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Attachment Flashcards

1
Q

what was the aim of schaffer+emmersons study?

A

investigate the formation of early attachments and what age they developed emotional intensity

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2
Q

what was shaffer+emmersons method for the study?(3 points)

A

-60 babies from glasgow, maj working class 1/2male1/2 female.
-visited their home every day for the first year and at 18 months
- mothers asked qs ab the babies everydsy separation+stranger anxiety to measure lvls of attach

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3
Q

what are the 4 stages of attachment?

A
  1. asocial stage
  2. indiscriminate attachment
  3. specific attachment
  4. multiple attachments
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4
Q

define attachment

A

a close two way emotional bond between two individuals (usually the primary caregiver and infant) that develops over time in which each individual sees the other as essential for their own emotional security

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5
Q
A
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6
Q

Define reciprocity

A

A two-way process whereby an Infant and mother respond to each others signals and each elicit a response from the other

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7
Q

Babies have periodic alert phases and signal when they’re ready for interaction how often do mothers pick up on these and respond

A

2/3s of the time

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8
Q

What occurs at 3months + during caregiver-interaction?

A

Reciprocity becomes more frequent +involves close attention to each others verbal signals+facial expressions

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9
Q

What did brazelton describe reciprocity as?

A

‘Dance’ babies can have an active role too, initiating interactions. Respond to each others moves

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10
Q

Define interactional synchrony

A

Mother+infant mirror both the Actions+ emotions of each other and do this in a coordinated way- temporal coordination of micro level behaviour

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11
Q

Describe RS into the importance of interactional synchrony

A

Isabella et al: observed 30 mothers+their infants together, assessing their degree of synchrony and their quality of attachment. Found high lvls of synchrony= ass w/ better quality attachment

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12
Q

What are the 3 evaluations for care-give infant interactions?

A
  • hard to know what is happening when observing infants
  • controlled observations capture the fine detail
  • observations do not tell us the purpose of synchrony + reciprocity
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13
Q

Describe this evaluation for caregiver-infant interaction: hard to know what is happening when observing infants

A

Observations have shown same patterns of interactions btwn M+I. HE: what is being observed is only hand movements +change in expression= difficult to be certain based on observations what= taking place in the infants perspective e.g is it imitation conscious/deliberate, can’t ensure these interactions have meaning

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14
Q

Describe this evaluation of caregiver-infant interaction: controlled observations capture fine detail

A

Mother-infant interaction= well-controlled procedures, both infant+mother filmed-multiple angles, fine emails caught+can be analysed. FM: babies=unaware of observation, behav doesn’t change =high validity

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15
Q

Explain this evaluation for caregiver-infant interaction: observations don’t tell us the purpose

A

Purpose of both synchrony+reciprocity= unknown both phenomena (can be observed) but may not be particularly useful. H/E evidence suggests that both elements=helpful in the development of. Of caregiver-infant attach.

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16
Q

What did Emerson+schaffer find out about parent-infant attachment during their study?

A

Found majority of babies first parent-infant attach was w/their mother first (7months) + within a few weeks they formed secondary attachment. 2 other family members includ father. 75% of infants formed attach to father by 18 months shown through the infants protesting when their babies father walked away=sign of attachment

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17
Q

When trying to figure out the role of the father what did grossmans study incl.?

A

Longitudinal study
Looked at both parents behav.
Looked at r.ship btwn the parents behaviour +qual of attach in2 their teens

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18
Q

What did grossman find?

A
  • quality of infant attach w/mother = related to children’s attach in adolescence but not father suggesting it fathers attach.=less important.
  • H/E quality of fathers play w/infants was related to the quality of adolescent attachment.
    Fathers=diff role=play+stimulation not nurturing
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19
Q

What occurs when fathers become a primary caregiver?

A

Evidence: fathers take on role+ adopt behav. Typical of mothers

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20
Q

Describe the RS +findings of fields research in2 fathers as primary caregivers

A

RS: filmed 4 month old babies FTF interaction w/ prim caregiver mothers, prim caregiver fathers, secondary caregiver fathers.
1. Fathers=more like 1. Mother spent more time smiling, imitating etc than 2. Fathers
Findings: behav=important in building an attachment. + fathers can be more nurturing+ key to attach=r.ship is the lvl of responsiveness not the gender of parent

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21
Q

What are 3 evaluations for role of the father?

A
  • inconsistent findings on fathers
    -if fathers=distinct role why aren’t children w/out fathers different
  • why don’t fathers become primarily attachment?
22
Q

Explain this evaluation of role of the father: inconsistent findings on fathers

A

Diff researchers= diff RS qs. Some psychologists=interested in understanding role of fathers as 2., other 1. Some=distinct role others=maternal role. What acc is the role?

23
Q

Explain this evaluation of role of the father: if fathers=distinct role why aren’t children w/out fathers diff?

A

Grossman found: fathers as 2. Attach figures=important role in child’s development. H/E other studies: children growing up in Same-sex parent/ single parent families do not develop any diff. From those in two-parent hetersosexual families. Suggest: role of 2. Fathers=not important

24
Q

explain this evaluation of role of the father: why dont fathers become primary attachment

A

simply due to traditional gender roles, women=expected to be more caring+nurturing than men TF fathers dont feel like they should act like that. FM female hormones e.g oestrogen create high lvls of nurturing TF women=biologically pre-disposed to be the 1. attach figure

25
how can we recognise attachment?
by people displaying these 3 behaviours - proximity - separation distress - secure-base behaviour -separation distress
26
what is proximity in relation to attachment?
staying physically close to the attachment figure (safe base)
27
what is separation distress?
being upset when an attachment figure leaves
28
what is secure-base behaviour?
leaving the attachment figure but regularly returning to them when playing
29
what is the internal working model?
mental representation we all carry with us of our attachment to our primary caregiver. template of what r.ships are like
30
how can internal working models affect our r.ships in the future give examples
- a childs first experience of a loving r.ship w/ a reliable caregiver will assume this is how r.ships are suppose to be and seek out functional r.ships - bad experience=struggle to form r.ships or behave inappropriately when they have them
31
explain how attachment types are associated with quality of peer r.ships in childhood
securely-attached- form best quality childhood friendships insecurely attached- friendship difficulties
32
explain the RS into attachment types and bullying behav+ findings
wilson: used standard questionnaires in 196 children aged 7-11. secure children= very unlikely to be involved, insecure-avoidant- most likely to be victims, insecure-resistent=most likely to be the bullies
33
explain hazen and shavers RS into r.ships in adulthood
analysed 620 rpelies to a love quiz quix =3 sections - assessed current r.ships -general love experience - assessed attach type by taking by asking respondents to choose out of 3 statements that described their feelings
34
what were the ifndings from hazen and shavers RS
56%= securely attached= good+long lasting romantic experience 25%= insecure avoidant= experience jealousy+fear of intimacy 19%=insecure resistent= intense+dont trust partners
35
explain bailey et als RS into relationships in adulthood as a parent
considered the attachment of 99 mothers to their babies+their own mothers. mother+baby assessed through strange situation, mothers own attach= assessed through an adult attach interview. found: maj of owmen=same classification to their babies+own mothers
36
how do early attachments affect parenting in adulthood?
people tend to base parenting style on their internal working model so attach type tends to be passed through generations
37
evaluation for influence early attachment and later r.ships:validity of RS
use of self-report to assess infant-parent attach. respondants-dishonest/socially desirable answers on their own r.ships. +based of retrospective mems of respondant childhood could be accurate
38
evaluation: influence of later r.ships
association doesnt mean causality-assumption: early attach cause problems in later r.ships. H/E other factors e.g parent r.ship w/each other, bad experience w/romantic r.ships like neglect/DA, indiviudals temperament/perosnality can impact future r.ships
39
evaluation influence on later r.ships: practical applications
breadth of correlational evidence implies attachment does impact later r.ships. useful in RL-inc. knowledge about LT effects+how to reduce impact+helps social services to highlight which children may be at risk of LTM effects so measures an be taken
40
What are the 4 key measures of attachment?
Separation anxiety Stranger anxiety Reunion behav Proximity
41
What were the percentages of British children that displayed the diff attachment types
- secure- 60-75% - insecure avoidant- 20-25% - insecure resistant- 3%
42
Evaluation(strange situation): Good reliability
Good inter-rather reliability - diff observers decided same attach type classification. May be down due to behavioural categories =easy to observe . Bick: look at IRR in trained SS observers found agreement=94% 4 the attach of babies- confirm attach type=not dependent on who=observing them
43
Evaluation: SS- ecological validity
Lacks ecological validity - infant behav at home=not such strong attach. Mums=change behav=knew they were being observed
44
Evaluation SS: practical applications
Social workers/ fostering services can use these findings to assess the quality of attachment n homes they are working with, + even train parents into having a ,re secure attachment w/their baby
45
Evaluation(SS): culture bound
Not generalisable outside Western Europe +USA. Reasons: 1. Cultural differences in childhood experiences are likely 2 mean children respon diff to SS 2. Caregiver from diff cultures behav. Differently. E.g RS- Japanese mothers=rarely sep form their babies, so high lvls of sep anxiety
46
Evaluation(SS): predictive behav
Attach type defined by SS= strongly predictive of later develop. E.g secure- better outcomes such as success in romantic relationships.ships, insecure- ass/ w/ worse outcomes like bullying in later childhood. Increase. Validity concepts can explain subsequent outcomes
47
what were the findings of the strenge situation regarding securely-attached infants?
- modertate sep anxiety+stranger - explore happily but reg reurn to caregiver - require+accept comfrot from caregiver at reunion
48
what were the findings of the SS regarding insecure-resistent infants?
- seek greater proximity+explore less - higher SA+SA -resist comfort when reunited with carers
49
what were the findings regarding the insecure-avoidant infants in SS?
-do not seek proximity when exploring freely -little SA+SA -do not require comfort at reunion
50

Psychology (12 decks)

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