Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

AQA A Level Psychology > attachment > Flashcards

attachment Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

what is reciprocity?

A

when both caregiver and baby respond to each other’s signals and each elicits a response from the other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

how many times do mothers pick up on babies ‘alert phases’?

A

2/3 of the time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is the interaction of the mother and baby described as?

A

A dance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

do babies take an active or passive role in reciprocity?

A

active

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is interactional synchrony?

A

caregiver and baby reflect both the actions and emotions of the other and do this in a co-ordinated (synchronised) way

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what did Meltzoff and Moore (1977) find?

A

found that babies’ expression and gestures were more likely to mirror those of the adults more than chance would predict

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what was the Isabella et al. (1989) experiment?

A
  • observed 30 mothers and babies together and assessed the degree of synchrony and the quality of mother-baby attachment
  • They found that high levels of synchrony were associated with better quality mother-baby attachment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Evaluation of Caregiver-infant interactions

A

Filmed observations:
- checked by other researchers so high inter-rater reliability
- babies didn’t know they were being observed

Difficulty observing babies:
- hard to interpret a babies behaviour

Developmental importance:
- reciprocity and IS don’t tell us the purpose of these behaviours
Counter:
- Isabella et al

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what was Schaffer and Emerson (1964) procedure?

A
  • 60 babies from Glasgow
  • mostly working-class families
  • researchers visited mother and baby every month for 18 months
  • investigated separation anxiety by asking mothers about behaviour during everyday separations
  • investigated stranger anxiety by asking mothers questions about child’s response to unfamiliar adults
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what were the 4 stages of attachments Schaffer and Emerson found?

A
  1. Asocial
  2. Indiscriminate attachment
  3. Specific attachment
  4. Multiple attachment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Schaffer and Emerson evaluation

A
    • has external validity Counter: mothers may have been biased
    • poor evidence for the asocial stage
    • RWA to day care

-

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what percentage of cases was the father the sole and joint first object of attachment

A

sole object - 3%

joint first object - 27%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what percentage of secondary attachments were the father?

A

75%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What did Grossmann et al 2002 find?

A
  • quality of attachment with the father was less important for adolescent attachment than the quality of attachment with the mother
  • the quality of the fathers play with babies was related to quality of adolescent attachments
  • fathers have a different role
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what did Field (1978) find?

A
  • primary caregiver fathers, like mothers, spent more time smiling, imitating and holding babies than secondary caregiver fathers
  • fathers can be primary attachment figures
  • level of responsiveness is the key to the attachment relationship, not the gender of the parent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

role of the father evaluation

A
    • confusion over research questions
    • conflicting evidence
    • using findings in parenting advice
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Lorenz findings and conclusions

A
  • incubator group followed Lorenz, Control Group followed the mother
  • identified a critical period in which imprinting takes place
  • if imprinting did not occur during this time, Chicks did not attach themselves to the mother figure
  • Sexual imprinting also occurs whereby the birds acquire a template of the desirable characteristics required in a mate
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Lorenz evaluation

A
  • (str) support for the concept of imprinting
  • (lim) generalising from birds to Humans
  • (str) applications to human behaviour
19
Q

Harlow findings and conclusions

A
  • Baby monkey’s cuddled the cloth-covered mother in preference to the plain-wire mother regardless of which dispensed milk - suggests that contact comfort was of more importance than food when it came to attachment behaviour
  • the monkeys sought comfort from the cloth mother when frightened
  • as adults, the monkeys who had been deprived of their real mothers suffered severe consequences - they were more aggressive, less sociable and less skilled in mating than other monkeys
20
Q

Harlow Evaluation

A
  • (str) real-world value
  • (lim) generalising from Monkeys to Humans
  • (lim) ethical issues
21
Q

what is Drive Reduction?

A
  • Hunger is a primary drive, an innate biological motivator
  • we are motivated to eat to reduce the hunger drive
  • attachment is a secondary drive learned by an association between the caregiver and the satisfaction of a primary drive
  • Sears et al. (1957) - suggested that, as caregivers provide food, the primary drive of hunger becomes generalised to them
22
Q

Learning theory evaluation

A
  • (lim) counter-evidence from animal studies
  • (lim) counter evidence from human studies
  • (str) some elements of conditioning may be involved Counter: ignores the fact that babies take an active role in the interactions that produce attachment
23
Q

why did Bowlby believe the more time spent with the primary attachment figure the better?

A
  • Law of continuity - the more constant a child’s care, the better the quality of attachment
  • Law of accumulated separation - the effects of every separation add up
24
Q

what are social releasers

A
  • babies are born with a set of innate ‘cute’ behaviours that encourage the attention of adults
  • the purpose is to activate adult social interaction
25
Q

what was Bowlby’s critical period?

A

up to 2 years

26
Q

what was Bowlby’s internal working model of relationships?

A

the child forms a mental representation of the relationship with their primary attachment figure which serves as a ‘template’ for what relationships are like

27
Q

evaluation of Bowlby’s theory of monotropy

A
  • (lim) the concept of monotropy lacs validity
  • (str) evidence supporting the role of social releasers
  • (str) support for the internal working model
28
Q

what were the 5 categories that Ainsworth used to judge attachment quality in the strange situation?

A
  1. proximity seeking
  2. exploration and secure-base behaviour
  3. stranger anxiety
  4. separation anxiety
  5. response to reunion with the caregiver after separation for a short period of time
29
Q

what are the three types of attachment?

A

Secure:
- baby happy to explore but seeks proximity to caregiver
- shows moderate separation anxiety and stranger anxiety
- requires and accepts comfort from caregiver on reunion

Insecure avoidant:
- baby explores freely but does not seek proximity
- shows little/no separation and stranger anxiety
- avoids contact at the reunion stage

Insecure resistant:
- baby explores less and seeks greater proximity
- shows considerable stranger and separation anxiety
- resists comfort when reunited with caregiver

30
Q

Aisnworth’s strange situation evaluation

A
  • (str) good predictive validity
  • (str) good inter-rater reliability
  • (lim) may be culture bound
31
Q

van IJzendoorn and Kroonenburg findings

A
  • secure attachment was the most common classification in all countries, but ranged from 50% in China to 75% in Britain
  • in individualist cultures, rates of insecure-resistant attachment were similar to the original sample
  • in collectivist cultures, samples from China, Japan and Israel showed rates of above 25%
  • variations between results of studies within the same country were actually 150% greater than those between countries
  • in the US, one study found 46% securely attached compared to one sample as high as 90%
32
Q

simonelli study

A
  • assessed 76 babies aged 12 months in Italy using the Strange Situation to see whether the proportion of attachment types still matched previous studies in Italy
  • found that 50% were secure and 36% insecure-avoidant - mothers work longer hours and use childcare more
33
Q

Jin et al. (2012) study

A
  • compared the attachment types of 87 Korean babies to proportions in other studies
  • found similar patterns of secure and insecure attachment to other studies but there was only one baby that was avoidant - similar to Japan maybe because of their similar child-rearing practices
34
Q

cultural variations evaluation

A
  • (str) use of indigenous researchers
  • (lim) the impact of confounding variables
  • (lim) imposed etic
35
Q

what is necessary for normal emotional and intellectual development according to Bowlby’s theory of maternal deprivation?

A

continuous emotional (maternal) care

36
Q

Bowlby’s theory of maternal deprivation AO1

A
  • continued emotional care is essential
  • separation may lead to maternal deprivaiton
  • separation is different from deprivation
  • critical period of 2 and a half years
  • intellectual development: lower IQ
  • Emotional development: affectionless psychopathy
37
Q

findings of 44 thieves study

A
  • 14 of the 44 thieves could be described as affectionless psychopaths
  • 12 of these had experienced prolonged separation from their mothers in the first 2 years of their lives
  • in contrast, only five of the 30 remaining 30 ‘thieves’ had experienced separations
  • suggests prolonged early separation/deprivation caused affectionless psychopathy
38
Q

Bowlby’s theory of maternal deprivation evaluation

A
  • (lim) sources of evidence for maternal deprivation are flawed Counter: Levy et al 2003 rat separation for a day
  • (lim) Bowlby confused deprivation and privation
  • (lim) critical period is more of a sensitive period
39
Q

Romanian orphan study procedure

A
  • 165 Romanian orphans
  • 52 adopted children from UK in control group
  • Physical, cognitive and emotional development has been assessed at 4,6,11,15 and 22-25 years
40
Q

Romanian orphan study findings

A
  • half of the orphans showed delayed intellectual development when they came to the UK
  • at age 11, recovery rates were related to their age at adoption:
  • those adopted before 6 months had a mean IQ of 102 and those adopted after 2 years had a mean IQ of 77 and these differences continued to be apparent at age 16
  • frequency of disinhibited attachment related to the age at adoption
  • apparent in children adopted after they were 6 months old: clinginess, attention-seeking and indiscriminate affection to strangers
  • rare in children adopted before the age of 6 months
41
Q

what is disinhibited attachment?

A
  • such children tend to be equally friendly and affectionate towards people they know well or total strangers
  • this may be an adaptation to multiple caregivers
42
Q

Romanian Orphan studies evaluation

A
  • (str) RWA
  • (str) fewer confounding variables than other research
  • (lim) lack of data on adult development
43
Q

Hazan and Shaver (1987) findings

A
  • secure respondents were the most likely to have good and longer lasting romantic relationships
  • Avoidant respondents tended to be jealous and fear intimacy
44
Q

influence of early attachment on later relationships

A
  • (str) strong research support Counter: not all evidence supports this
  • (lim) validity issues with retrospective studies
  • (lim) possible confounding variables

AQA A Level Psychology (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions