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attachment Flashcards

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1
Q

what was the percentage of babies who attached to father as primary caregiver found by Shaffer.

A

3%

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2
Q

what was the percentage of babies who had joined attachment to mother and father.

A

27%

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3
Q

what did Grossman said the role of the father was?

A

to play and stimulate.

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4
Q

how did Grossman investigate the role of the father

A

did a longitudinal study where he studied interactions between babies and their mother and fathers.

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5
Q

what was Grossman’s findings.

A
  • father only as secondary caregiver.
  • father attachment effects quality of attachment in adolescents.
  • mother attachment effected the ability to form attachment.
  • father’s role is not as important as mother’s.
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6
Q

how did field study the role of the father.

A

through recorded observations where he measured the amount of interactions between three study group.
- group 1: father as primary caregiver.
- group 2: father as secondary caregiver.
- group 3: mothers as primary caregiver.

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7
Q

findings of field study about role of the father.

A

fathers can adapt and take the role of the mother by responding to their needs.

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8
Q

advice to new parents.

EVALUATION -real world application

role of the father.

strength

A
  • advice to new parents.
  • how to balance work life and parenthood.
    *
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9
Q

what is caregiver infant interaction?

A
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10
Q

What is interactional synchrony

A

When caregiver and child mirror their actions in a synchronised way

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11
Q

What id attachment

A

A two way emotional bond

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12
Q

What is reciprocity

A

When caregiver and child respond to each other’s signals

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13
Q

Maltzofe and Moore study procedure

A
  • observed caregiver and infant interactions.
  • recorded observation.
  • primary caregiver
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14
Q

Findings of maltzofe and Moore study

A

High interactions = better attachment

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15
Q

EVALUATION - unclear procdure
- caregiver and infant interactions

A
  • babies are mostly immobile.
  • hard to interpret behaviour displayed.
  • Could be releasing gas and not responding to caregiver signal.
  • unclear cause.
  • invalid study
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16
Q

EVALUATION - high internal validity
- infant caregiver interaction

A
  • recorded observation.
  • can rewatch.
  • two observers = inter rater realisability
  • babies do not know Rudy are being observed so less nervous and more natural behaviour.
  • control over observer effect and less demand characteristics.
  • establish clear cause and effect t relationship
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17
Q

EVALUATION- does not explain Development importance

A
  • Research tells us about the interactions between infants and caregiver and the types.
  • Does not tell us its importance or role in development .
  • It cannot be used in application, therefore it’s not useful 
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18
Q

EVALUATION- however later research
Infant caregiver interaction

A
  • However, little research has been made
  • On the caregiver infant interaction
  • shows that reciprocity Picture attachment 
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19
Q

Who found the stages of attachment

A

Schaffer and Emerson

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20
Q

Schaffer and Emerson study procedure

A
  • 60 babies from Glasgow From the lower class
  • Asked mothers to keep a diary about children.
  • Mother would record behaviours such a as stranger anxiety.
  • Researchers have visited babies every month for 12 months and then once more at 18 months
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21
Q

What are the four stages of attachment?

A

1 asocial stage
2 Indiscriminate attachment
3- Specific attachment
4- Multiple attachments

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22
Q

What is asocial stage of attachment

A

Babies can’t tell the difference between objects in humans.
- Basis of later attachment
- 0 - 3 weeks

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23
Q

What is indiscriminate attachment?

A

Prefer human company and would accept comfort from anyone.
- 3 weeks to 7 months 

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24
Q

What is specific attachment

A

This is Wendy from primary caregivers and would only accept comfort from primary caregiver and start to experience strange anxiety and Separation anxiety.
- 7 moths upwards

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25
Q

What is multiple attachment?

A

Baby start to form multiple attachments, however, still prefer primary caregiver.
12 months upwards

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26
Q

EVALUATION - Hi external validity
Stages attachment 

A
  • High external validity.
  • Recorded observation in natural setting.
  • Eliminated, observer, bias, or observer effect by not being there, so allowing the babies to act as natural as. - Behaviour displayed is true 
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27
Q

EVALUATION- low internal validity.
Stages of attachment

A
  • low internal validity.
  • Use of self report method.
  • Mothers, could’ve missed an observation or lied for social desirability.
  • Observation given by the diary might not be true.
  • Cannot make valid conclusions from the research.
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28
Q

EVALUATION - Low research on asocial stage.
Attachment stages

A
  • low research on asocial stage.
  • Could be more complex.
  • Babies lack coordination at that age therefore research is lacking.
  • For example, if baby is having anxiety there was not display it in a proper way.
  • Due to the flawed method
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29
Q

RWA.
Stages of attachment

A
  • Real world application.
  • Stages of attachment can be used to design daycare plans.
  • For example, babies can start daycare at indiscriminate age so that they can get used to the person.
  • Helps parents make the transition easier.
  • stages attachment are useful 
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30
Q

Unclarity about the role of the Father.
- Role of the Father.

A
  • The question being asked is too complex to be answered.
  • to attempt to answer the questions, researchers often take it in two separate contexts.
  • Some studies do the role of the father as a primary caregiver and some do it as a secondary caregiver and they both have different roles.
  • Question remain and answered and conflicting 
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31
Q

There is conflicting evidence.
- role of the father.

A
  • Longitudinal studies show that having a father is important for stimulation role.
  • It says that it will impact the quality of later attachment in adolescence.
  • This makes us expect that lesbian, households and single mother households children would act differently .
  • research has been found that they do not act differently.
  • Therefore, the question still remains unanswered
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32
Q

HOWEVER - Adaptations.
- role of the father. 

A
  • The question is answered.
  • Lesbian, households and single mother households can adapt their parental techniques to match that of a role of the father .
  • By stimulating the child.
  • Therefore, the theory of the role of the Father is true
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33
Q

Why are animal research used?

A

For ethical or practical reasons

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34
Q

Procedure of Lorenze’s animal research

A
  • Separated a clutch of geese eggs.
  • Kept half with the mother, the other half with him.
  • The half with the mother acted as a control group.
  • The half with Lorenz acted as experimental group.
  • Waited for egg to hatch to see him as the first moving object.
  • Put all the geese in a box and so if they go with a mother or go with him
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35
Q

Findings of Lorenz’a study

A

the geese were imprinted on lorenz.
- when put in a box lorenz’s hakf follwed him.
- with the mother followed the mother.

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36
Q

what is imprinting

A

when birds follow the first moving object.
- attach

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37
Q

what is sexual imprinting.

A

when animals imprint on the first moving object they tend to display sexual behaviour towards anything that loos like that object.

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38
Q

what is the procedure of Harlow’s monkeys

A

used monkeys that were separated from the mother.
- gave them a cloth mother and a food mother.
- had to pick.
- another variant is that he scared the monkeys and watched towards where they go

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39
Q

what is the findings of Harlow’s monkey experiment.

A
  • all monkeys picked the cloth mother because it provided comfort.
  • all had long term damage = lacked social skills and would often abuse their children when they had any = shows the effects of maternal deprivation.
40
Q

EVALUATION - more complex in humans.
- animal studies.

A
  • can not generalise findings of Lorenz’s study.
  • because humans and mammals in general are more complex than birds.
  • there is a more deep emotional factor in attachment.
  • can not be explained using birds.
  • lack application on humans and mammals.
41
Q

Evaluation - research support on the idea of imprinting.
- animal research.

A
  • research support on Lorenz idea of imprinting.
  • research put chicks in front of different basic shapes.
  • when they hatched.
  • saw the shape as the first moving object.
  • put all the chicks in one place, and then put them in front of all the shapes.
  • if the chick saw a circle they would go towards a circle.
  • shows validity of theory.
  • research support on sexual imprinting.
  • the peacock with the turtle.
42
Q

RWA.
- animal research of attachment.

A
  • research on animals can help make zoo’s a better place for animals.
  • example is Harlow’s research on monkeys show the long term effect of maternal deprivation.
  • therefore zoo’s can now ensure to not separate the mother from the child.
  • shows usefulness of animal research.
43
Q

can’t not generalise and ethical issues.
- animal research into attachment

A
  • there are ethical issues to using monkeys, because we use them because they are similar to humans.
  • therefore would feel the same as humans; it’s unethical.
  • however; even though it’s unethical; monkeys and humans are very different.
  • humans have more intelligence and do no operate on an instinct principle.
  • therefore can not make assumpssion that we all the same.
  • can not generalise.
44
Q

what is the learning theory .

A

states that babies attach to mothers because they are a source of food.
- cupboard love theory.
- attachment is secondary drive, and the food is the primary drive.
- it is an innate process.

45
Q

classical conditioning - learning theory

A
  • the food acts as unconditional stimulus for the child.
  • the mother is a neutral stimulus.
  • child makes association between mother and food.
  • mother becomes conditional stimulus.
  • and the babies attachment is a conditional response.
46
Q

who came up with the cupboard love theory.

A

Dollared and Kialer.

47
Q

operant conditioning - learning theory of attachment.

A
  • the attachment is maintained by operant conditioning.
  • positive reinforcement for child = crying gives food = therefore a child would cry to gain a positive reward.
  • negative reinforcement for the parents. = the crying act as a negative consequence therefore the parents would give food to avoid the negative consequence.
48
Q

contradicting animal research.
- learning theory.

A
  • animal research give evidence against the learning theory of attachment.
  • Harlow’s monkeys.
  • preferred cloth mother over food.
  • shows that comfort is more important.
  • more than a biological drive and more emotional.
  • Lorenz study as well is against the learning theory.
  • because it shows that animals imprint on the first moving object and it has no relation with food.
  • show that theory is invalid.
49
Q

counter evidence from human research.
- learning theory of attachment.

A
  • Shaffer and Emerson study.
  • shows that there is an attachment to mothers regardless of feeding.
  • the mothers do not have to feed.
  • is about the time spent with the baby.
  • later research show that better attachment is due to high interactional synchrony.
  • no food relations.
  • show that there are other factors that contribute to attachment.
50
Q

conditioning might happen.
- learning theory of attachment.

A
  • research shows that there is some conditioning going on.
  • not with food but with warmth and comfort.
  • child associates adult with warmth and safety.
  • allows the formation of specific attachment.
  • shows that theory is useful to understand that aspect of attachment.
51
Q

HOWEVER - babies are not passive in attachment.
- learning theory of attachment.

A
  • the theory state that the parent is who does all the work for the attachment.
  • babies are passive.
  • not true.
  • babies have an active role in attachment.
  • have social releasers to gain attention from adults.
  • shows that theory is invalid and incomplete.
52
Q

what is monotropic theory.

A

states that attachment happens with one parent only.
- usually the mother but does not have to be.
- the mother and child are wired to be attached.

53
Q

who made the monotropic theory.

A

Bowlby.

54
Q

what are the two laws that Bowlby

A
  • the law of continuity = the more time spent with the child the more attachment.
  • the law of accumulated separation= when mother is separated from child, it adds up.
55
Q

what are social releasers.

A

cute behaviours to attract adults.

56
Q

what is the critical period.

A

the period where attachment has to be formed to avoid long term issues.
- 2 years.

57
Q

what is the internal working model.

A

early attachment would effect future relationships.
- it would also effect the person’s future ability of being a parent.

58
Q

lacks validity.
- monotropy theory.

A
  • contradicting research.
  • shaffer and emrosn’s research.
  • some children formed multiple attachments at the same time.
  • first attachment has no effect on forming multiple attachments.
  • questions validity of monotropic theory.
  • Bowlby is wrong about about the importance of first attachment.
59
Q

research support for social releasers.
- monotropy theory.

A
  • support for social releasers.
  • research of mothers and children.
  • asked parents to respond to babies social releasers.
  • then asked them to no respond.
  • babies became distressed and some stayed motionless.
  • shows effect of not responding the to babies social releasers and it’s importance.
60
Q

research support for internal working model.
- types of attachment.

A
  • assed attachment of 90 mothers.
  • asses attachment of mothers with their own mothers.
  • then assed attachment of mothers with children.
  • those with low attachment with their own mother had lower attachment to their children.
  • shows the effect of early attachment on parenting ability.
  • predicted by the internal working model.
  • shows validity of the theory.
61
Q

HOWEVER - other factors could effect attachment.
- monotropic theory.

A
  • the internal working model ignores other factors that could influence attachment with children.
  • biological factors.
  • parental differences.
  • culture and social skills.
  • questions validity o the importance of the internal working model.
62
Q

what is ainsworth strange situation

A

a study conducted to study the different types of attachment.

63
Q

what behaviours did the strange situations look for

A
  • proximity seeking.
  • secure base.
  • separation anxiety.
  • Stanger anxiety.
  • response to reunion.
64
Q

procedure of the strange situations.

A
  • 7 situations.
  • each last 3 minutes.
65
Q

what are the three types of attachment that strange situation found.

A
  • secure base.
  • insecure resistance.
  • insecure avoidant.
66
Q

what is the type B of attachment.

A

secure base.
- when a child shows mild stranger and separation anxiety, and happy at reunion.
- 60 - 75% of Britain’s kids.

67
Q

what is type C of attachment.

A

insecure resistance.
- shows high separator and strangers anxiety.
- resist comfort.

68
Q

what is type A of attachment

A

insecure avoidant.
- no separation or stranger anxiety.
- do not like reunion.
- does not seek proximity.

69
Q

limited application culturally.
- strange situation.

A
  • uses US culture to asses attachment.
  • only individualistic cultures.
  • collectivist cultures encourage to meet other people by having the wider family involved with the child.
    = would show low stranger anxiety.
  • culturally bound.
  • japan encourages children to be more independent therefore would not seek proximity often.
70
Q

good predictive validity.
- strange situations.

A
  • is good at predicting the effect of attachment type on children’s future.
  • study.
  • shows secure base children are more likely to be good at school and gain more rewards.
  • less involved in bullying.
  • good mental health as adults.
  • compared to other types.
  • shows that the strange situation measured something meaningful.
71
Q

HOWEVER - genetic influence.
- strange situation.

A
  • ignores genetic factors.
  • genetic anxiety could explain why certain babies show high anxiety.
  • not the attachment type.
72
Q

good internal reliability.
- strange situation.

A
  • controlled lab experiment.
  • two way mirror so eliminates observer effect.
  • babies are less likely to change their behaviour.
  • agreement between observers 94%
  • high internal reliability.
  • high inter rater reliability.
73
Q

what is cultural variations of attachment.

A

using the strange situation to asses attachment of other cultures.

74
Q

procedure of cultural variations of attachment.

A

meta analysis of 32 studies.

75
Q

findings of cultural variations of attachment.

A
  • most common type is type B in all countries.
  • in the UK type B is 75%, while in China it’s 50%.
  • collectivist cultures had higher rates of type C attachment. 25% compared to the UK where it is 14%.
  • found that here was higher variation of attachment types within countries rather between countries = like the USA
76
Q

did not measure cultures correctly.
- cultural variations of attchment.

A
  • there are multiple cultures within one country.
  • study made a generalisation of attachment about all countries within of a country.
  • low internal validity.
77
Q

imposed etic.
- cultural attachments.

A
  • measured attachment of other cultures using a procedure made based on individualistic cultures.
  • shows invalid results.
  • different views on how to raise children.
  • low internal validity.
78
Q

what is maternal deprivations

A

prolonged intellectual and emotional consequences from separation of mothers without a substitute.

79
Q

what is deprivation.

A

when a child loses emotional care from caregiver.

80
Q

effects of deprivation.

A
  • low iq.
  • low emotional intelligence.
  • affectionless psychopathy.
81
Q

what is the 44 thieves study.

A
  • done by bowlby.
  • studied 44 thieves that were accused of theft.
  • interviewed child and parent.
82
Q

findings of 44 thieves study.

A
  • found that 14 out of 44 were affectionless psychopaths.
  • 12 out 14 experienced long separation from caregiver.
83
Q

research bias.
- maternal deprivation.

A
  • bowlby did the interviews himself.
  • could have used leading questions.
  • looked for the results he expected.
  • low quality research.
  • other evidence were equally flawed.
  • the study about the orphan kids.
  • was in WW2 had trauma.
  • can not control confounding variables
84
Q

HOWEVER - animal research.
- maternal deprivations.

A
  • rat research.
  • separated rats from mothers.
  • rats had low iq which was measured by their ability to go through a maze.
  • shows the effect.
  • however animals are not humans.
  • can not generalise
85
Q

low validity of critical period.
- maternal deprivation.

A
  • study shows that aftercare of child could help them recover.
  • not long terms like theory suggest.
  • not predicted by bowlby.
86
Q

deprivation vs privation.

A

measured privation and deprivation.
- low internal valdity.

87
Q

who did the Romanian orphan studies.

A

Rotter

88
Q

what is the Romanian orphan study.

A
  • studied 165 children that were orphans.
  • English Romanian study.
  • effects on initialisation.
  • after care of deprivation.
  • longitudinal study.
89
Q

findings of Rutter’s study.

A
  • children adopted after:
  • 2 years = IQ of 77.
  • before 6 months = IQ of 102.
  • after 6 months = IQ of 86
  • after 6 months had disinhibited attachment.
90
Q

what is disinhibited attachment.

A

when child experiences low stranger anxiety and attaches to anyone.
- as an adaptation.

91
Q

what is Zehna’s research.

A
  • BEI - early intervention.
  • 95 Romanian children.
  • aged 12 - 30 months.
  • studied children who spent 90% of their lives in institutions.
  • compared to control group.
92
Q

findings of Zehna’s study

A
  • 19% of children were securely attached compared to 70% of control group.
  • 44% had disinhibited attachment compared to 20% in control.
93
Q

lack of control over confounding variables.
- effects of initialisation.

A
  • the institutions were poorly made
  • children were starved and abused.
  • had traumatic events.
  • explains their low IQ and low emotional intelligence.
  • not due to attachment but due to abuse.
  • lack of control over confounding variables = low internal validity.
94
Q

RWA.
- effects on initialisation.

A
  • could use study to improve orphanages.
  • assign one social worker to 3 or 4 children.
  • to avoid attachment issues.
  • useful
95
Q

lack of adult data.
- effects of initialisation.

A

studied children till their mid 20.
no effect studied on adult life.
parental hood, or any other adult activates.

Psychology (11 decks)

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