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A-Level AQA Psychology > Attachment > Flashcards

Attachment Flashcards

1
Q

Attachment

It is two-way process that endures over time.

TRIGGER WORDS:

  1. Bond
  2. Leads to certain
  3. serves the function
A

An emotional bond between two people. It leads to a certain behaviours such as clinging and proximity-seeking, and serves the function of protecting an infant.

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2
Q

Caregiver

A

Any person who is providing care for a child,

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3
Q

Interactional synchrony

TRIGGER WORDS:

  1. two
  2. Mirror
  3. facial
A

When two people interact thet tend to mirror what the other is doing in terms of their facial and body movements.

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4
Q

Reciprocity

  1. responding action od
  2. elicit a
A

Responding to action of another with a similar action, where the actions of one partner elicit a response from the other partner.

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5
Q

Multiple attachment

A

Have one or more attachment figure

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6
Q

Primary attachment figure

(Usually a child’s biological mother)

  1. closet
  2. intensity
A

The person who has formed the closet bond with a child, demonstrated by the intensity of the relationship.

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7
Q

Seperation anxiety

Not neccessarlity the child’s biological father.

TRIGGER WORDS

  1. distress
A

The distress shown by an infant when separted from their caregiver.

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8
Q

Stranger anixety

TRIGGER WORDS:

  1. Distress
  2. unfamilar
A

The distress shown by an infant when approached or picked up by someone who is unfamilar

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9
Q

Imprinting

A

An innate readiness to develop a strong bond with the mother who takes place during a specific time in development, probably the first few hours after birth hatching.

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10
Q

Classical conditoning

A

Learning through association. A neutral stimulus is consistently paired with an uncondtioal stimlus so it eventually takes om the properties of this stimulus and is able to produce a conditioned response

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11
Q

Learning theory

A

The name given to a group of explanations (classical & operant) which explain behaviour in terms of learning rather than any inborn tendencies or higher order thinking.

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12
Q

Operant conditoning

A

Learning through reinforcement

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13
Q

Social learning theory

A

Learning through observing others and imitating behaviours that are rewarded.

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14
Q

Continuity hypothesis

A

The idea that emotionally secure go on to be emotionally secure, trusting and socially confident adults.

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15
Q

Critical period

A

A biologically determined period of time, during which certain characterstics can develop. Outside of this time window such development will not be possible.

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16
Q

Internal working model

A

A mental model of the world which enables individuals to predict and control their enviroment. In the case attachment the model relates to a person’s expecations about relationship.

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17
Q

Monotropy (monotropic)

A

The idea that the one relationship that the infant has with their primary attachment figure is of special significance in emotional development.

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18
Q

Social releaser

A

A social behaviour or characteristic that elicits caregibing and leads to attachment.

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19
Q

Insecure-avoidant

A

A type of attachment which describes those children who tend to avoid social interaction and intimacy with others

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20
Q

Insecure-resistant

A

A type of attachment which describes those infants who both seek and reject intimacy and social interaction

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21
Q

Secure attachment

A

This is a strong contented attach of an infant to his or her caregiver which develops as a rsult of sensetive responding by the caregiver to the infants needs

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22
Q

Strange situation

A

A controlled observation desinged to test attachment security

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23
Q

Cultural variations

A

The ways that different groups of people vary in terms of their social practices, and the effects these practices have on development and behaviour.

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24
Q

Deprivation

A

To be deprived to lose something. Loss of emotional care

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25
Q

Institutionalisation

A

The effect of instituional care. The term can be applied widley to the ffect of an institution but our concern focuses specifically on how time spent in an insituation such as an orphange can affect the development of a child

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26
Q

Internal working model

A

A mental model of the world which enables indivduals to predict and control their enviorment. In the case of attachment the model relates to a persons expecations about relationships.

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27
Q

Which two of the following are associated with an insecure-resistant attachment type?
Choose two from the options A, B, C, D and E.

A

A Extreme stranger anxiety

C Low willingness to explore the new environment

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28
Q

Suggest one way in which studies of attachment could be improved using controlled observations [ 3 marks]

A
  • affords the opportunity for control of extraneous variables.
  • E.g can control the setting which may change affect the results.
  • the studies could easily be replicated so easy test for reliability
  • Fairly quick to conduct which means that many observations can take place within a short amount of time.
  • large sample = resulting in the findings being representative and having the ability to be generalized to a large population.
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29
Q

State two effects of instiutionalisation [ 2 marks]

A
  1. delayed language development

2. delayed physical development, eg restricted growth

30
Q

Instiutionalisation

A

Refers to the effects of growing up in an orphanage or children’s home. Children who are raised in these institutions often suffer from a lack of emotional care, which means that children are unable to form attachments.

31
Q

In van Ijzendoorn’s cross-cultural investigations of attachment, which one of the
following countries was found to have the highest percentage of anxious-avoidant
children? Shade one box only.
A China
B Germany
C Great Britain
D Japan

A

B

32
Q

In van Ijzendoorn’s cross-cultural investigations of attachment, which one of the
following countries was found to have the highest percentage of anxious-resistant
children? Shade one box only.
A China
B Germany
C Great Britain
D Japan

A

D

33
Q

In van Ijzendoorn’s cross-cultural investigations of attachment, which one of the
following attachment types was found to be most common in all of the countries
investigated? Shade one box only.
A Anxious-avoidant
B Anxious-resistant
C Disorganised
D Secure

A

In van Ijzendoorn’s cross-cultural investigations of attachment, which one of the
following attachment types was found to be most common in all of the countries
investigated? Shade one box only.
A Anxious-avoidant
B Anxious-resistant
C Disorganised
D Secure

34
Q

In van Ijzendoorn’s cross-cultural investigations of attachment, which one of the
following statements is correct?

Shade one box only.
A Cross-cultural studies of attachment only investigate the
variation between cultures and not the variation within cultures

B There was no difference in the variation within cultures
compared to the variation between cultures

C The variation between cultures was greater than the
variation within cultures

D The variation within cultures was greater than the variation
between cultures

A

D

35
Q

Proud father Abdul was talking to his friend, as they were both watching Abdul’s
wife, Tasneem, interacting with their baby daughter, Aisha.
‘It’s amazing really’, said Abdul.

‘Tasneem smiles, Aisha smiles back. Tasneem

moves her head, Aisha moves hers, perfectly in time with each other.’
‘Yes’, agreed the friend. ‘It’s almost as if they are one person.’

With reference to Abdul’s conversation with his friend, outline two features of caregiver-infant interaction.
AO2 - outline
[4 Marks]

Interaction synchrony

A

Adults and babies respond in time to sustain communication

36
Q

Proud father Abdul was talking to his friend, as they were both watching Abdul’s
wife, Tasneem, interacting with their baby daughter, Aisha.
‘It’s amazing really’, said Abdul.

‘Tasneem smiles, Aisha smiles back. Tasneem

moves her head, Aisha moves hers, perfectly in time with each other.’
‘Yes’, agreed the friend. ‘It’s almost as if they are one person.’

With reference to Abdul’s conversation with his friend, outline two features of caregiver-infant interaction.
AO2
[4 Marks]
Reciprocity/turn-taking

A

reciprocity - ‘Tasneem smiles, Aisha smiles back…’

37
Q

Proud father Abdul was talking to his friend, as they were both watching Abdul’s
wife, Tasneem, interacting with their baby daughter, Aisha.
‘It’s amazing really’, said Abdul.

‘Tasneem smiles, Aisha smiles back. Tasneem

moves her head, Aisha moves hers, perfectly in time with each other.’
‘Yes’, agreed the friend. ‘It’s almost as if they are one person.’

With reference to Abdul’s conversation with his friend, outline two features of caregiver-infant interaction.
AO2 application
interactional synchrony
[4 Marks]

A

‘…as if they are one person..’/ ‘…perfectly in time with each other..’

38
Q

wife, Tasneem, interacting with their baby daughter, Aisha.
‘It’s amazing really’, said Abdul.

‘Tasneem smiles, Aisha smiles back. Tasneem

moves her head, Aisha moves hers, perfectly in time with each other.’
‘Yes’, agreed the friend. ‘It’s almost as if they are one person.’

With reference to Abdul’s conversation with his friend, outline two features of caregiver-infant interaction.
AO2 - outline
[4 Marks]

A

Interaction flows both ways between adult and infanti

39
Q

Explain how such observational research might be refinded through the use of behavioural categories [4 marks]

A
  • Allow researcher/obserbers to tally observations into prearranged groupings
  • Allow for more objective/scientific data recordings
  • could result in greater reliability
  • enable proposal of testable hypothesis
40
Q

What is meant by ‘reciprocity’ in the context of caregiver-infant interaction?
[2 marks]

A

Responding to action of another with a similar action, where the actions of one partner elicit a response from the other partner.

41
Q

Support for Reciprocity
AO3
Jaffe et al 1973

A

Showed that from birth babies move in a rhythm when interacting with an adult almost as if they were taking turns, as people when having a conversation.

42
Q

Support for Reciprocity
AO3
Feldman (2007)

A

Interaction becomes more frequent and reciprocal from 3mths old, therefore reciprocity develops with age.

43
Q

Support for Interactional Synchronicity

Isabella et al. (1989)

A

Observed 30 mothers and infants interactions and assessed degree of synchrony.
Also assessed quality of mother-infant attachments.
= high levels of synchrony assoc. with high quality attachments.

44
Q

Meltzoff and Keith Moore (1977)
First interactional synchrony systematic study
AO1

A

-Study was conducted using an adult model who displayed one of three facial expressions or hand movements where the fingers moved in a sequence.

This suggests that imitation behaviour is perhaps not learnt but instead must be an innate response.

45
Q

Meltzoff and Keith Moore (1977)
First interactional synchrony systematic study
AO1
Findings

A

They found that theory was an association between the infant behaviour and that of the adult model and even later concluded in another study that this synchronised behaviour was evident in infants only three days old.

46
Q

Meltzoff and Keith Moore (1977)
First interactional synchrony systematic study
AO1
What does this suggest

A

That Iimitation behaviour is perhaps not learnt but instead must be an innate response.

47
Q

Meltzoff (2005) - Developed a ‘like me’ hypothesis of infant development based on his research on interactional synchrony.

A

Meltzoff describes this as a three way process where infants identify their imitation, associate their own acts, and then project their own internal experiences onto others performing similar acts.

48
Q

Meltzoff (2005) - Developed a ‘like me’ hypothesis of infant development based on his research on interactional synchrony.
Suggestion

A

This shows that infants are able to acquire an understanding of what people are thinking or feeling, thus supporting the ‘theory of mind’.

49
Q

Meltzoff (2005) - Developed a ‘like me’ hypothesis of infant development based on his research on interactional synchrony.
Why is this a strength?

A

As it demonstrates the value of research as a fundamental part of conducting social relationships.

50
Q

Marian et al. (1996) replicated the study by Murray and Trevarthen

A

couldn’t distinguish l from videotaped interactions with their mother, suggesting that infants are not actually responding to the adult

51
Q

Marian et al. (1996) replicated the study by Murray and Trevarthen
SUGGESTION

A

This shows that there is a problem with the procedure rather than the ability of infants to imitate their caregiver, suggesting there is an inadequate amount of replicated studies surrounding research into infant and caregiver interactions.

52
Q

Marian et al. (1996) replicated the study by Murray and Trevarthen -
LINK SENTENCE
Interactional syncrony

A

This implies that there is a lack of reliability within the studies.

53
Q

Discuss infant-caregiver interactions. Refer to reciprocity and interactional synchrony in your answer. [16 mark]

What to include:

A

Define Reciprocity (AO1)
Define interactional synchrony (AO1)
Give a study of Reciprocity (AO1)
What it suggests (AO1)
Give a study of Interactional synchrony (AO3)
What it suggests (AO1)
Give a study of Reciprocity strength/Limitation (AO3)

54
Q 
Briefly evaluate research into caregiver-infant interaction.
[4 marks]
AO3 
Failure to Replicate
 Koepke et al (1983)
A

Koepke et al (1983) failed to replicate Meltzoff and Moore’s findings due to the fact it was less carefully controlled. However, Marian et al. (1996) replicated the study by Murray and Trevarthen and found that infants couldn’t distinguish l from videotaped interactions with their mother, suggesting that infants are not actually responding to the adult.

• research may be socially sensitive, eg implications for working mothe

55
Q

Briefly evaluate research into caregiver-infant interaction.
[4 marks]
AO3
well-controlled – studies ‘capture’ micro-sequences of interaction

A

A strength is that controlled observations often capture fine details as they are generally well-controlled procedures. EVIDENCE/EXAMPLE: For example, both the mother and the infant are filmed, often from multiple angles, this ensures that fine details of behaviour can be recorded and later analysed. Furthermore, babies are unaware that they are being observed so their behaviour does not change in response to controlled observations which is generally a problem for observational research. EVALUATION: This is positive because it means that in general the research has high internal validity — it is measuring what it is intending to measure.
Weaknesses:

56
Q

Use your knowledge of the effects of institutionalisation to advise Anca’s new parents
about what to expect.
[5 marks]

A
  • Delayed intellectual development – Anca may struggle more at school than other children, concepts as quickly
  • disinhibited attachment – Anca may not know what counts as ‘appropriate’ behaviour towards strangers
  • emotional development – Anca may experience more temper tantrums, etc.
  • lack of internal working model – Anca may have difficulty interacting with peers, forming close relationships, etc.
  • Anca may have been adopted before the age of 6 months and therefore and effects may not be as severe/long term had she been adopted later
57
Q

Discuss the findings of research into cultural variations in attachment.
[8 marks]

A

Van Ijzendoorn and Kroonenberg (1988) – credit knowledge of individual percentages and
more general pattern of findings; more variation within countries than between countries
• Simonelli et al (2014) – lower rates of secure attachment and higher rates of insecure-avoidant
in Italian study attributed to long working hours
• Kyoung (2005) – details of comparison between US and Korean children
• Sagi et al (1991) – high rates of insecure-resistant attachments in Israeli children

meta-analyses include very large samples increasing validity of findings
• discussion of more variation within countries than between countries
• samples in studies may not represent the culture as a whole
• strange situation may be biased towards American/British culture
• more general methodological/ethical criticisms of the strange situation must be linked to the
findings of research into cultural variations for credit.

58
Q

Van Ijzendoorn & Kroonenberg’s (1988) Cultural variations

A

Meta-analysis summarized findings from 8 countries, The meta- analysis examined 32 studies and consulted nearly 2000 Strange Situation classifications in total.

59
Q

8 Countries in Van Ijzendoorn & Kroonenberg ’s (1988)

A

UK, US, Sweden, Japan, China, Holland, Germany & Israel.

60
Q

The meta-analysis yielded a number of findings and conclusions:

A
  • Average findings were consistent with Ainsworth’s original research = Secure 65% - Avoidant 21% - Resistant 14%
    Intra-cultural variation was nearly 15 times greater than the cross-cultural variations. Van Ijzendoorn speculated that this was linked to differences in socio-economic factors and levels of stress that varied between samples used within each country.
    6/8 countries produced findings that were proportionally consistent with Ainsworth & Bell (70).
    Japan & Israel revealed a higher incidence of resistant than avoidant children.
    Chinese findings revealed the lowest rate of secure attachments (50%) with the remaining children falling into the other categories equally.
    It was concluded that the modest cross-cultural differences reflect the effects of mass media, which portrays similar notions of parenting.
61
Q

Evaluation of Van Ijzendoorn & Kroonenberg

Strengths

A

Comparison is aided by the standardised methodology. The use of the strange situation as a procedure means that a comparison can be made across cultures, and the reliability is therefore high

62
Q

Evaluation of Van Ijzendoorn & Kroonenberg
The study was not globally representative

Weaknesses

A

Recognised that data from less Western-oriented cultures were required to establish a more global perspective attachment classifications, pointing out that Africa, South America, and Eastern European socialist countries were not represented.

63
Q

Evaluation of Van Ijzendoorn & Kroonenberg - Overall findings are misleading
AO3

A

As a disproportionately high number of the studies reviewed were conducted in the USA (18/32), the overall findings would have been distorted by these. This means that the apparent consistency between cultures might not genuinely reflect how much attachment types vary between cultures.

64
Q

Applying Strange Situation procedures and behavioural categories is ethnocentric –
AO3 Weaknesses

A

E: Cross-cultural research using the Strange Situation judges and categorises infant behaviour according to behavioural categories that were developed following observations of middle-class American infants.

E: This means that when researchers interpret non-American infant behaviour, it is being judged against an American standard. Eg. an infant exploring the playroom by themselves would be classed as avoidant based on American standards but is valued as reflecting independence in Germany

65
Q

The role of the father
Belsky et al. (2009)
AO3

A

Fathers form secure attachments when in intimate marriages

66
Q

AO3 The role of the father

Geiger (1996)

A

Fathers play interactions are more exciting than mothers

67
Q
A
  • Not biologically equipped to form attachments]
  • ‘Playmate role’
  • Sensitve responsiveness
68
Q

AO3 The role of the father (1999)

A

Fathers are unable to detect low level infant distress

Biological determinism

69
Q

Studies for role of the father

A

Schaffer and Emerson - Father less likely to be primary attachment figures
Bowlby (1951) - consequenes of absent father
Lamb et al. (1987) - role of the father is complex; engagement (direct interaction)

70
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

A
  • Romanian orphan studies effcts of instiutionalisation

A-Level AQA Psychology (98 decks)

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