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Attachment Flashcards

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1
Q

Name of Mary Ainsworth research

A

Strange situation attachment

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2
Q

Method of strange situation study

A

Stage 1 - Mother and infant go into the room together.
Stage 2 - Mum sits and the child is placed on the floor and is free to explore. (secure base )
Stage 3 - Stranger enters the room and begins to interact with the baby (stranger anxiety).
Stage 4 - Mother leaves the room and the baby is alone with the stranger. The stranger tries to comfort the crying baby (separation anxiety).
Stage 5 - Mother returns and stranger leaves (reunion behaviour).
Stage 6 - Mother leaves and baby is alone (separation anxiety).
Stage 7 - Stranger returns and tries to comfort the baby (stranger anxiety).
Stage 8 - Mother returns and stranger leaves (reunion behaviour).

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3
Q

Schaffer and Emerson (1964) stages of attachment - method

A
  • 60 infants observed from working class families in Glasgow
  • Happened over an 18 month period
  • The families were visited once a month for 12 months and then again at 18 months
  • The mothers were also asked to observe the children and keeping a diary of behaviours
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4
Q

Schaffer and Emerson (1964) stages of attachment - what was measured

A
  • Stranger anxiety: response to the arrival of a stranger.
  • Separation anxiety: distress level when separated from career and degree of comfort needed on return of a career.
  • Social referencing: degree that the child looks at career to check how they should respond to something new.
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5
Q

Schaffer and Emerson (1964) stages of attachment - results

A
  • Between 25 and 32 weeks, 50% of the infants showed separation anxiety towards an adult.
  • Attachment tended to be caregiver that was the most sensitive to the infants signals.
  • At 40 weeks, nearly 30% had formed multiple attachments.
  • Within 1 month of becoming attachment, 29% of the infants had multiple attachments.
  • Within 6 months, this had risen to 78% of infants having multiple attachments.
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6
Q

Schaffer and Emerson (1964) stages of attachment

A

All Infants Say Mum
Asocial stage (0 - 6 weeks)
Indiscriminate attachments (6 weeks to 6 moths)
Specific (7 months+)
Multiple (10/11 months+)

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7
Q

Schaffer and Emerson (1964) stages of attachment - asocial stage

A
  • 0 to 6 weeks
  • Infants produce similar responses to objects and people.
  • Preference for eyes/faces
  • Very young infants are asocial in that many kinds of stimuli (both social and non-social) produce a favourable reaction.
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8
Q

Schaffer and Emerson (1964) stages of attachment - indiscriminate attachments

A
  • 6 weeks to 6 months
  • Enjoy human company
  • Responds equally to any caregiver
  • Get upset when an individual ceases to interact with them
  • From 3 months, infants smile more at familiar faces
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9
Q

Schaffer and Emerson (1964) stages of attachment - specific attachments

A
  • 7 months+
  • Infants show a preference for one a caregiver
  • Infants looks to particular people for security, comfort and protection
  • Infants shows fear of strangers
  • Infants shows unhappiness when separated from a special person (separation anxiety)
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10
Q

Schaffer and Emerson (1964) stages of attachment - multiple attachments

A
  • 10/11 months+
  • Infant becomes increasingly independent and forms several attachments
  • Attachments were most likely to form with those who responded accurately to the infants signals, not the person they spent more time with.
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11
Q

Evaluation of Schaffer and Emerson (1964) stages of attachment

A
  • Unreliable data: the data collected could be unreliable as it was based on mother’s reports of their infants. Some mothers might have been less sensitive to their infants’ protests and therefore were less likely to report them. It would create a systematic bias which would challenge the validity of the data.
  • Biased sample: lacks temporal and population validity
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12
Q

Historical role of the father:

A
  • Suggested that the primary attachment is much more likely to be made with the mother.
  • Fathers are the secondary attachment figures.
  • Fathers were only the primary attachment in 3% of babies.
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13
Q

Supporting studies for the role of the father - Grossman (2002)

A
  • Conducted a longitudinal study looking at both parents’ behaviour and its relationship to the quality of attachments.
  • Quality of infant attachments with mothers (not fathers) was related to children’s attachment in adolescence.
  • HOWEVER, the quality of the fathers play with infants was related to their attachments in adolescence.
  • Fathers have a different role in attachment, one that is related to play, rather than nurturing.
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14
Q

Role of the father supporting studies - Israel study:

A
  • There’s nothing inherent about women that makes them “better” at parenting.
  • Primary caregivers develop neural pathways in their exhausted brains that make them more responsive to the emotional cues of children.
  • The study found that the same pathways developed in fathers who were primary caregivers as in mothers.
  • Some evidence to suggest that when fathers take on the role of being the primary caregiver, they adopt behaviours more typical of mothers.
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15
Q

Role of the father supporting studies - Field (1978)

A
  • Method: Filmed 4 month old babies in face to face interaction with primary caregiver mothers, secondary caregiver fathers and primary caregiver fathers.
  • Results: Primary caregiver fathers (like mothers), spent more time smiling, imitating and holding the infant than secondary caregiver fathers.
  • Conclusion: the key to attachment relationships is the level of responsiveness NOT the gender of the parent.
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16
Q

Evaluation of role of the father studies:

A
  • Hard to generalise: Numerous factors affect the fathers roles and the impact this has e.g. culture, fathers age, how long are they away.
  • Economic implications: mothers will feel pressured to stay home because research says they are vital for healthy development.
  • How important is it? McCallum and Golombok found that children growing up in single/same sex families didn’t develop differently.
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17
Q

Implications of role of the father studies:

A

Social policy - paid paternity leave was only introduced in
2002 in the UK

Stereotypical views of men - they should be the
breadwinner

Cultural differences - fathers in middle class Indian
families are less likely to engage in play

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18
Q

Lorenz and the Imprinting Theory - method

A
  • Took a clutch of gosling eggs & divided them into 2 groups
  • One group were left with their natural mother, the other group were placed in an incubator
  • When the incubator eggs hatched, the first thing they saw was Lorenz
  • When the natural mother eggs hatched, the first thing they saw was the mother
  • The behaviour of all goslings was recorded
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19
Q

Lorenz and the Imprinting Theory - findings

A
  • Once the goslings hatched, they proceeded to follow the first moving object they saw during the critical period (12-17 hours) = this is called imprinting.
  • One group followed their mother goose & the other group followed Lorenz.
  • This suggests that attachment is innate and programmed genetically.
  • Supports having a biological basis for an attachment is adaptive.
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20
Q

Imprinting:

A
  • Occurs without any feeding tasking place.
  • Consequences for short term survival and helps to develop longer term forming of internal templates for later relationships.
  • If the animal has not seen a moving object within the critical period, it will NOT imprint.
  • If no attachment has developed in 32 hours, it’s unlikely any attachment will develop.
  • Is irreversible
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21
Q

Sexual imprinting:

A

The process by which a young animal learns the characteristics of a desirable mate.

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22
Q

Guitton (1966) - supporting evidence for Lorenz

A
  • Found that chicks exposed to yellow rubber gloves whilst feeding them during the first few weeks, became imprinted on the gloves.
  • Shows support that we’re not born with predispositions to only imprint on specific objects/people, but on any moving thing present in the critical period.
  • The chicks were then found to later try and mate with the gloves supporting sexual imprinting.
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23
Q

Evaluation of Lorenz and Guitton about the Imprinting theory:

A
  • Generalising: can we generalise this to humans?
  • Sexual imprinting: Guiton (1966) stated that he could reverse this and later found that chickens were able to engage in normal sexual behaviour with other chickens.
  • Supports Bowlby
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24
Q

Harlow’s monkeys (1959) aim:

A

To demonstrate that attachment is not based on the feeding bond.

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25
Q

Harlow’s monkeys (1959) method:

A

16 monkeys

1st wire surrogate mother - 8 monkeys fed here
2nd wire with cloth surrogate mother - 8 monkeys fed here

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26
Q

Harlow’s monkeys (1959) findings:

A
  • Both groups spent more time with the cloth mother (even if she had no milk).
  • The infant would only go to the wire monkey when hungry.
  • Once fed, the monkey would return to the cloth mother.
  • If a frightening object was placed in the cage, the infant took refuge with the cloth mother.
  • For monkeys left for 90 days or more - they were aggressive and the females were inadequate mothers.
  • For monkeys left for less then 90 days - the effects could be reversed.
  • The motherless monkeys, even those who did have contact comfort, developed abnormally.
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27
Q

Social abnormalities (Harlows monkeys)

A

They froze or fled when approached by other monkeys.

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28
Q

Sexual abnormalities (Harlows monkeys)

A

They did not show normal mating behaviour and did not cradle their own babies.

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29
Q

Evaluation of Harlows monkeys experiment

A

Generalising - can we generalise this to humans?
Ethical issues - the study created lasting emotional harm on the monkeys.
Provides a valuable insight into the development of attachment and social behaviour.
Confounding variables - the 2 wire heads were very different.

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30
Q

Dollard and Miller (1950) overview:

A

● Attachment is a learned behaviour that is acquired through both classical and operant conditioning
● All behaviour (including attachment) is learnt rather than an innate biological behaviour
● Learning theories of attachment focus on the associations and rewards providing by caregivers
● Learning theories say we have to learn to attach and we do so because of food

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31
Q

Dollard and Miller (1950) evaluation:

A
  • Theory is based on research with animals - can this be generalised to humans ?
  • Has some explanatory power - may not learn through food, but they do learn through association and reinforcement.
  • Lack of read each support:
    1. Lorenz geese attached to the first thing they saw, without being fed. This suggests that attachment is NOT based on learning to attach to the person who feeds you.
    2. Harlow’s research suggests that attachments are based on contact comfort and not food. This suggests that attachments are formed from comfort and NOT food.
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32
Q

Theories of attachment

A
  • Bowlby’s evolutionary theory
  • Learning theories
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33
Q

Evolutionary Theory in Attachment (Bowlby)

A
  • According to Bowlby, attachment is a behaviour that has evolved because of its survival value.
  • Bowlby suggested that attachment is innate and this innate tendency gives us an adaptive advantages (makes it more likely that we will
    survive).
  • He adopted the idea of a critical period and applied this to his explanation/children.
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34
Q

Bowlby’s theory of attachment:

A

MICIS

  1. Monotropy
  2. Internal working model
  3. Critical period
  4. Innate
  5. Social releasers
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35
Q

Bowlby’s theory of attachment, monotropy:

A
  • Bowlby believed that infants form one very special attachment with their mother which is called monotropy.
  • If the mother isn’t available, the infant could bond with another adult.
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36
Q

Bowlby’s theory of attachment, critical period:

A
  • Through the monotropic attachment, the infant would form an internal working model which forms a template for all future relationships
  • All the child’s future adult relationships will be based on this
  • The style of attachment an infant has continues throughout life
37
Q

Bowlby’s theory of attachment, critical period:

A
  • Babies have to form the attachment with their caregiver during a critical period.
  • This is between birth and 2 ½ years old.
  • Bowlby said that if this didn’t happen, the child would be damaged for life (socially, emotionally, intellectually and physically).
38
Q

Bowlby’s theory of attachment, innate:

A
  • Attachments are innate, born with it.
  • This means we are born with a drive/ability to attach.
  • Adaptive: attach to someone who provides food.
39
Q

Bowlby’s theory of attachment, social releasers:

A
  • Unlocks the innate tendency of adults to care for them
  • These social releasers can be both physical (the typical baby face features) and behavioural (crying).
40
Q

Research support for Bowlby’s theory of attachment:

A
  1. Monotropy - Lorenz (1935) supports Bowlby’s monotropic theory as the attachment process of imprinting is an innate process which has a critical period.
  2. Internal working model - Bailey questioned 99 teenage mothers with 1 year old babies. He also observed their behaviour. He found that those mothers who reported insecure attachments to their own parents, were much more likely to have children whose behaviour implied insecure attachments.
41
Q

Evolution of Bowlby’s theory of attachment:

A
  • Influential theory: it has stimulated a great deal of research and many of his ideas have been applied to a variety of situations.
  • Some doubt about monotropy concept - research suggests that as well as having a primary attachment, many infants form multiple attachments.
  • Schaffer and Emerson found that many infants can form multiple attachments.
  • Bowlby placed much emphasis on the role of the mother, what about the father?
42
Q

Strange situation attachment (Mary Ainsworth) aim:

A

To observe attachment security in children within the context of caregiver relationships.

43
Q

The 4 relationships being measured in Strange situation (Mary Ainsworth) attachment:

A
  • Secure base
  • Stranger anxiety
  • Separation anxiety
  • Reunion behaviour
44
Q

The 3 types of attachments in Strange Situation (Mary Ainsworth)

A
  • Type A: insecure avoidant
  • Type B: secure attachment
  • Type C: insecure resistant
45
Q

Strange Situation (Mary Ainsworth), secure attachment:

A
  • Secure/safe base: Will use the mother as a safe base to explore their environment.
  • Separation anxiety: Mildly distressed when other goes.
  • Stranger anxiety: Wary of stranger when alone but friendly when mother is present.
  • Reunion behaviour: Happy wen mother returns and easily soothed.
  • 68% of infants showed this in the study.
46
Q

Strange Situation (Mary Ainsworth), insecure avoidant:

A
  • Safe base: Explores but does not come back and mother isn’t a secure base.
  • Separation anxiety: Infant shows no sign of distress when mother leaves/doesn’t notice her absence.
  • Reunion behaviour: No interest
  • 20% of infants showed this in the study
47
Q

Strange Situation (Mary Ainsworth), insecure resistent:

A
  • Safe base: Infant doesn’t explore.
  • Separation anxiety: infant shows signs of intense distress.
  • Stranger anxiety: Infant avoids the stranger.
  • Reunion behavior: Child approaches mother, but resists contact, rejects/pushes her away.
  • 12% of infants showed this in the study
48
Q

Caregiver sensitivity in Strange Situation (Mary Ainsworth):

A
  • Securely: Attached infants have mothers who are more sensitive, accepting and co-operative to the needs of a child.
  • Insecure: Mothers are unresponsive to crying and less affectionate.
  • Insecure avoidant: Mothers are more rejecting and pay less attention to children
  • Insecure resistant: Mothers tended to be occupied with routine activities when holding the child.
49
Q

Evaluation of strange situation (Mary Ainsworth):

A
  • Standardised procedures allows for replication.
  • Control of extraneous variables.
  • Sole focus on the mother-child relationship what does that mean?
  • Ethical considerations
  • Controlled observation lacks ecological validity (ethnocentric).
50
Q

Conclusion of strange situation (Mary Ainsworth):

A
  • Attachment differences depended upon the sensitivity of the mother.
  • Sensitive mothers generally had infants who were securely attached.
  • Less sensitive and less responsive mothers had babies who were more likely to be insecurely attached.
  • A baby’s attachment does seem to be affected to some extent by the quality and sensitivity of the caregiver.
51
Q

Definition of culture:

A

It’s a group of people who share beliefs and values.

52
Q

Individualistic cultures:

A
  • One which emphasises personal independence and achievement at the expense of group goals.
  • E.g. more avoidant infants might be found in Germany as Germans value independence.
53
Q

Collectivist cultures:

A
  • One which emphasises family and work goals above individual needs and desires.
  • There is a high degree of interdependence between people.
54
Q

Ijzendoorn & Kroonenberg (1988) overview:

A
  • Completed a meta-analysis on 32 studies across 8 countries using Ainsworth’s Strange Situation.
  • Conducted on 2000 babies.
  • Attachment types between and within cultures were studied.
55
Q

Ijzendoorn & Kroonenberg findings:

A
  • Secure attachment was the most common in all cultures - highest in Great Britain.
  • Germany had the highest number of avoidant children.
  • Japan had very few avoidant, but high number of resistant.
  • There was 1 ½ times more variation within cultures than between cultures.
56
Q

Kagan and temporal hypothesis:

A

He argued that some infants are born with an innate personality that makes them more friendly, and so it is easier for the caregiver to be caring and nurturing, whereas other infants have difficult personalities that make it less likely the mother will want to comfort them.

57
Q

Supporting research

A
  1. Simonelli et al (2014):
    - Lower rates of secure attachment
    - High rates of insecure-avoidant
    - Attributed to long working hours
  2. Takahashi (1990):
    - Method: 60 one year olds from middle class Japanese families. Observed in strange situation
    - Findings: 0 infants = insecure resistant. All children were distressed when left alone - 90% didn’t complete the whole procedure due to extreme stress.
    - Conclusion: There are cross-cultural differences in raising children producing different reactions to the strange situation.
58
Q

Bowlby’s maternal deprivation hypothesis overview:

A
  • Bowlby was asked by WHO to write a report on the Mental Health of homeless children post-war.
  • Argued that long term deprivation could be harmful.
  • He proposed the Maternal Deprivation Hypothesis:
  • Deprivation from main caregiver during critical period (2.5 years) will result in.
59
Q

Maternal deprivation:

A
  • The emotional and intellectual consequences of separation between a child and their mother/substitute mother.
  • Bowlby believed continuous care from a mother is essential for normal psychological developing.
  • Separation from this adult causes serious damage to emotional and intellectual development.
60
Q

continuity hypothesis:

A

If there are prolonged separations then there will be issues in adulthood.

61
Q

Deprivation theory:

A

Deprivation -> In critical period -> IQ and Mental retardation -> Affectionless psychopath

62
Q

What is privation?

A

Not having the opportunity to form a bond in
the first instance. E.g. Institutionalisation

63
Q

What is maternal deprivation?

A

A bond or attachment that has been formed
with the main caregiver, but it has been
disrupted for some reason. E.g. they lose an element of their care.

64
Q

Bowlby’s 44 thieves aim:

A

Aimed to test his maternal deprivation hypothesis (MDH).

65
Q

Bowlby’s 44 thieves method:

A
  • Interviewing children and families.
  • Compared 44 juvenile thieves with 44 non delinquent children.
66
Q

Bowlby’s 44 thieves findings:

A
  • 32% of young thieves showed affectionless psychopathy.
  • 0% of the controls showed affectionless psychopathy
  • 86% of affectionless psychopathy had experienced long periods of maternal separation before the age of 5 years.
  • Only 2 of the controls had experienced prolonged separation.
67
Q

Affectionless psychopath:

A
  • Lack of emotional development
  • Lack of concern for others
  • Lack of guilt
  • Inability to form meaningful relationships
  • Lack of empathy
  • Impulsive
68
Q

Advantages of Bowlby’s 44 thieves:

A
  • Provides research support for his MDH.
  • His research is influential in this area of attachment.
  • Has impacted child care practices.
69
Q

Disadvantages of Bowlby’s 44 thieves

A
  • Gender bias: the sample only looked at boys.
  • Data is retrospective: inaccuracies in memory
  • Correlation, but not causation.
  • Failed to explain why the two in the control (who had prolonged separation) did not become delinquent.
  • Investigator effects
70
Q
  1. Further support to Bowlby’s 44 thieves:
A

Bowlby and Robertson (1952):
- Observed children experience intense distress when separated from their mothers.
- They found 3 progressive stages of distress.

  • Protest: child cries & protests angrily when the parent leaves, try to cling onto the parent.
  • Despair: child’s protesting begins to stop, appear calmer although still upset, refuses other attempts of comfort.
  • Detachment: child begins to engage with other people, reject caregiver on return.
71
Q
  1. Further support to Bowlby’s 44 thieves, Roberston and Robertson:
A
  • Observed John (17 months old).
  • Placed in a residential nursery for 9 days.
  • Father worker all day, but visited the nursery.
  • John displayed the 3 stages of distress.
  • Protest: sobbed and resisted comfort.
  • Despair: played with toys and clung to
    teddy bear.
  • Detachment: would not look at his
    mother when she returned.
72
Q
  1. Further support to Bowlby’s 44 thieves, Spritz and Wolf (1947)
A
  • The effects of separation can be severe.
  • Conducted research in children’s orphanages in South America.
  • One institution: babies were separated from their mothers at 3 months.
  • One institution: babies of inmates were separated from their mothers but received regular visits.
  • Prison babies thrived while the orphaned children displayed development delays.
73
Q

Evaluation of Bowlby’s maternal deprivation hypothesis:

A
  • Has impacted child care practices.
  • Research support: Robertson and Roberston & Spitz and Wolf.
  • Determinism (behaviour is caused by factors outside of our control).
74
Q

History of the Romanian Orphans:

A
  • Romania’s orphan problem began under the communist rule, who banned abortion and denied access to contraception.
  • Many Romanian’s abandoned their newborn children, leaving thousands to suffer at under-funder, state-run orphanages.
  • In 1989, the western world became aware of
    the issue and realised that many children were
    institutionalised.
  • There were more than 100,000 orphans in 600
    state run orphanages.
  • Children spent most of the day in cribs with
    very little stimulation and were malnourished.
75
Q

Meanings of institualised:

A

The behaviour patterns of children who have been raised outside of the family home in an institution like an orphanage or a residential childrens home - No PCG, substitute caregiver

76
Q

Rutter’s study procedure:

A
  • Studied Romanian Orphans, who were adopted by British parents, who had been placed in orphanages aged 1-2 weeks, with minimal adult contact.
  • Longitudinal study and natural experiment.
  • Assessed at ages 4, 6, 11 and 21.
  • One group: 58 babies adopted before 6 months.
  • One group: 59 babies adopted between 6-24 months.
  • One group: 48 babies adopted between 2-4 years.
77
Q

Rutter’s study findings:

A
  • When first arrived in the UK, they were malnourished.
  • 11 year olds: correlation between the rate of recovery and the age of adoption.
  • The earlier the adoption, the higher their mean IQ.
  • Difference between those who were adopted before 6 months and those after.
  • If adopted after 6 months, signs of disinhibited attachment.
  • Resulted in attention seeking and physical, cognitive and social developmental delay.
78
Q

What is Disinhibited Attachment:

A

Rare style of attachment where the infant is as friendly and open to strangers as they are to their caregiver. Rutter suggests that this is because infants living in orphans have multiple caregivers in the critical period

79
Q

Zeanah et al. (2005) procedure:

A
  • Using 95 children who were 12-31 months.
  • Attachment was assessed on children who spent most of their lives in an institution
  • Control group: 50 children who had never lived in an institution
  • Strange situation was used on these children
  • Carers asked if the child had any unusual behaviours
80
Q

Zeanah et al. (2005) findings:

A
  • 74% of the control group were securely attached (the
    norm).
  • 19% of the institutional group were in this category
    (securely attached).
  • 65% of this group were classed as having a disinhibited
    attachment.
81
Q

Institutionalisation and dwarfism:

A
  • Children who are institutionalised are usually smaller.
  • Lack of emotional care is the cause of this.
    1. Garner (1972) studied a case study of a girl who had been fed through a tube.
  • Her mum would never cuddle her.
  • 8 months old: she was withdrawn and physically stunted.
  • She went into hospital and she thrived off the attention and then
    returned to ‘normal’.
  • Conclusion: the lack of emotional care could affect growth
    hormones.
82
Q

What is the internal working model?

A

Template which develops from first attachment with a primary care giver that gives us expectations about all future relationships.

83
Q

Secure attachment and how it effects future relationships:

A
  • If we have one (secure attachment) with our PCG we will expect future relationships to be positive and healthy.
  • Eg.: trusting in romantic relationships, less divorce ect., friendship’s remain stable.
84
Q

Insecure resistant and how it effects future relationships:

A
  • Template is negative because issues of trust are apparent.
  • Issues of control in childhood: bossy and more likely o be a bully.
  • Adult relationships: reflect fears of abandonment, rejection and trust control.
85
Q

Insecure avoidant and how it effects future relationships:

A
  • Template will be negative, person will be emoionally unavailable.
  • In childhood: lonly and isolated, more likely to be bullied and lacks friends.
  • Adult will have few intense/prsonal relationships (if any).
86
Q

Evaluation of internal working model and its effects on adult relationships:

A
  • Issues of validity: Most studies don’t us the strange situation but interviews or questionnaires. Problems with people being honest with response.
  • Association doesn’t mean causation - the child’s temperament may influence.
  • Causation: Just because there is a relationship between the two factors, doesn’t mean there i a causal relationship (correlation data).
  • Supporting evidence: There have been many studies supporting it. Myron-Wilson ad Smith (bullying); Hazan and Shaver (Romantic relationships)
87
Q

Supporting evidence to IWM and future relationships (bullying):

A

Myron-Wilson and Smith (1998) studied 196 London children aged
7-11 through a questionnaire and found:
- Insecure-avoidant infants are most likely to be bullied
- While insecure-resistant infants are most likely to be bullies
- Secure children unlikely to be affected by bullying.

88
Q

Supporting evidence to IWM and future relationships (romantic reationships):

A

Hazan and Shaver’s “Love Quiz”

  1. Procedure: A quiz of nearly 100 questions published in Rocky Mountain News. They analysed 620 replies to the “love quiz” printed in a local newspaper. The quiz had three sections:
    ->Assessing respondents’ current or most significant relationship.
    -> General love experiences.
    -> Assessing attachment type by responding to one of three statements.
  2. Out of 620 replies:
    -56% of respondents classified themselves secure
    - 25% avoidant
    - 19% resistant
  • Love experience and attitudes towards love (internal working model) were related to attachment type.
  • Those who were securely attached: believed love is enduring, had mutual trust and were less likely to get divorced.
  • Those who were insecurely attached: felt love was rare, fell in and out of love easily, found relationships less easy, were more likely to be divorced.

Psychology (12 decks)

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