  • Asocial stage (0-6 weeks)
  • Indiscriminate attachments (6 weeks - 6 months)
  • Specific attachments (7 months+)
  • Multiple attachments (10 months -1 years)
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13
Q

What is the Asocial Stage (0-6 weeks)?

A
  • similar response to objects + people
  • preferences for eyes + face
  • many kinds of stimuli (social +non social) produce favorable reactions
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14
Q

What is Indiscriminate attachments (6 weeks - 6 months)?

A
  • enjoys any human company
  • responds EQUALLY to any caregiver
  • upset when individual ceases to interact

3+ months old - infants smile more at familiar faces

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15
Q

What is Specific attachments (7 months+)

A
  • preferences to 1 caregiver
  • looks to particular people for comfort + security
  • shows fear of strangers
  • unhappy when separated from special person
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16
Q

What is Multiple attachments (10 - 11 months+)?

A
  • infants become INCREASINGLY independent + forms several attachments
  • more likely to form with those who respond ACCURATELY to infants signal

NOT person who they spend more time with

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17
Q

What is Schaffer + Emerson (1964)?

A

AIM: study the development of attachment

METHOD: 60 infants (from Glasgow, middle-class) observed for 18 months,a sked mother to record behaviour

PROBLEM: parents view of behaviour = SUBJECTIVE leads to SOCIALLYS DESIRABLE answers `

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18
Q

Separation anxiety

A

distress levels when caregiver leaves + degree of comfort when returned

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19
Q

Stranger anxiety

A

response to stranger’s arrival

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20
Q

Social referency

A

degree of child looking at carer for approval/ response to something new

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21
Q

Results of Schaffer + Emerson (1964)

A

25 - 32 weeks - 50% had separation anxiety (attachment forms)

1 month - of this group 29% had multiple attachments

40 weeks - 30% had formed multiple attachments

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22
Q

The role of father

HISTORICALLY …

Schaffer + Emerson (1964)

A
  • primary attachment more likely with mother
  • fathers are SECONDARY attachment figures
  • fathers only primary attachment in 3% of babies
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23
Q

The role of father

NOW…

A
  • expectations in WESTERN cultures - father should play bigger role
  • no. of full-time working mothers INCREASING = fathers have more ACTIVE role
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24
Q

Grossman (2002)

A
  • longitudinal study looking at both parents’ behaviour + relationship to quality of attachments

quality of infant attachments with mothers related to attachment in adolescence

fathers have different role - play role in attachment

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25
Q

What was the Israel Study?

A

nothing makes women better at parenting

  • primary caregivers develop neural pathways = more responsive to child’s emotional cues
    can develop in FATHERS as well as mothers

when father is primary caregiver ADAPTS behaviour more typical of mothers

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26
Q

What was Fields (1978) research?

A

METHOD: filmed 4 months old, face to face interactions (primary MOTHER, secondary FATHER, primary FATHER)

RESULTS: primary F spent more time smiling,imitating + holding infant than secondary F

CONCLUSION: key to attachment is level of RESPONSIVENESS (not gender of parent)

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27
Q

Implications due to Fields’ research (1978)

A

Social policy - paid paternity leave 2000 (both parents)
Stereotypical - men = breadwinner

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28
Q

Animal studies

A
  • used to look at formation of early bonds between NON human parents + offspring

attachment is common to range of species

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29
Q

Lorenz - Imprinting Theory

A
  • one of most prominent ethologists

Imprinting = innate readiness to develop strong bond with mother during specific time

  • neighbour gave newly hatched duckling that FOLLOWED him around , fascinated led him to develop further
30
Q

Lorenz’s research (1935)

A

METHOD: gooslings eggs separates into 2 groups; 1 with natural mother + 1 with Lorenz

when eggs hatched 1 group saw natural mother first, other group saw Lorenz first

  • will follow first moving object seen
31
Q

Findings from Lorenz (1935)

A
  • suggest attachment is innate + programmed genetically
  • having biological basis is adaptive
32
Q

Imprinting - consequences,

A
  • short-term survival
  • helps develop longer-term internal templates for laster relationships
  • occurs without feeding
  • if no moving object seen within critical period - NO IMPRINTING

if none within 32hrs unlikely any attachment will ever develop

  • is irreversible
33
Q

Sexual imprinting

A

mates chosen based on object they imprinted on

34
Q

What is Guiton’s research (1966)? - SEXUAL IMPRINTING

A
  • chicks exposed to yellow gloves during feeding - become imprinted
  • shows animal NOT born with predisposition but on any moving object present
  • later try to mate wth gloves - supporting sexual imprinting
35
Q

Harlow’s research (1959)

A

AIM: attachment is NOT based on feeding bond

METHOD: 16 monkeys placed in cages with 2 surrogate mothers (immediately after birth)

1 cloth mother - 1 wire mother

8 monkeys get milk from cloth M
8 monkeys get milk from wire M

36
Q

Findings of Harlow’s research

A
  • both groups spent more time with CLOTH mother than wire
  • only go to WIRE mother for food
  • once fed infants go to CLOTH mother
  • if frightened would go CLOTH mother

monkeys in for less than 90 days = reversible

monkey for longer than 90 days = become aggresive + later adequate mothers

AFTER STUDY

Social Abnormalities = froze/fled when approached by other monkeys

Sexual Abnormalities = didn’t show normal mating behaviour + didn’t cradle own babies

37
Q

Learning Theories

Dollard + Miller (1950)

A
  • attachment is learnt behaviour through OC + CC
  • we learn to attach via food
  • attachment focuses on associations + rewards by caregivers
38
Q

Classical Conditioning in Attachment

A

milk (UCS) ————–> baby feels pleasure = UCR

mother (NS) + millk (UCS) ———-> baby feels pleasure (UCR)

mother (CS) ———–> baby feels pleasure (CR)

39
Q

Operant Conditioning in Attachment

A

baby performs action - CRIES ———> baby receives reward - MILK reliefs hunger

baby will repeats action

40
Q

Monotropic/Evolutionary Theory

A
  • Bowlby; attachment is an evolved behaviour due to survival value
41
Q

What is MICIS?

A

M - onotropy
I - nternal working model
C - ritical peiod
I - nnate
S - ocial releasors

42
Q

What is monotropy?

A
  • infants form 1 special attachment with mother
  • if mother is unavailable, can work with other family members
43
Q

what is a internal working model

A
  • forms template all future attachments
  • based on monotropic attachment
44
Q

What is a critical period

A
  • monotropic attachment needs to occur before 2 1/2 years old
45
Q

What is being innate?

A
  • born with a drive to attach
  • adaptive advantage = more likely to surivive
46
Q

What are social releases?

A
  • unlocks innate tendency for adults to care for them
  • physically or behavioural
  • e.g crying for milk,comfort etc
47
Q

Explain Stranger situation attachment

A
  • different types of attachment
  • Mary Ainsworth (1970s) - student of Bawbly’s

AIM: to observe attachment security in children within context of caregiver relationships

48
Q

How was the Strange situation performed?

A

METHOD

  • controlled observation of 12 - 18-month-olds
  • observed using VIDEO CAMERAS in PURPOSE BUILT LAB PLAYROOMS
49
Q

What are the first 3 stages of the Strange situation and what were they testing?

A

Stage 1 - testing SECURE BASE

  • mother + child in room, child allowed to explore

Stage 2 - testing STRANGER ANXIETY

  • stranger enters rooms, INITIALLY doesn’t interact with baby
  • stranger then tries to engage with the baby

Stage 3 - testing SEPARATION ANXIETY

  • mother leaves room, baby is alone with stranger
  • strangers tries to comfort baby (if upset)
50
Q

What are the last 4 stages of Strange situation and what

A

Stage 4 - testing REUNION BEHAVIOUR

  • mother returns to room
  • stranger leaves

Stage 5 - testing SEPARATION ANXIETY

  • mother leaves room
  • infant is alone

Stage 6 - testing STRANGER ANXIETY

  • stranger returns instead of mother
  • tries to comfort/play with infant

Stage 7 - testing REUNION BEHAVIOUR

  • mother reenters room
  • stranger leaves

3 MINS each stage

  • led Ainsworth to develop 3 broad types of attachment
51
Q

What is secure attachment?

A

Safe base - use mother as safe base when exploring environment

Separation anxiety - mildly distressed when mother leaves

Stranger anxiety - wary of stranger alone,friendly when mother is present

Reunion behaviour - happy when mother returns,easily soothed

% of infants - 68

52
Q

What is insecure-avoidant attachment?

A

Safe base - explores but doesnt used mother as secure base

Separation anxiety - infant doesn’t show distress

Stranger anxiety - not distressed with stranger, plays normally

Reunion behaviour - shows on interest when mother returns

% of infants - 20

53
Q

What is insecure resistant attachment?

A

Safe base - doesnt explore

Separation anxiety - shows signs of intense distress

Stranger anxiety - infants avoids stranger

Reunion behaviour - approaches mother,resists contact

% of infants - 12

54
Q

Correlation of Caregiver Sensitivity?

A

Securely = attached infants,have more sensitive + attentive mothers

Insecure = mother are unresponsive to crying + less affectionate

Insecure avoidant = mothers are more rejecting + less attention to chldren

Insecure resistant = mother tends to be occupied with routine activities when holding child

55
Q

Conclusion of Stranger situation

A
  • attachment differs depending on sensitivity of mother
  • it’s an ethnocentric ( all experiments based on western world) experiment

all the babies were all American middle class babies

56
Q

Introduction to cultural variations

A

Culture = group of people in society with shared beliefs + values

can have subcultures

  • subcultures based on other characteristics; race, religion,gender or sexuality
57
Q

What are two types of attachments across cultures?

A

Individualistic attachment (Western world)

  • working towards own personal goals = at EXPENSE OF OTHERS
  • empahasises PERSONAL INDEPENDENCE

Collectivist attachment (Eastern world)

  • working for best overall or society altogether
  • emphasises family + work goals
  • high degree of interedependence
58
Q

What was Ijzendoorn + Kroonenberg’s research and findings (1988)?

A

meta-analysis = collecting data from various other studies + using findings

  • completed meta-analysis on 32 studies across 8 countries

findings =
UK - most common is secure attachment
GER - highest number is avoidant children
JAP - few avoidant, high number of resistant children

1 1/2 x more variable within cultures THAN between cultures

Japan = resistant children
- practice interdependence
- mothers kept child at all times
- share room with parents

children wouldn’t ignore adults - it’s culturally disrespectful

America + UK
- practice independence (to an extent)

Germany = doesn’t promote clingy children
- practice intense independence + strong exploration

CONCLUSIONS

  • assumes all children within culture are being brought up the same way = oversimplifying
  • children born with different temperaments doesn’t matter how responsive mother is
59
Q

Bowlby’s Theory of Maternal Deprivation

Bowlby( 1953)

A
  • commissioned by WHO to write about mental health of homeless children post war
  • long term deprivation = harmful

HYPOTHESIS

  • deprivation from main caregiver during critical period (2.5 years) will result in harmful effects
60
Q

What is maternal deprivation?

A
  • continuous care from mother is essential for normal PSYCHOLOGICAL development
  • separation causes SEVERE DAMAGE to emotional + intellectual development

continuity hypothesis = prolonged separation, will have issues in adulthood

61
Q

Deprivation theory

A

Deprivation -> In critical period -> IQ and mental retardation -> affectionless psychopath

Affectionless psychopath = no emotions,unable to form meaningful relationships, doesn’t like
affection

Privation = not having opportunity to form bond in the first instance

Maternal Deprivation = bond/attachment has been formed with main caregiver but has been disrupted somehow

62
Q

What are Bowlby’s 44 thieves’ research and findings?

A

AIM: to test hypothesis on MD

METHOD: interviewed 44 juvenile thieves and 44 non-delinquent children + their family

Findings

  • 32% of young thieves were affectionless psychopaths
  • 0% of controls showed affectionless psychopathy
  • 86% of affectionless psychopaths had long periods of maternal SEPARATION before 5 years old
  • ONLY 2 experienced prolonged separation = shows there are other factors that can cause AP
63
Q

What Bowlby + Robertson’s research?

A

observed children experience distress from separation from mother

3 progressive stage of distress

  1. Protest = child cries + protest angrily, clings onto parent

2, Despair = protesting stops, refuses attempts of comfort

  1. Detachment = child engages with others, rejects caregiver

SUPPORTS + FURTHERS Bowlby’s maternal deprivation theory

64
Q

What is Robertson + Robertson’s research?

A
  • observed 17 month old
  • placed in residential nursey for 9 days (whilst mother was giving birth)
  • father worked all day but visited John

Protest = sobbed + reisisted comfort
Despair = playing with toys
Detachment = wouldn’t look at mother

65
Q

What Splitz + Wolf’s (1947) research?

A

AIM : study how the effects of separation can be severe

research in childre’s orphanages in South America

1 institution - babies separated from mothers at 3 months

1 instution - babies of inmates were separated but regular visits

66
Q

Intro into Romanian Orphans

A
  • problem began under COMMUNIST rule (banned abortions/denied access to contraception)
  • many ABANDONED newborn babies

1989 WESTERN WORLD became AWARE that children were INSTUTIONALISED

institutionalised = behavior within institutions normalised but makes it harder to adapt to normal life

  • 100,00 orphans in 600 orphanages = OVERPOPULATION

children spent most of the day in cribs = MALNOURISHED

67
Q

What was Rutter’s study on Romanian Orphans and the findings?

A

PROCEDURE: studied Romanian orphans adopted by British parents at different times with
Minimal adult contact

  • LONGITUDINAL (long period of time) + NATURAL (natural environment)

1 group = 58 babies adopted before 6 MONTHS
1 group = 59 babies adopted between 6 - 24 MONTHS
1 group = 48 babies adopted between 2 - 4 YEARS

Findings

  • earlier the adoption, high mean IQ
  • adopted AFTER 6 months, signs of DISINHIBITED ATTACHMENT

disinhibited attachment = same type of attachment with everyone

due to NO MAIN CAREGIVER; but MULTIPLE nurses looking after them during CRITICAL PERIOD

68
Q

What is institutionalisation and its correlation to dwarfism?

Garner (1972)

A
  • insitutionalised children are SMALLER due to lack of EMOTIONAL CARE

Garner (1972) - case study of a young girl fed through a tube

  • by 8 months, she withdrew herself + stunted physically
  • then she THRIVED off attention + went back to normal

Conclusion

  • lack of EMOTIONAL CARE = affects GROWTH HORMONES
69
Q

What was Zeanah et al’s research and the findings?

A
  • 95 children (12-31 months)
  • attachment assessed on children who spent MOST of their life in institutions

control group = 50 children who NEVER been in institutions

strange situation USED, carer asked if child had any UNUSUAL behavior

Findings

  • 74% of the control group were SECURELY ATTACHED (higher than Ainsworth’s research)
  • 65% of group classes as having DISINHIBITED ATTACHMENT

children could be positively/negatively affected by having an appropriate ADULT relationship at this stage

70
Q

Influence of Early Attachment on childhood + adult relationships

A

internal working model = template developed from 1st attachment with primary caregiver that
gives EXPECTATIONS for all future relationships

Securely attached to caregiver

  • in childhood would have friends from primary school until adulthood
  • in romantic relationships, it would be trusting, honest, healthy+ prolonged

Insecurely avoidance of caregiver

  • emotionally unavailable
  • in childhood, would be lonely (by choice or not) = more likely to be BULLIED
  • in romantic relationships, intense + personal relationship (if any)

NEVER in emotional + prolonged relationships

Insecurely resistance of caregiver

  • in childhood, more likely to be bully; want control + don’t think they’re good enough
  • in romantic relationships, have trust issues + controlling

they FEAR REJECTION as an adult

Psychology Y12 (13 decks)

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