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Attachment Flashcards

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1
Q

Attachment
What is attachment

A

Enduring two way emotional tie to a specific person normally between parent and child which develops in set stages within a fairly set timetable

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2
Q

Attachment
What is altricial

A

Born at a relatively early stage of development so need to form, attachment bond with adults who will protect and nurture them

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3
Q

Attachment
Who can attachment be provided by

A

Anyone who provides comfort and safer but is usually mother

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4
Q

Caregiver infant interactions
What behaviours do people display for attachment

A

Proximity to primary caregiver
Separation distress
Stranger anxiety
Secure baser behaviour

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5
Q

Caregiver infant interactions
What is proximity to primary care giver

A

People try to stay physically close to those whom they are attached to

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6
Q

Caregiver infant interactions
What is separation distress

A

People are distressed when an attachment figure leaves their presence and show pleasure when they’re reunited

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7
Q

Caregiver infant interactions
What is stranger anxiety

A

Distress in prescience of unknown individuals

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8
Q

Caregiver infant interactions
What is secure base behaviour

A

Even when independent of attachment figure we tend to make regular contact with them infants display secure based behaviour when they regularly return to their attachment figure while playing

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9
Q

Caregiver infant interactions
Why are interactions between care giver and infant important

A

Develop and maintain their attachment bond and have important function for their social development

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10
Q

Caregiver infant interactions
What are two features of caregiver infant interaction named on spec

A

International synchrony
Reciprocity

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11
Q

Caregiver infant interactions
What is interactional synchrony

A

Temporal coordination of micro level social behaviour

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12
Q

Caregiver infant interactions
What is international synchrony in caregivers and infant

A

Infant move bodies/react in time with the rhythm of carers spoken language to create kind of turn taking to sustain communication

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13
Q

Caregiver infant interactions
What’s international synchrony know as

A

Conversation dance
Mirror each other in terms of facial and body movements

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14
Q

Caregiver infant interactions
Why is it believed international synchrony is important

A

For development of mother infant attachment

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15
Q

Caregiver infant interactions
What is reciprocity

A

Carer infant interaction is two way when each Pearson responds to other signal and elicits a response resulting in turn taking

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16
Q

Caregiver infant interactions
How often to mother pickup on ans respond to infant alertness

A

Two thirds of the time

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17
Q

Caregiver infant interactions
Why is reciprocity important

A

Results in mutual behaviour help to strengthen attachment bond

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18
Q

Caregiver infant interactions
Two other interaction s

A

Bodily contact
Caregiverese

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19
Q

Caregiver infant interactions
What is physical contact

A

Physical interactions between crater and infant helps for. The attachment bonds especially in period after birth

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20
Q

Caregiver infant interactions
What is caregiverese

A

Adults who interact with infant use a modified form of vocal language which aids communication between carer and infant

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21
Q

Caregiver infant interactions
What does caregiverese do

A

Strengthens attachments bond

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22
Q

Caregiver infant interactions
2 strengths

A

Controlled observations capture fine detail
Increasing understanding

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23
Q

Caregiver infant interactions
Good about observations

A

Observations of mother infant interactions are generally well controlled procedures with both mother and infant Beijing filmed from multiple angles

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24
Q

Caregiver infant interactions
What does this ensure

A

Very fine details of behaviour can be recorded and later analysed

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25
Q

Caregiver infant interactions
What s good for studying babies

A

Baby don’t know or care they’re being observed so behaviour doesn’t change in response to controlled observations

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26
Q

Caregiver infant interactions
Why is this a strength

A

Means reaserch has high validity

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27
Q

Caregiver infant interactions
What has reasch increased importance of

A

Research into importance of caregiver infant interaction as increased our understanding of how strong attachments can be made

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28
Q

Caregiver infant interactions
What is good about understanding more

A

Can more effectively advise and facilitate parent particularly in early weeks after birth

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29
Q

Caregiver infant interactions
Why is this a strength

A

Can lead to stronger relationships in future

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30
Q

Caregiver infant interactions
2 weaknesses

A

Hard to know whats happening when observing infants
Socially sensitive reaseach and economics implications for working mothers

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31
Q

Caregiver infant interactions
What do many studies show

A

Same patterns of interactions by observations between mothers and infants

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32
Q

Caregiver infant interactions
What is the however

A

What is being observed is merely hand movement or changes in expression

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33
Q

Caregiver infant interactions
What’s difficult to be certain

A

What is taking place from an infants perspective as babies cannot communicate inferences must be drawn

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34
Q

Caregiver infant interactions
What is bad about inferences

A

Subjective not objective

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35
Q

Caregiver infant interactions
Why is this a weakness

A

Cannot really know for certain that behaviours seen in mother infant interactions have a special meanings

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36
Q

Caregiver infant interactions
Why is research into mother infant interaction socially sensitive

A

Because it suggest that children may be disadvantaged by particular child bearing practices

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37
Q

Caregiver infant interactions
Who in particular could research impact

A

Mothers who return to work shortly after a child is born as restricts opportunities for achieving interactional synchrony

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38
Q

Caregiver infant interactions
Why is missing interactional synchrony bad

A

Argued to be important in developing attachment

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39
Q

Caregiver infant interactions
What des this suggest

A

Mothers should return to work too soon which has sociallly sensitive implications

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40
Q

Caregiver infant interactions
What have research finding suggested

A

Mothers should delay return to work could have economic implications
Maternity cover needed mother not receiving wage spending less in local economy etc

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41
Q

Schaffer and Emerson key study
what was the aim

A

investigate process of how early developments formed
investigate whether there was a distinct pattern of formation common to all infants
identify and describe distinct stages by which attachments form

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42
Q

Schaffer and Emerson key study
what was the length

A

longitudinal study

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43
Q

Schaffer and Emerson key study
what was the sample

A

60 new born babies from working class area of Glasgow

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44
Q

Schaffer and Emerson key study
what did they do

A

babies and mothers visited at home every month for first year and again at 18 months
observations and interviews conducted
question about whom infants smiled at responded to and who caused distress etc
attachment measured in two ways

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45
Q

Schaffer and Emerson key study
what were the two ways to measure attachment

A

separation protest
stranger anxiety

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46
Q

Schaffer and Emerson key study what was the separation protest way of measuring attachment

A

assessed through several everyday situation eg infant left alone in room, outside shops etc

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47
Q

Schaffer and Emerson key study
what was the stranger anxiety way of measuring attachment

A

assessed by researcher starting each home visit by approaching the infant to see if this distressed them

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48
Q

Schaffer and Emerson key study findings
when did most infants start to show separation protest when parted from their attachment figure

A

6-8 monthss

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49
Q

Schaffer and Emerson key study findings when did stranger anxiety start to show

A

about a month after started to shown separation protest

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50
Q

Schaffer and Emerson key study findings
what did strongly attached infants have

A

mothers who responded ton their needs quickly and gave more opportunities for interaction

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51
Q

Schaffer and Emerson key study findings
what did weekly attached infants have

A

mothers who responded less quickly and gave fewer opportunities for interaction

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52
Q

Schaffer and Emerson key study findings
when did most infants go on to develop multiple attachments

A

at 18 months around 87% has atleast two attachments

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53
Q

Schaffer and Emerson key study findings
how many infants prime attachment wasn’t main carer

A

39%

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54
Q

Schaffer and Emerson key study
what is conclusion

A

pattern of attachment formation common to all infants suggest process is biologically formed

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55
Q

Schaffer and Emerson key study
what was concluded about how easily attachments made

A

more easily made wit those who display sensitive responsiveness rather than those spending the most time with child

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56
Q

Schaffer and Emerson key study conclusion for multiple attachments

A

norm and of similar quantity

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57
Q

Schaffer and Emerson key study
what did Schaffer suggest

A

nothing to suggest nothing can be shared by several people

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58
Q

Schaffer and Emerson key study AO3
3 evaluation points

A

generalisability
validity
reliability

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59
Q

Schaffer and Emerson key study AO3
what was good for sample

A

size of 60 babes and carers was good as large volume of data on each participant

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60
Q

Schaffer and Emerson key study AO3
what is limitation of the sample

A

all families were from the same district and social class in the same city at a time over 50 years ago

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61
Q

Schaffer and Emerson key study AO3
what are cultural and historical significance

A

child rearing practices vary from one culture to another and one historic period to another

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62
Q

Schaffer and Emerson key study AO3
why is this a limitation

A

results doen generalise

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63
Q

Schaffer and Emerson key study AO3
how was the data collected

A

by direct observation or self report from mother

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64
Q

Schaffer and Emerson key study AO3]what is bad about these sources of data collection

A

prone to bias and inaccuracy

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65
Q

Schaffer and Emerson key study AO3
what is a strength of study

A

mundane realsim

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66
Q

Schaffer and Emerson key study AO3
how does it have mundane realism

A

was conducted under everyday conditions in the families own home doing ordinary activities

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67
Q

Schaffer and Emerson key study AO3
how does the behauoruf of babies affect

A

unlikely to be affected by presence of observers

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68
Q

Schaffer and Emerson key study AO3
what does this mean for conclusions

A

drawn about formation of attachments can be seen as having high external valdity

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69
Q

Schaffer and Emerson key study AO3
comment on reliability

A

large individual differences in when attachments formed
casts doubts on processs of attachment formation being exclusively biological

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70
Q

stages of attachment development
what are they based off

A

information gathered on developing attachments by Emerson and Schaffer

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71
Q

stages of attachment development
what are stages called

A

preattachment stage /asocial
indiscriminate attachment
specific attachment
multiple attachment

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72
Q

stages of attachment development
when is preattachment stage

A

0-3 months

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73
Q

stages of attachment development
what happens in preattchmanet stage

A

baby learns to separate people from objects
from 6 weeks baby prefers humans over objects

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74
Q

stages of attachment development
how is this demonstrated

A

smiling at peoples faces
doesn’t have any string preferences about who cares for it

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75
Q

stages of attachment development
when is the indiscriminate attachment

A

3-8 months

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76
Q

stages of attachment development
what happens in indiscriminate attachment

A

baby display more observable social behaviour and begin to discriminate between familiar and unfamiliar people smile at known

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77
Q

stages of attachment development
do babies shown separation anxiety or stranger anxiety in indiscriminate attachment

A

not usually still accept comfort from any adult

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78
Q

stages of attachment development
why is behaviour therefore indiscriminate

A

not different towards any one person

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79
Q

stages of attachment development
when is specific attachment

A

8 months onwards

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80
Q

stages of attachment development
what happens in specific attachment

A

stay close to particular people, become distressed when separated from them and happy when they return

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81
Q

stages of attachment development
do babies show stranger anxiety in specific attachment

A

avoid unfamiliar people and protest if strangers try to handle them

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82
Q

stages of attachment development
what is the adult that the baby has formed a specific attachment to called

A

primary attachment figure

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83
Q

stages of attachment development
who is the primary attachment figure

A

adult who offers ,most interaction and responds to baby’s signal

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84
Q

stages of attachment development
when is multiple attachments

A

9 months onwards

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85
Q

stages of attachment development
what happens in multiple attachments

A

infant extends attachment behaviour to multiple attachments with other adults with whom they regularly spend time with

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86
Q

stages of attachment development
what are secondary attachments

A

strong emotional ties with other major care givers but not primary ones

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87
Q

stages of attachment development
what might be true of different attachments

A

have different functions and strengths

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88
Q

stages of attachment development
is there a limit for number of attachments

A

no

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89
Q

stages of attachment development
which attachment is strongest

A

mother figure

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90
Q

stages of attachment development AO3
4 weaknesses

A

problems with studying asocial stage
conflicting evidence on multiple attachments
problems with studying multiple attachments
behavioural measure of attachment may be too simplistic

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91
Q

stages of attachment development AO3
what is the problem with babies at asocial stage age

A

have poor coordination and are immobile

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92
Q

stages of attachment development AO3
why odes this make it difficult to study

A

difficult to make any judgements about them based on observation of behaviour as not much observable behaviour

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93
Q

stages of attachment development AO3
what does this mean for studying this age

A

Childs feeling or cognitions are not highy social and evidence cannot be relied on

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94
Q

stages of attachment development AO3
what is conflicting about ,multiple attachments

A

clear that children become capable of forming multiple attachments but is unclear when

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95
Q

stages of attachment development AO3
what does some research indicate for multiple attachments

A

most babies form attachments t a single carer before forming multiple attachments

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96
Q

stages of attachment development AO3
what is said non research in collectivist cultures

A

where multiple caregivers is the norms suggests that Abbie’s can form multiple attachments from the onset

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97
Q

stages of attachment development AO3
why is this a problem

A

theories cannot and generalised to all may be cultural relativism

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98
Q

stages of attachment development AO3why is it hard to asses mulitple attachment

A

just because baby gets distressed when an individual leaves the room doesnt necessarily mean that an individual is a true attachment figure
children have playmates swell as attachment figures which may lead to distress if they leave

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99
Q

stages of attachment development AO3
why is this a problem

A

doesnt signfy attachment
can’t distinguish between behaviour shown towards secondary attachment fingers and play mates

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100
Q

stages of attachment development AO3
how was Schaffer and Emerson able to carry out scientific study of attachment

A

because used simple behaviours

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101
Q

stages of attachment development AO3
what simple behaviours did emmerson ad Schaffer use to measure attachment

A

stranger anxiety and separation anxiety

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102
Q

stages of attachment development AO3
what do some critics say od these behaviour as a measurement

A

too crude and may be other factors and behaviours which they should’ve taken into account

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103
Q

stages of attachment development AO3
why is this a limitation

A

questions validity of stages whether they truly measure attachment

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104
Q

Role of father
traditionally how have children been raised in past

A

father playing minor role in parenting
children raised by married couples with working fathers

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105
Q

Role of father
how has society changed

A

now norm for mothers to have job
men now having bigger role in parenting then before

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106
Q

Role of father
what did bowlby believe

A

children have one primary attachment figure usually mother but could be father

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107
Q

Role of father
how have many researchers seen the role of father

A

as less of a caregiver ands more of a playmate fathers often more exciting unpredictable and physical than mothers

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108
Q

Role of father
what happens when mother cannot be main care giver

A

develop ability to have sensitive responsiveness and be nurturing
suggested when father take on role of main care giver the adopt behaviours more typical of mothers

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109
Q

Role of father]what did emmerson and Schaffer find

A

majority of babies become attached to mother first around. 7 months
few week or months after form secondary attachments eg to father

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110
Q

Role of father
how many infants form an attachment to father by 18 months

A

75%

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111
Q

Role of father
what was this shown by

A

infants protesting when father walked away

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112
Q

Role of father
what three factors gave been identifies to affect relationship between fathers and children

A

degree of sensitivity
marital intimacy
supportive coparenting

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113
Q

Role of father
what is degree if sensitivity

A

more secure attachments found when fathers show more sensitivity to children’s needs

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114
Q

Role of father
what is marital intimacy

A

degree of intimacy a father has within his relationship with his partner affects the type if attachment he will have with his children

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115
Q

Role of father
what is supportive coparenting

A

amount of support a father gives his partner to care for children affects type of attachment he will have with his children

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116
Q

Role of father AO3
2 strengths

A

research support
positive influence

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117
Q

Role of father AO3
what is the research support

A

grossman

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118
Q

Role of father AO3what did Grossman find

A

fathers as secondary attachment figures had an important role in Childs development
quality of the fathers play was related to the quality of adolescent attachments

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119
Q

Role of father AO3
what does this suggest

A

fathers have a different role in attachment to do with play and stimulation rather than nurturing

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120
Q

Role of father AO3
what do children with secure attachments to fathers go on to do

A

have better relationships with peers less problem behaviour and are able to regulate emotions

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121
Q

Role of father AO3
what does this illustrate

A

positive influence fathers can have on developmental outcomes

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122
Q

Role of father AO3
weaknesses

A

inconsistent findings on fathers

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123
Q

Role of father AO3
why is research in this area confusing

A

researchers interested in different questions

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124
Q

Role of father AO3
what are some interested in

A

understanding role of father as secondary attachment figures and tend to see fathers behaving differently from mothers and having a distinct role
others are concerned with the father as a primary attachment figure

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125
Q

Role of father AO3
what has been found about fathers as primary attachment figure

A

can take on maternal role

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126
Q

Role of father AO3
why is this a problem

A

cannot simply answer what the role is

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127
Q

Animal studies
why are some studes done on animals

A

for ethics or pracitcal reasons

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128
Q

Animal studies
why are animal studies more practical

A

animals breed faster and researcher are interested in seeing results across more than one generation of animals

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129
Q

Animal studies
why can animal studies be done

A

bassi that there was a biological continuity between humans and animals

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130
Q

Animal studies
what have researchers been interested in

A

relationship between infant animals and their mothers

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131
Q

Animal studies
what two do need to know

A

Lorenz
harlow

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132
Q

Lorenz
what animal did Lorenz study

A

greylag goose

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133
Q

Lorenz
what is imprinting

A

form of attachment where bird species that are mobile from birth attach to and follow the first morning object they see

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134
Q

Lorenz
what is the critical period

A

when imprinting needs t take place

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135
Q

what happens if imprinting does not happen in critical period

A

chicks would not attach themselves to a mother figure

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136
Q

Lorenz
what was the aim

A

to investigate the mechanisms of imprinting where the youngsters follow and form an attachment to the first large moving object that they meet

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137
Q

Lorenz
what was the procedure

A
  1. Lorenz split a clutch of greylag goos eggs into two batches, one of which was hatched naturally by the mother and the other were hatched in an incubator with lorenzbeing first large moving object they see and recorded following behaviour
  2. Lorenz marked all gosling and placed them under upturned box, then removed box and recorded following behaviour
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138
Q

Lorenz
what was found immediately after birth

A

naturally hatched baby goslings followed their mother about whereas incubator hatched goslings followed Lorenz

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139
Q

Lorenz
what was found when released from upturned box

A

naturally hatched gosling went straight to mother and incubator hatchlings went to Lorenz showing no bond with natural mother

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140
Q

Lorenz
what was found for attachment bond

A

found to be irreversible

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141
Q

Lorenz
when did Lorenz note imprinting would only occur

A

between 4 and 25 hours

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142
Q

Lorenz
what would happened to the goslings that imprinted onto humans in the future

A

would attempt to mate to humans

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143
Q

Lorenz
what conclusion was made

A

imprinting is a form of attachment exhibited mainly by nidifugous birds whereby close contact is kept with first large moving object encountered

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144
Q

Lorenz AO3
2 weaknesses

A

generalisability to humans
some of lorenz observations have been questioned

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145
Q

Lorenz AO3
what was Lorenz interested in

A

imprinting in birds

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146
Q

Lorenz AO3
what have some of his founding influenced

A

understanding of human development

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147
Q

Lorenz AO3
why is there a problem generalising from birds to humans

A

seems mammals attachment
system is quite different from birds

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148
Q

Lorenz AO3
different between attachment in mammals and birds

A

mammalian mother show more of an emotional attachment to young than birds
mammals may also be able to form attachments at any time

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149
Q

Lorenz AO3
why is this bad

A

therefore not appropriate too generalise Lorenz ideas to humans

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150
Q

Lorenz AO3
what of Lorenz conclusions have been questioned

A

idea that imprinting has a permanent effect of mating behaviour

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151
Q

Lorenz AO3
research for this

A

guiton et al

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152
Q

Lorenz AO3
what did guiton et al find

A

chickens imprinting on yellow washing up gloves would try to mate with them as adults as predicted by Lorenz but with experience eventually learned to prefer mating to chickens

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153
Q

Lorenz AO3
what does this suggest

A

impact of imprinting on mating behaviour is not as permanent as Lorenz believed

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154
Q

Lorenz AO3
other evaluation point

A

reliablitiy

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155
Q

Lorenz AO3
what is good

A

has been replicated by other researchers which shows relioabilyt

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156
Q

Lorenz AO3
what have other researchers suggested

A

that critical period was not as fixed as Lorenz suggested

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157
Q

Lorenz AO3
what suggested this

A

duckling were kept in isolation were able to imprint after the suggested critical period

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158
Q

Lorenz AO3
what have others also suggested

A

imprinting is reversible with birds being able to return to their own species if introduced slowly

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159
Q

Harlow study
What animal did Harlow use

A

Rhesus monkeys

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160
Q

Harlow study
What was Harlow trying to see

A

Is attachments are primarily formed through food as explained by learning theory

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161
Q

Harlow study
What was the aim

A

To investigate learning theory by comparing attachment behaviour in baby monkeys given a wire surrogate mother producing milk with those given a soft towelling mother producing no milk

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162
Q

Harlow study
What was the procedure

A
  1. Two types of surrogate mother produced, harsh wire mother and soft towelling mother
    Sixteen baby monkeys split into four conditions
  2. Amount of time spent with each mother as well as feeding times recorded
  3. Monkeys were frightened by loud noise to test for mother preference during stress
  4. Larger cage was also used to test the monkeys degree of exploration
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163
Q

Harlow study
What were the 4 conditions

A

-cage containing wire mother producing milk and towelling mother no milk
-cage containing wire mother no milk and towelling mother producing milk

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164
Q

Harlow study
What were the findings for contact

A

Preferred contact with towelling mother when given choice regardless of whether she produced milk even stretched across to wire mother to feed whilst still clinging to towelling mother

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165
Q

Harlow study
Which were found to have signs of stress

A

Monkeys with only a wire surrogate had diarrhoea a sign of stress

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166
Q

Harlow study
What was found when frightened by a large noise

A

Monkeys clung to towelling ,mother in conditions where she was available

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167
Q

Harlow study
What was found in the larger cage conditions

A

Monkeys with towelling mother explained more and visited their surrogate mother more often

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168
Q

Harlow study
What was the conclusions

A

Rhesus monkeys have innate unlearned need for contact conform suggesting that attachment concerns emotional security more then food
Contact comfort is associated with lower levels of stress and a willingness to explore indicating emotional security

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169
Q

Harlow study
What critical period was found

A

Mother figure had to be introduced to an infant monkey within 90 days for attachment to form

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170
Q

Harlow study
What would happen if no attachment made in critical period

A

Attachment was impossible and damage done by early deprivation was irreversible

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171
Q

Harlow study
How did find consequences

A

Followed the monkeys who had been deprived of a real mother into adulthood

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172
Q

Harlow study
Which monkeys were found to be the most dysfunctional

A

Monkeys reared with wire mothers

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173
Q

Harlow study
What did maternally deprived monkey acts like as adults

A

More aggressive, less sociable , bred less often, unskilled at mating and as mother some neglected attacked and even killed their young

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174
Q

Harlow study AO3
2 strengths

A

Theoretical value
Practical value

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175
Q

Harlow study AO3
What jabbed the findings had an effect on

A

Psychologists understanding of human,an mother infant attachment

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176
Q

Harlow study AO3
What did Harlow show

A

Attachment doesn’t develop as a result of being fed by mother figure but from contact comfort

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177
Q

Harlow study AO3
Why is this a strength

A

Showed importance of the quality of early relationships for later social development including ability to hold down relationship and successfully raise children

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178
Q

Harlow study AO3
What has insight into attachment from Harlow research had

A

Important practical applications in a range of contexts

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179
Q

Harlow study AO3
What has it helped social workers to understand

A

Risk factors in child neglect and abuse and allow intervention to prevent it

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180
Q

Harlow study AO3
Why is this important in care of captive monkeys

A

Understand the importance for proper attachment figures for baby moneys in zoos and breeding programmes in the wild

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181
Q

Harlow study AO3
Comparisons of generalisability to Lorenz

A

Monkeys are much more similar to humans than Lorenz geese

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182
Q

Harlow study AO3
What do psychologists disagree on

A

Extent to which studied of non human primates can be generalised to humans

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183
Q

Harlow study AO3
What may be diffferent in attachment between humans and monkeys

A

Many other factors such as more complex emotions and parents life or situation

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184
Q

Harlow study AO3
Why is this a limitation

A

May be inappropriate to generalise findings of monkeys to humans

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185
Q

Harlow study AO3
Why is there severe criticism for ethics

A

Monkeys suffered greatly as a result of harlows procedures

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186
Q

Harlow study AO3
Comparison for generalisations l

A

Species considered similar enough to humans to be able to generalise the findings which mean as there suffering was presumably quite human like

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187
Q

Harlow study AO3
Was Harlow aware of suffering

A

Yes he referred to wire others as iron maidens which are medieval torture devices

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188
Q

Harlow study AO3
What is the counter argument

A

Research was sufficiently important to justify effects

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189
Q

Ainsworths strange situation
what was the aim

A

to be able to observe key attachment behaviours as a means of assessing the quality of a Childs attachment to a care giver

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190
Q

Ainsworths strange situation
what was it created to make sense of

A

collected earlier by ainsworth and to create a valid method to measure attachment

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191
Q

Ainsworths strange situation
how old were the infants being assessed

A

9-18 months

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192
Q

Ainsworths strange situation
what was videotaped

A

every aspect of behaviour being observed

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193
Q

Ainsworths strange situation
how many infants were observed

A

106

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194
Q

Ainsworths strange situation
what was the testing room

A

lab situation was unfamiliar (strange )

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195
Q

Ainsworths strange situation
what type of research method was it

A

controlled observation

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196
Q

Ainsworths strange situation
what type of behaviour sampling was used

A

time sampling

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197
Q

Ainsworths strange situation
how was time sampling used

A

every 15 second category of behaviour displayed was recorded and scored on an intensity

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198
Q

Ainsworths strange situation
what was it designed to measure

A

security of attachment a child displays toward a caregiver

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199
Q

Ainsworths strange situation
how did psychologists observe behaviour

A

two way mirror

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200
Q

Ainsworths strange situation
what behavioural categories were used to judge attachments

A

proximity seeking
exploration and secure base behaviour
stranger anxiety
separation anxiety
response to reunion

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201
Q

Ainsworths strange situation
proximity seeking as a behavioural category

A

infant with good attachment will stay fairly close to caregiver

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202
Q

Ainsworths strange situation
exploration and secure base behaviour as a behavioural category

A

goos attachent enables child to feel confident to explore, using caregiver as a secure base

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203
Q

Ainsworths strange situation
stranger anxiety as a behavioural category

A

one of sings of becoming closely attached is display of anxiety when stranger approaches

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204
Q

Ainsworths strange situation
separation anxiety as behavioural category

A

another sign of becoming attached is to protest at separation from caregiver

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205
Q

Ainsworths strange situation
response to reunion as a behavioural category

A

with caregiver after separation for a short period of time under controlled conditions

206
Q

Ainsworths strange situation how many episodes is there

A

8

207
Q

Ainsworths strange situation
how long are the episodes

A

each lasts 3 minutes except first one which is 30 secs

208
Q

Ainsworths strange situation
what participnts are involved in the situation

A

stranger
mother
infant

209
Q

Ainsworths strange situation
what is the test for exploration

A

child and caregiver enter an unfamiliar playroom and the child is encouraged to explore

210
Q

Ainsworths strange situation
what tests stranger anxiety and separation anxiety

A

stranger comes in and tries to interact with infant care giver leaves stranger and child together

211
Q

Ainsworths strange situation
what tests reunion behaviour and secure base

A

caregiver returns and stranger leaves

212
Q

Ainsworths strange situation
what tests separation anxiety

A

caregiver leaves child alone

213
Q

Ainsworths strange situation
what tests stranger anxiety

A

stranger retuning

214
Q

Ainsworths strange situation
what did Ainsworth find

A

distinct patterns in way infant behaved with three main types of attachment

215
Q

Ainsworths strange situation
what are the three main types of attachment called

A

type A, insecure/avoidant attachment
type B, securely attached
type C, insecure/anxious resistant attachment

216
Q

Ainsworths strange situation
what level of independent behaviour is there for insecure avoidant attachment

A

high levels

217
Q

Ainsworths strange situation
proximity and secure base behaviour for insecure avoidant attachment

A

children explore freely but don’t seek proximity or show secure base behaviour

218
Q

Ainsworths strange situation
separation anxiety for insecure avoidant attachment

A

low levels and show little to no reaction when caregiver leaves

219
Q

Ainsworths strange situation
stranger anxiety for insecure avoidant attachment

A

low levels

220
Q

Ainsworths strange situation
reunion behaviour for insecure avoidant attachment

A

very little response at reunion makes little effort to make contact when caregiver returns don’t require/avoud comfort

221
Q

Ainsworths strange situation
what percent of toddler show insecure avoidant attachment

A

20-25%

222
Q

Ainsworths strange situation
what is thought of as most desirable attachment type

A

securely attached associated with psychology healthy outcomes

223
Q

Ainsworths strange situation
proximity and secure base behaviour for secure attachment

A

explore happily but regularly go back to caregiver

224
Q

Ainsworths strange situation
stranger and separation anxiety in secure attachment

A

moderate

225
Q

Ainsworths strange situation
reunion behaviour for secure attachments

A

joy at reunion require and accept comfort from caregiver likely to greet enthusiastically easy to calm

226
Q

Ainsworths strange situation
what percent of toddles are classed as secure attachment

A

60-75%

227
Q

Ainsworths strange situation
proximity and exploration for insecure resistant attachment

A

seek greater proximity than others and so explore less more clingy

228
Q

Ainsworths strange situation
stranger anxiety and separation anxiety for insecure resistant attachment

A

high/extreme

229
Q

Ainsworths strange situation
reunion behaviour for insecure resistant attachment

A

resist comfort when reunited with their carer and may seek and then reject mother on reunion eg ho,d out arms but resist contact

230
Q

Ainsworths strange situation
what percent classed as insecure resistant

A

3%

231
Q

Ainsworths strange situation
what was concluded

A

sensitive responsive ness is major factor determining quality of attachments
sensitive others correct interpret infant signals and reasons appropriately to their needs
sensitive mothers tend to have securely attached babies

232
Q

Ainsworths strange situation AO3
2 strengths

A

good validity
good reliability

233
Q

Ainsworths strange situation AO3
what does the strange situation predict

A

attachment type is strongly predictive of later devlopemtn

234
Q

Ainsworths strange situation AO3
what do babies classes as secure typically go on to do

A

have better outcomes in many areas, success at school, romantic relationships and friendships in adulthood

235
Q

Ainsworths strange situation AO3
what is insecure resistant attachment associated with

A

worse outcomes including bullying in later childhood and mental health problems

236
Q

Ainsworths strange situation AO3
what is this evidence for

A

validity of the concept because it can explain subsequent outcomes

237
Q

Ainsworths strange situation AO3
what does the strange situation having good inter rater reliability mean

A

different observers watching the same children generally agree on what attachment type to classify them with

238
Q

Ainsworths strange situation AO3why might it have good inter rater reliability

A

may be because takes place in controlled conditions and behavioural categories are easy to observe

239
Q

Ainsworths strange situation AO3
study support

A

bick et al

240
Q

Ainsworths strange situation AO3
what did bick et al look like

A

inter rater reliability in a team of trained strange situation observers

241
Q

Ainsworths strange situation AO3
what did bick et al find

A

agreement on attachments type for 94% tested babies

242
Q

Ainsworths strange situation AO3
why is this a strength

A

can be confident that attachment type of an infant indeintifed in strange situation doesn’t just depend on who’s observing gthem

243
Q

Ainsworths strange situation AO3
2 weaknesses

A

artificial
at least one more attachment type

244
Q

Ainsworths strange situation AO3
why is it artificial

A

as is laboratory based and stranger acting to a script

245
Q

Ainsworths strange situation AO3
why does this lack ecological validity

A

far removed from everyday situations

246
Q

Ainsworths strange situation AO3
what does this situation focus too much Upon

A

behaviour of infants and not enough on mother

247
Q

Ainsworths strange situation AO3
what does this mean for the results

A

could distor them and may not be applicable to real life

248
Q

Ainsworths strange situation AO3
what attachment types did Ainsworth conceive

A

thee
insecure avoidant insecure resistant and secure

249
Q

Ainsworths strange situation AO3
what did main and Solomon point out

A

minority of children display atypical attachments that don’t fall with types a b or c

250
Q

Ainsworths strange situation AO3
what id this atypical attachment known as

A

disorganised attachment

251
Q

Ainsworths strange situation AO3
what do disorganised attached children display

A

odd mix of resistant and avoidant behaviours

252
Q

Ainsworths strange situation AO3\why is this a weakness

A

questions validity of ainswoths work as this attachment type hasn’t been acknowledged

253
Q

cultural variations
what does bowlbys belief that attachments evolve and have a survival value being true mean

A

patterns of attachment types across different cultures regardless of child rearing styles used within those cultures

254
Q

cultural variations
what levels of the types of attachments should there be in all cultures

A

secure attachments with equal amounts of insecure avoidant and resistant

255
Q

what would it mean if different patterns of attachment types are found cross culturally

A

infants attachment types aren’t biological but learned through exposure to different cross cultural child rearing styles

256
Q

cultural variations
howdo child rearing styles vary across different cultures

A

in some one person does most of care giving in other many carers are involved

257
Q

cultural variations
what also has cross cultural differences

A

how different attachment types are regarded

258
Q

cultural variations
different view of insecure avoidant attachment type in Britain vs Germany

A

in Britain viewed negatively as associated with weak attachment to peoples
in germany valued as associated with being independent from others and in Germany more infants classed as type A

259
Q

cultural variations
what is the key study

A

van Izjendoorn

260
Q

cultural variations
what is van ijzendoorn study

A

meta analysis of cultural differences

261
Q

cultural variations
what is meta analysis

A

uses secondary data from large number of studies which have involved same research questions and methods
may perform statistical analysis of qualitative analysis

262
Q

cultural variations van Izjendoorn
What did he do

A

Conducted a study to look at proportions of attachment types across a range of countries
Also looked at differences without the same countries to get an idea of variation within a culture

263
Q

cultural variations van Izjendoorn
What is the procedure

A

Analysed 32 studies of attachment where strange situation has been used to investigate proportions of infants with different attachment types and data was then meta analysed

264
Q

cultural variations van Izjendoorn
How many countries were the 32 studied conducted in

A

8

265
Q

cultural variations van Izjendoorn
How many children did the 32 studies yield results for

A

1990

266
Q

cultural variations van Izjendoorn
What was the overall finding

A

Wide variation between proportions of attachment types in different studies

267
Q

cultural variations van Izjendoorn
In all countries what was the most common classification

A

Securely attached

268
Q

cultural variations van Izjendoorn
How did the proportion vary for securely attached

A

75% in Britain to 50% in China

269
Q

cultural variations van Izjendoorn
What was an interesting find with example for securely attached

A

Results of studied within the same country were much greater than between countries
In USA eg one study found only 46% securely attached compared to 90% in different area

270
Q

cultural variations van Izjendoorn
What was overall the least common type

A

Insecure resistant

271
Q

cultural variations van Izjendoorn
How did the proportions vary for insecure resistant

A

3% in Britain to 30% in Israel with Japan having the next highest rate

272
Q

cultural variations van Izjendoorn
What was observed for insecure avoidant

A

Most commonly observed in Germany and least commonly in Japan

273
Q

cultural variations
Where was another study of cultural variation conducted

A

Italy

274
Q

cultural variations
Name of Italian study

A

Simonella et al

275
Q

cultural variations
What did simonella et al want to see

A

If proportions of babies of different attachment types still matched those found in previous studies

276
Q

cultural variations
Who did simonella et al assess

A

76 12 moth olds using strange situation

277
Q

cultural variations
What did simonella et al find

A

50% secure
36% insecure avoidant

278
Q

cultural variations
How did simonella et al results compare to other studies

A

Lower rate of attachment

279
Q

cultural variations
What did researchers suggest the lower rate of attachment in simonella et al was

A

Because increasing numbers of mother of very young children work long hours and use professional child care

280
Q

cultural variations
What di simonella et al findings suggest

A

Cultural changes can make a dramatic different to patterns of secure and insecure attachments

281
Q

cultural variations
What conclusion were made for cultural variations

A

Secure attachment seems to be the norm in a wide range of cultures
Support bowlbys idea that attachment is innate and universal and being securely attached in the universal norm
Cultural practices have an influence on attachment types

282
Q

cultural variations AO3
What is the strength

A

Large samples

283
Q

cultural variations AO3
What is a strength

A

Combining results of attachment studies carried out in different countries results in a very large sample

284
Q

cultural variations AO3
Sample for van izjendoorn meta analysis

A

Studied 1990 babies and their primary attachment figures

285
Q

cultural variations AO3
Why is this a strength

A

Increased internal validity by reducing impacts of anomalous results caused by bad methodology or very unusual participants

286
Q

cultural variations AO3
3 limitations

A

Samples comparing countries not cultures
Method of assessment is biased
Strange situation lacks validity

287
Q

cultural variations AO3
What did van izjendoorn meta analysis claim

A

To study cultural variation however comparisons made between countries not cultures

288
Q

cultural variations AO3
What are different within counties

A

Cultures involving different child rearing practices

289
Q

cultural variations AO3
Examples of countries not cultiures

A

One sample may over represent people living in poverty and stress of which affects care giving and patterns of attachment
Similar attachment maybe found in urban settings in Tokyo and ion western countries

290
Q

cultural variations AO3
Why is this a limitation

A

Comparisons between countries eg Korea and Italy may have little meaning

291
Q

cultural variations AO3
What does this mean

A

Particular cultural characteristics and therefore caregiving style of sample need to be specified

292
Q

cultural variations AO3
What does cross cultural psychology include

A

Etic and emic

293
Q

What does etic mean

A

Cultural universals

294
Q

cultural variations AO3
What is cultural emic

A

Cultural uniqueness

295
Q

cultural variations AO3
What was the strange situation designed by

A

An Mexican researcher based on a British theory

296
Q

cultural variations AO3
What does this mean

A

There is therefore a question whether these theories and assessments can be applied to other cultures

297
Q

cultural variations AO3
What is imposed etic

A

Trying to apply a theory or technique designed for one culture onto another

298
Q

cultural variations AO3
What is an example of imposed etic

A

Idea that a lack of separation anxiety and lack of pleasure on reunion indicates an insecure attachment in the strange situation
In Germany this behaviour might be seen as independence rather than avoidance

299
Q

cultural variations AO3
What is an issue with using the strange situation

A

Maybe culture bound

300
Q

cultural variations AO3
What elements of the strange situation may be unfamiliar to some cultures

A

Eg being left with strangers Japanese mothers are rarely separated from their babies

301
Q

cultural variations AO3
What might the greater amount of insecureresistant attachment types in japan be result of

A

From stress during the strange situation due to infants unfamiliarity at being left with strangers

302
Q

cultural variations AO3
What may be more influential on behaviour than attachment

A

Temperament therefore anxiety is being assessed rather than attachment

303
Q

cultural variations AO3
What does the artifial nature of the strange situation mean for validity

A

May lack ecological validity

304
Q

cultural variations AO3
What does this lead to

A

Question is really measuring attachment type

305
Q

Learning theory explanation
What approach is this

A

Behaviourism

306
Q

Learning theory explanation
What is this explantion sometimes called and why

A

Cupboard love approach as emphasises importance of the caregivers as a provider of food

307
Q

Learning theory explanation
Who does it say children learn to love

A

Whoever feeds them

308
Q

Learning theory explanation
When does classical conditioning occur

A

When a response produced naturally by a certain stimulus becomes associated with another stimulus that is not normally associated with that response

309
Q

Learning theory explanation
Classical conditioning diagram

A

Caregiver(NS) —> no response
Food(UCS) —> pleasure (UCR)
Caregiver + Food-> Pleasure (UCR)
Caregiver (CS)—> pleasure CR

310
Q

Learning theory explanation
What does operant conditioning involve

A

Learning to repeat a behaviour or not depending on its consequences

311
Q

Learning theory explanation
What can operant conditioning explain

A

Why babies cry for comfort

312
Q

Learning theory explanation
What does crying have todo with attachment

A

Important behaviour in building attachment

313
Q

Learning theory explanation
What does crying lead to for the baby

A

Positive reinforcement as gets a positive response from the caregiver eg feeding

314
Q

Learning theory explanation
How does the baby get negatively reinforced

A

More likely to cry to reduce unpleasant feeling of hunger

315
Q

Learning theory explanation
How is the caregiver negatively reinforced

A

As crying stops so escaping something unpleasant

316
Q

Learning theory explanation
What does the interplay of mutual reinforcement do

A

Strengthen attachment

317
Q

Learning theory explanation
3 weaknesses

A

Counter evidence from animal research
Learning theory ignored other factors associated with forming attachments
Reductionist

318
Q

Learning theory explanation AO3
What have animal studies shown

A

Actually young animals don’t necessarily attach to or imprint on those who feed them

319
Q

Learning theory explanation AO3
Lorenz example

A

Lorena’s geese imprinted before they were fed and maintained these attachment regardless of who fed them

320
Q

Learning theory explanation AO3
Harlow example

A

Harlows monkeys attached to a soft surrogate in preference to a wire one that dispensed milk

321
Q

Learning theory explanation AO3
What is clear in both animal studies

A

That attachment doesn’t develop as a result of feeding

322
Q

Learning theory explanation AO3
What does this mean for learning theoristst

A

Learning theorists believed that animals and humans are equivalent so food doesn’t creat attachments in humans.

323
Q

Learning theory explanation AO3
What does research into infant caregiver interaction suggest

A

Quality of attachment is associated with factors like developing reciprocity and good levels of interactional synchrony
Also the best quality attachments are with sensitive carers that pick up infant signals and response appropriately

324
Q

Learning theory explanation AO3
What does research into infant caregiver interaction suggest

A

Quality of attachment is associated with factors like developing reciprocity and good levels of interactional synchrony

325
Q

Learning theory explanation AO3
What is it hard to equate these findings with

A

Idea of cupboard love

326
Q

Learning theory explanation AO3
What would it mean is attachment developed purely as a result of feeding

A

There would be no point to these complex interactions

327
Q

Learning theory explanation AO3
What would we not expect to find

A

Relationships between these interactions and quality of attachment

328
Q

Learning theory explanation AO3
What is reductionist and why

A

Behaviourist explantions as they explain complex behaviours in the simplest ways possible

329
Q

Learning theory explanation AO3
What doesn’t behaviourism consider when explaining attachment down to feeding

A

Doesn’t consider internal cognitive processes or the emotional nature of attachments

330
Q

Learning theory explanation AO3
1 evaluation point

A

Some elements of conditioning could still be involved

331
Q

Learning theory explanation AO3
What is clean for using the learning theory

A

Is not a good explantions of attachment

332
Q

Learning theory explanation AO3
However that is still believed

A

That many aspects of human development are affected by conditioning

333
Q

Learning theory explanation AO3
What is the problem with learning theory

A

Feeding provides the unconditioned stimulus or reinforcement

334
Q

Learning theory explanation AO3
What is stilll credible

A

Association betweeen the primary caregiver and the provision of comfort and social interaction is part of what builds the interactions

335
Q

Bowlbys monotropic theory
What did bowlbys reject

A

Learning theory

336
Q

Bowlbys monotropic theory
What did bowlbu look at

A

Work of Lorenz and Harlow

337
Q

Bowlbys monotropic theory
What did he propose

A

Evolutionary explanation that attachment is an innate system that gave a survival advantage

338
Q

Bowlbys monotropic theory
What did he involve imprinting and attachment for

A

Evolved because they ensure that y young animas are close to caregiver

339
Q

Bowlbys monotropic theory
What has happend through evolution

A

Infants became genetically programmed to behave towards their mothers in ways that increased their survival chances

340
Q

Bowlbys monotropic theory
Why is bowlbys theory proposed as monotropic

A

Placed great emphasis on child’s attachment to one particular care giver

341
Q

Bowlbys monotropic theory
Why is bowlbys theory proposed as monotropic

A

Placed great emphasis on child’s attachment to one particular care giver

342
Q

Bowlbys monotropic theory
What did Bowlby believe for the child’s attachment to one particular caregiver

A

Different and more important than others
Called them the mother but didn’t need to be the biological mother

343
Q

Bowlbys monotropic theory
What did he believe for quality of attachment

A

Believed more time spent with mother figure the better

344
Q

Bowlbys monotropic theory
What two principles did he propose

A

Law of continuity
Law of accumulated separation

345
Q

Bowlbys monotropic theory
What is the law of continuity

A

More constant and predictable a childs care the better quality of their attachment

346
Q

Bowlbys monotropic theory
What is the law of accumulated separation

A

The effects of every separation from the mother add up safest dose is therefore a zero dose

347
Q

Bowlbys monotropic theory
What are social realeasers

A

Innate species specific attachment behaviours because their purpose is to activate the adult attachment system

348
Q

Bowlbys monotropic theory
How have social releases evolved

A

Through evolution infants become genetically programmed to behave towards their mothers in ways that increased their survival chances

349
Q

Bowlbys monotropic theory
Examples of social releases

A

Crying
Looking smiling and vocalising
Following and clinging

350
Q

Bowlbys monotropic theory
What does crying do as a social releaser

A

Attract parents attention

351
Q

Bowlbys monotropic theory
What does looking smiling and vocalising do as a social releaser

A

Maintain parental attention and interest

352
Q

Bowlbys monotropic theory
What does following and clinging do as a social releaser

A

Gain and maintain proximity to parents

353
Q

Bowlbys monotropic theory
What did bowlby recognise attachment as

A

A reciprocal process

354
Q

Bowlbys monotropic theory
When do attachments only form

A

When carers respond to infants attachemnt behaviours in a meaningful way

355
Q

Bowlbys monotropic theory
When do attachments only form

A

When carers respond to infants attachemnt behaviours in a meaningful way

356
Q

Bowlbys monotropic theory
What is the interplay between infant and adult attachemnt systems

A

Gradually builds relationship between infant and caregiver

357
Q

Bowlbys monotropic theory
Who does this generally occur between

A

Between infants and their biological others and he admitted this could occasionally occur with their father or a non biological figure

358
Q

Bowlbys monotropic theory
What did bowlby overall see attachemnt as

A

A control system to maintain proximity to the mother

359
Q

Bowlbys monotropic theory
What happens when attachment functioning is high

A

Attachment behaviours (social releaser) is quiet as no need to cry or cling and they get on with playing and exploring to aids mental and social development

360
Q

Bowlbys monotropic theory
What happens when startle of attachemnt functioning is threatened

A

Eg mother disappears from view and satrange approaches attachment behaviours are activated to restore it

361
Q

Bowlbys monotropic theory
How do attachment behaviours change

A

As children grow and become more competent cognitively and behaviourally

362
Q

Bowlbys monotropic theory
What is the critical period

A

Refers to time within an attachemnt must form is it is to corm at all

363
Q

Bowlbys monotropic theory
What was Lorenz critical period

A

Several hours in geese

364
Q

Bowlbys monotropic theory
What was Harlow critical period

A

90 days in monkeys

365
Q

Bowlbys monotropic theory
What did bowlby believe would happen if attachment not formed within critical period

A

The child will find it difficult to form attachment thereafter
Would present irreversible consequences

366
Q

Bowlbys monotropic theory
What approximately is the critical period

A

3 years

367
Q

Bowlbys monotropic theory
What is the internal working model

A

First attachemnt forms blue print for future relationships
Form of schema of what relationships are like

368
Q

Bowlbys monotropic theory
What will internal working model be for child whose first experience is of a loving relationship with a reliable caregiver

A

Will tend to form an expectation that all relationships are as loving and reliable and will go on to form successful relationships with peers romantic partners and own children

369
Q

Bowlbys monotropic theory
What does internal working model carry out perception of

A

What relationships are like so will be important in affecting a child future relationship

370
Q

Bowlbys monotropic theory
What does the internal working model link to having children and families

A

Affects child’s later ability to be a parent them selves
People tend to base their parenting on their own experiences of being parented
Explains why children from functional families tend to have similar families themselves

371
Q

Bowlbys monotropic theory AO3
Strength

A

Support for internal working model

372
Q

Bowlbys monotropic theory AO3
Why is the idea testable

A

Predicts that patterns of attachment will be passed from one generation to the next

373
Q

Bowlbys monotropic theory AO3
What support internal working model

A

Bailey et al

374
Q

Bowlbys monotropic theory AO3
What did bailey et all assess

A

99 mothers with one year old babies on the quackery of their attachment to their own mothers by interviewing them
Also the attachemnt of babies to the mothers by observation

375
Q

Bowlbys monotropic theory AO3
What did Bailey et al find

A

That mothers who reported poor attachments to their own parents in the interviews were much more likely to have attachments to their children classified as poor according to observations

376
Q

Bowlbys monotropic theory AO3
What does this support

A

Ideas that an internal working model of attachment was being passed through families

377
Q

Bowlbys monotropic theory AO3
3 weaknesses

A

Monotropic is socially sensitive
Mixed evidence for monotropy
Animal studies

378
Q

Bowlbys monotropic theory AO3
Why is montropy socially sensitive

A

It is controversial and has major implications for the lifestyle choices mothers make when their children are young

379
Q

Bowlbys monotropic theory AO3
What does the law of accumulated separation state

A

That having substantial time apart from a primary attachment finger risks having poor quality attachment

380
Q

Bowlbys monotropic theory AO3
Who will this disadvantage

A

Mother figures and increase pressure on them

381
Q

Bowlbys monotropic theory AO3
What does this set up

A

Mothers to take blame for anything that goes wrong in later life from the child and pushed mother into particular choices eg returning to work after child is born

382
Q

Bowlbys monotropic theory AO3
How has bowlbys idea been used politically

A

Has been used by right ring political figures as scientiifc proof that women should be at home mothering children and not at work with their children in day care

383
Q

Bowlbys monotropic theory AO3
What was bowlbys original intention

A

Saw himself as boosting the stratus of mothers by emphasising the importance of their role

384
Q

Bowlbys monotropic theory AO3
What did bowlby believe

A

That babies generally formed one attachment to their primary caregiver and that this attachment was special in some way different from later attachments
Only after could multiple attachments be formed

385
Q

Bowlbys monotropic theory AO3
What is this not sup[ported by

A

Schaffer and Emerson

386
Q

Bowlbys monotropic theory AO3
What did Schaffer and Emerson find

A

Most babies did attach to one person first but a significant minority were also able to fomr multiple attachments at the same time

387
Q

Bowlbys monotropic theory AO3
What is unclear

A

Whether there is something unique about the first attachment so jury out on monotropy

388
Q

Bowlbys monotropic theory AO3
What does imprinting mainly apply to

A

Precocial animals which a mobile soon after birth

389
Q

Bowlbys monotropic theory AO3
What type of species are humans and what does this mean

A

Altricial so born at relatively early stage of development and imprinting may not relate to humans

390
Q

Bowlbys monotropic theory AO3
What does bowlbys idea of attachemnt being a form of human imprinting suggest

A

That more exposure to another individual is sufficient for attachemnt to develop

391
Q

Bowlbys monotropic theory AO3
Why is this a weakness

A

Goes against bowlbys idea s

392
Q

Influence of early attachment on later relationships
What does the internal working models state

A

Suggests a child having their first relationship ship with their primary attachment figure forms a mental representation of this relationship and acts as a template for future relationships

393
Q

Influence of early attachment on later relationships
What would be true for. Child whose first experience is a loving relationship with a reliable caregiver

A

Assume this is how relationships re meant to be and will seek out functional relationships and behave funtionally within them
Wouldn’t be too emotionally close or be controlling and argumentative

394
Q

Influence of early attachment on later relationships
What relationships are affected

A

Later in childhood
Romantic partners
Adulthood as a parent

395
Q

Influence of early attachment on later relationships what is attachment type associated with in later childhood

A

Quality of peer relationships in children

396
Q

Influence of early attachment on later relationships
Relationships in later childhood for securely attached infants

A

Tend to go to form the best quality childhood friendships

397
Q

Influence of early attachment on later relationships
Relationships in later childhood for insecurely attached infants

A

Have friendships difficulties

398
Q

Influence of early attachment on later relationships
Study for relationships in later child hood and what did it do

A

Smith assessed attachment type and bullying involvement in 196 children

399
Q

Influence of early attachment on later relationships
What did smith find for insecure u avoidant in relationships in later childhood

A

Most likely to be victims of bullying

400
Q

Influence of early attachment on later relationships
What did smith find for relationships in later childhood for insecure resistant

A

Most likely to be bullies

401
Q

Influence of early attachment on later relationships
Study into relationships for adults and romantic partners and what did it do

A

McCarthy studied 40. Adult women who had been assessed as infants to establish their early attachment type and found

402
Q

Influence of early attachment on later relationships
What did McCarthy find for adult relationships for securely attached infants

A

Had best adult friendships and relationships

403
Q

Influence of early attachment on later relationships
What did McCarthy find for relationships in adulthood with romantic partners for insecure resistant

A

Had particular problems maintaining friendships

404
Q

Influence of early attachment on later relationships
What did McCarthy find for relationships in adult hood for insecure avoidant

A

Struggled with intimacy in romantic relationships

405
Q

Influence of early attachment on later relationships
What do people base their parenting style on

A

Internal waking model so attachment type therefore passed through generations of a family

406
Q

Influence of early attachment on later relationships
What study for relationships on adulthood as a parent and what did it do

A

Bailey et al assessed 99 mother with one year old babies open the quality of their attachment to their own mother by interviewing them
Also assessed the attachment of the babies to the mother with observation

407
Q

Influence of early attachment on later relationships
What did bailer et al found

A

Mothers who reported poor attachments to their own parents in the interviews were much more likely to have attachments to their children classified as poor

408
Q

Influence of early attachment on later relationships
What does this support

A

Idea that as Bowlby said an internal; working model of attachment was being passed through families

409
Q

Influence of early attachment on later relationships
What does this support

A

Idea that as Bowlby said an internal; working model of attachment was being passed through families

410
Q

Influence of early attachment on later relationships AO3
1 strength

A

Supported by research evidence

411
Q

Influence of early attachment on later relationships AO3
What study supports

A

Hazan and shaver

412
Q

Influence of early attachment on later relationships AO3
What did hazan shaver do

A

Conducted a classic study of the association between attachment and adult relationships
Analysed 620 replied to love quiz in newspaper which assessed most important relation shops general love experiences

413
Q

Influence of early attachment on later relationships AO3
What did Hazan and shaver find

A

56% securely attached most likely to have a good and longer lasting romantic experience
25% insecure avoidant tended to reveal jealousy and fear of intimacy

414
Q

Influence of early attachment on later relationships AO3
What did hazan and shaver findings suggest

A

Patterns of attachment behaviour are reflected in romantic relationships

415
Q

Influence of early attachment on later relationships AO3
3 limitations

A

Most studied have issues with validity
Deterministic
Association doesn’t mean causality

416
Q

Influence of early attachment on later relationships AO3
What do most studies not use

A

Strange situation

417
Q

Influence of early attachment on later relationships AO3
How is infant parent attachment mainly assessed

A

By interview or questionnaire
Not infancy but years after

418
Q

Influence of early attachment on later relationships AO3
What does this create

A

Validity problems

419
Q

Influence of early attachment on later relationships AO3
What does assume t rely on

A

Self report techniques where validity is limited and respondents being honest having a realistic view of own relationships

420
Q

Influence of early attachment on later relationships AO3
Why does this lack validity

A

Looking back i8n adulthood at ones early relationships to a primary attachment figure relies on accurate recollection

421
Q

Influence of early attachment on later relationships AO3
What is true for the significance of findings

A

May have been over exaggerated by Bowlby and others

422
Q

Influence of early attachment on later relationships AO3
Are people doomed to always have bad relationships because they had attachment problems

A

No may just jabber greater risk of problems

423
Q

Influence of early attachment on later relationships AO3
What other factors may be influential

A

Financial pressure, age, differences between partners

424
Q

Influence of early attachment on later relationships AO3
Why is this a limitation

A

Internal Woking model is determentint and people may become too pessimistic about the future

425
Q

Influence of early attachment on later relationships AO3
What have studied found and implied

A

Found infant attachment type is associated with the quality of later relationships and the implant ions is that attachment type causes these outcomes

426
Q

Influence of early attachment on later relationships AO3
What do alternative explantions exist for

A

Continuity that often exists between infant and later relationships

427
Q

Influence of early attachment on later relationships AO3
Explantion for third environmental factor

A

Such as parenting style or temperament might have a direct effect on both attachment and child’s ability to form realtionshops with others

428
Q

Influence of early attachment on later relationships AO3
Why is this a limitation

A

Counter to bowlbys view that an internal working model causes these later outcomes

429
Q

Bowlbys maternal deprivation theory
What did bowlbys theory of monotony believe

A

Healthy psychological development id dependent upon attachments forming between infants and their mothers

430
Q

Bowlbys maternal deprivation theory
What does bowlbys theory of maternal deprivation explain

A

What happens if these attachments are broken

431
Q

Bowlbys maternal deprivation theory
What did it suggest

A

Continual presence of nurtue from a mother or mother substitute is essential for normal psychological development of babies and toddlers

432
Q

Bowlbys maternal deprivation theory
What does disruption of the attachment bond do

A

Even short disruptions results in serious and permanent damage to a child emotional; social and intellectual development

433
Q

Bowlbys maternal deprivation theory
What does thus theory link to

A

Internal working model where attachments have been disrupted or not formed at all leads to an inability to be a good parent

434
Q

Bowlbys maternal deprivation theory
What is the critical period

A

Saw 2.5 yers of life as a critical period for psychological development

435
Q

Bowlbys maternal deprivation theory
What did Bowlby think would happen if child is separated for the critical period

A

If separated from mother no suitable substitute care child will be deprived of emotional care for an extended period and psychological damage inevitable

436
Q

Bowlbys maternal deprivation theory
What are the three basic ways what disruption to attachment can happen

A

Short term separation
Long term deprivation
Privation

437
Q

Bowlbys maternal deprivation theory
What does short term separation consist of

A

Brief temporary separation from attachment figures eg attending day care

438
Q

Bowlbys maternal deprivation theory
When does short term separation become and issue

A

If child is deprived and loses an element of care so behavioural problems could be seen later

439
Q

Bowlbys maternal deprivation theory
What did Bowlby describe distress is

A

PDD model

440
Q

Bowlbys maternal deprivation theory
What does PDD model stand for

A

Protest
Despair
Detachment

441
Q

Bowlbys maternal deprivation theory
What does protest mean

A

Immediate reaction of separation eg crying and clinging to mother, outward expression of child’s anger fear and confusion

442
Q

Bowlbys maternal deprivation theory
What is despair

A

Calmer more pathetic behaviour, anger and fear still felt inwardly little responses to offers of comfort child may comfort eg child sucking

443
Q

Bowlbys maternal deprivation theory
What is detachment

A

Child responds to others again but treats everyone warily , rejection of caregiver at reunion is common as sign of anger

444
Q

Bowlbys maternal deprivation theory
What is long term deprivation

A

Lengthy or permanent separation from attachment figure eg divorce death or imprisonment

445
Q

Bowlbys maternal deprivation theory
What does long term deprivation impact on

A

Education and intellectual development
Emotional and behavioural development

446
Q

Bowlbys maternal deprivation theory
What has long term deprivation been linked to for eduction and intellectual development

A

Academic performance and educational attainment
In particular if children were deprived of maternal care for too long in the critical period would suffer delayed intellectual development with abnormally low IQ

447
Q

Bowlbys maternal deprivation theory
How has the impact of long term deprivation been impacted

A

In studies of adoption

448
Q

Bowlbys maternal deprivation theory
What has long term deprivation been linked too for emotional and behavioural development

A

Emotional well being social development self concept stress and depression
Behavioural problems and delinquency

449
Q

Bowlbys maternal deprivation theory
What did Bowlby identify affectionless psychopathy as

A

Inability to experience guilt or strong emotions for others and prevent person developing normal relationships and is associated with criminality
Can’t appreciate feelings of victims and so lacks remorse for their action

450
Q

Bowlbys maternal deprivation theory
What is privation

A

Concerns children who have never formed an attachment bond more likely to lead to lasting damage

451
Q

Bowlbys maternal deprivation theory
What does researcher show for privation

A

Is contradictory as some individuals fully recover whilst other make little improvement
Cases are relatively rare

452
Q

Bowlbys maternal deprivation theory
How is privation generally researched

A

Through case studies

453
Q

Bowlbys maternal deprivation theory
What are some problems found in privation cases

A

Language
Hostility to adults
Physical underdevelopment
Lack of understanding in toys or pictures
Low IQ
Learning diffuclaty

454
Q

Bowlbys maternal deprivation theoryAO3
1 strength

A

Practical application

455
Q

Bowlbys maternal deprivation theoryAO3
What has research into long term deprivation allowed psychologists to fo

A

Creat strategies to help children help with divorce and death

456
Q

Bowlbys maternal deprivation theoryAO3
What do some American states have

A

Legal requirement for divorcing parent to attend an eduction programme

457
Q

Bowlbys maternal deprivation theoryAO3
What does this teach the parents to understand

A

Understand and avoid difficulties associated with disrupted attachments eg providing emotional support and keeping consistent

458
Q

Bowlbys maternal deprivation theoryAO3
Why is this a strength

A

Theory can be used to improve quality of life

459
Q

Bowlbys maternal deprivation theoryAO3
3 weaknesses

A

Deterministic
Evidence may be poor
Individual difference

460
Q

Bowlbys maternal deprivation theoryAO3
What is deterministic

A

Idea that broken attachment will have serious and permanent t effects on development

461
Q

Bowlbys maternal deprivation theoryAO3
What view point may be overstated

A

View that negative effects of maternal deprivation are irreversible

462
Q

Bowlbys maternal deprivation theoryAO3
Example

A

Children whose privation experiences were followed by positive consequence made good recovery

463
Q

Bowlbys maternal deprivation theoryAO3
What does this suggest

A

Such a pessimistic view of the future may not be necessary and the critical period may be a sensitive one but not actually critical

464
Q

Bowlbys maternal deprivation theoryAO3
What did Bowlby draw on for evidence

A

Multiple sources such as children orphaned during WW2 and those growing up in poor quality orphanages which are flawed

465
Q

Bowlbys maternal deprivation theoryAO3
What other factors may be impacting

A

Trauma and poor aftercare might have caused later development difficulties rather than the separation

466
Q

Bowlbys maternal deprivation theoryAO3
What was deprived

A

Not just maternal care but many aspects of care

467
Q

Bowlbys maternal deprivation theoryAO3
What are case studies dependant upon

A

Retrospective memories that may be selective and incorrect and now way of knowing what happened to these individuals before discovery

468
Q

Bowlbys maternal deprivation theoryAO3
What has been argued for individuals differences

A

Important in short term separation

469
Q

Bowlbys maternal deprivation theoryAO3
Example

A

Secryuely attached children and more mature children cope better with separations

470
Q

Bowlbys maternal deprivation theoryAO3
What does this suggest

A

Only some children expeicne distress

471
Q

Romanian orphan studies: effects of institutionalisation
What have orphan studies been used for

A

Means of investigating the effects of maternal deprivation

472
Q

Romanian orphan studies: effects of institutionalisation
Why was there lots of Romanian orphan studies

A

President required women to have 5 children each but most couldn’t afford top keep them so ended up in huge orphanages

473
Q

Romanian orphan studies: effects of institutionalisation
What were the conditions in Romanian orphans like

A

Very poor lack of nourishing food toys and social interaction lacked loving care
Often divided into age groups so less devopemnt

474
Q

Romanian orphan studies: effects of institutionalisation
What is the key study.

A

Rutgers English’s and Romanian adoptee study

475
Q

Romanian orphan studies: effects of institutionalisation
What did Rutgers ERA study want to test

A

What extent good care could make up for poor early experiences in institutions

476
Q

Romanian orphan studies: effects of institutionalisation
What was procedure for Rutgers ERA study

A

Followed group of 165 Romanian orphans adopted in Britain
Physical cognitive and emotional development assessed at ages 4,6,11,15
Groups of 52 British children adopted around same time acted as as control gru

477
Q

Romanian orphan studies: effects of institutionalisation
What was true of the orphans when first arrived in UL

A

Half showed signs of delayed intellectual development
Majority were severely undernourished

478
Q

Romanian orphan studies: effects of institutionalisation
What did the adopted children show different rates of at 11

A

Differential rates of recovery that were related to their adoption age

479
Q

Romanian orphan studies: effects of institutionalisation
How was age of adoption related to IQ

A

Before 6 months-102 mean IQ
6 month to 2 yo-86 mean IQ
After 2 yo-77 mean IQ

480
Q

Romanian orphan studies: effects of institutionalisation
Key behaviour found in orphans

A

Disinhibited attachment

481
Q

Romanian orphan studies: effects of institutionalisation
What is disinhibited attachment

A

Attachment style with symptoms of attention seeking clinginess social behaviour directed indiscriminately towards all adults both familiar and unfamiliar

482
Q

Romanian orphan studies: effects of institutionalisation
How does age of adoption relate to disinhibiterd attachment

A

If adopted after 8 months showed signs
Before 6 months rarely showed this attachment style

483
Q

Romanian orphan studies: effects of institutionalisation
What is institutionalisation

A

Effects of living in an institutional settting

484
Q

Romanian orphan studies: effects of institutionalisation
What si an institution

A

Refers to p;ace like hospital or orphanage where children live for long periods of time often very little emotional care provided

485
Q

Romanian orphan studies: effects of institutionalisation
What does effects involve

A

Mix of privation and deprivation effects

486
Q

Romanian orphan studies: effects of institutionalisation
5 effects of institutionalisation

A

Delayed intellectual development
Emotional development
Lack of internal working model
Quasi autism
Disinhibited attachment

487
Q

Romanian orphan studies: effects of institutionalisation
How is delayed intellectual development an effect

A

Shown by low IQ, problems with concentration may struggle at school more than others and may not learn new behaviours as quickly

488
Q

Romanian orphan studies: effects of institutionalisation
How is emotional development an effect

A

Shown by more temper tantrums

489
Q

Romanian orphan studies: effects of institutionalisation
Ho is lack of internal working model an effect

A

Shown by difficulties interacting with peers and forming close relationships

490
Q

Romanian orphan studies: effects of institutionalisation
How is quasi autism an effect

A

Shown by problems understanding the meaning of social contexts may display obsessive behaviour

491
Q

Romanian orphan studies: effects of institutionalisation
What behaviour showed in Disinhibited attachment

A

Equally friendly and affectionate towards people they know well or are strangers
Clingy attention seeking behaviour directed inappropriately at all adults

492
Q

Romanian orphan studies: effects of institutionalisation
How did Ritter explain Disinhibited attachment

A

As an adaption to living with multiple caregivers during the sensitive period of attachment as not seen caregiver enough to make secure attachment

493
Q

Romanian orphan studies: effects of institutionalisation
How can effect of disinhibited attachment be reduced

A

Either adopt before 6 months
Or effects may be reversed with sensitive parenting

494
Q

Romanian orphan studies: effects of institutionalisation AO3
2 strengths

A

Real life application
Fewer extraneous variables than other orphan studies

495
Q

Romanian orphan studies: effects of institutionalisation AO3
What has studyinign Romanian orphans enhanced

A

Understanding if the effects of institutionalisation

496
Q

Romanian orphan studies: effects of institutionalisation AO3
What is the real life application

A

Improvement in way children are cared for in institutions

497
Q

Romanian orphan studies: effects of institutionalisation AO3
How have institutions changed since findings

A

Orphanages and children homes now avoid having large numbers of caregivers for each child and ensure a much smaller groups of people to play a central role for the child

498
Q

Romanian orphan studies: effects of institutionalisation AO3
Why si this an improvement

A

Children have the chance top development normal attachment,ent and help a void inhibited attachment

499
Q

Romanian orphan studies: effects of institutionalisation AO3
What dos this show

A

Such research had been immensely valuable in practical terms

500
Q

Romanian orphan studies: effects of institutionalisation AO3
What was a limitation for the orphan studies before before Romanian orphans became available to study

A

Involved children who had experience loss or trauma eg neglect or abuse before institutionalalised

501
Q

Romanian orphan studies: effects of institutionalisation AO3
Why was this a limitation

A

Hard to observe the effects of institutionalisation in isolation because the children were dealing with multiple factors and were confounding variables

502
Q

Romanian orphan studies: effects of institutionalisation AO3
What did Romanian orphans give the option for

A

Possible to study institutionalisation without these confounding variables

503
Q

Romanian orphan studies: effects of institutionalisation AO3
Why is this a strength

A

Increases internal validity

504
Q

Romanian orphan studies: effects of institutionalisation AO3
2 weaknesses

A

Romanian orphanages were not typical
Methodological issues

505
Q

Romanian orphan studies: effects of institutionalisation AO3
How were the Romanian orphanages not typical

A

Possible the conditions were so bad that results cannot be applied to understanding the impacts of better quality institutional care or any other situation where children expeice deprivation

506
Q

Romanian orphan studies: effects of institutionalisation AO3
What was different for Romanian orphanages

A

Particularly poor standards of care especially when it came to forming any relationship with children and l0w levels of intellectual stimulation

507
Q

Romanian orphan studies: effects of institutionalisation AO3why si this a limitation

A

Unusual situational variables mean the studes may lack generalisability

508
Q

Romanian orphan studies: effects of institutionalisation AO3
What was a methodological issue if Rutters era study

A

Children were not randomly assigned to conditions

509
Q

Romanian orphan studies: effects of institutionalisation AO3
What did this methodological issue mean

A

Researchers didn’t interfere with the adoption process
Children adopted early may have been the more socialbkle ones

510
Q

Romanian orphan studies: effects of institutionalisation AO3
Why is this a confounding variable

A

Children adopted early would have all been a certain type of person

Psychology (11 decks)

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