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attachment Flashcards

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1
Q

what is an attachment ?

A

a 2 way emotional bond between 2 induvial in which each individual sees the other as essential for their own emotional security
- it is a reciprocal relationship

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2
Q

what 3 behaviours can show attachment ?

A

proximity
separation distress/ anxiety
secure-base behaviour

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3
Q

what does proximity mean ?

A

we want to stay close to people who we are attached too

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4
Q

what is separation distress/ anxiety ?

A

we get angry, upset when we are separated from our attachment figure

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5
Q

what is a secure-base behaviour ?

A

we like to keep regular contact almost like an invisible piece of string

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6
Q

why are caregiver and infant studied ?

A

as they give us insight into the type of nature of attachment

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7
Q

what are the 2 types of caregiver-infant interactions in humans ?

A

reciprocity
interactional synchrony

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8
Q

what is reciprocity ?

A

describes how 2 people interact with one another

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9
Q

what does reciprocity explain ?

A

it means 2 way so it explains how the mother and baby respond to each others signals

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10
Q

what is the ‘alert phase’ ?

A

babies have this it is when there alert in between lots of sleep and its the signal babies are ready for an interaction
- mothers mainly responds to this alertness around 2/3 of the time

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11
Q

when does the ‘alert phase’ get more frequent ?

A

gets more frequent from approx. 3 months

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12
Q

why is reciprocity important (2things) ?

A
  • teaches the child how to communicate
  • allows the parents to care better as learns to detect cues from the baby as to what the baby needs
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13
Q

what 2 studies are used to reciprocity ?

A
  • Brazelton et al (1975)
  • Feldman (2007)
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14
Q

what is interactional synchrony ?

A

an interaction that mother and baby have is co-ordinated meaning they do it in a synchronised way it is like looking in a mirror
- interactions between mother and infant are ‘mirrored’ between the 2

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15
Q

when does interactional synchrony begin ?

A

2 weeks old

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16
Q

why is interaction synchrony important (2 things) ?

A
  • difficult to form attachments without between mother and baby
  • can also lead to better communication when child gets older with parents
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17
Q

what are the 2 studies used for interaction synchrony ?

A
  • Isabella et al (1989)
  • Meltzoff and Moore (1983)
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18
Q

what is the primary attachment figure ?

A

this is the person a baby first becomes attached to

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19
Q

who tends to be the PAF ?

A

the mother

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20
Q

what is the secondary attachment figure ?

A

refers to who the baby becomes attached to after the primary attachment figure

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21
Q

who is usually the SAF ?

A

the father

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22
Q

how long does it take for babies to make there 2nd attachment figure ?

A

a few months

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23
Q

what percent of infants at 18 months have a SAF as a farther ?

A

75%

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24
Q

what protest do babies show when fathers leave the room ?

A

separation protest

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25
Q

what study is used to support the role of the farther ?

A

Grossman (2002)

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26
Q

how can the fathers become the PCG/ PAF according to Field (1974) ?

A

if they take on behaviours which are normally expected by the mother

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27
Q

what are the 3 behaviours which are important in building attachments with the baby ?

A
  • smiling
  • holding
  • imitating

as it is all about how u respond to the baby rather then the gender

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28
Q

what is a stage theory ?

A

one which explains how behaviour develops over time

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29
Q

who created the stages of attachment using an experiment ?

A

Schaffer and Emerson
(1964)

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30
Q

what 2 things did Schaffer and Emerson want to measure ?

A
  • separation anxiety
  • stranger anxiety
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31
Q

what is stranger anxiety ?

A

display of anxiety when a stranger approaches

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32
Q

What are the 4 parts to Schaffer’s stage theory ?

A
  • asocial stage
  • indiscriminate attachment
  • specific attachment
  • multiple attachment
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33
Q

what is the asocial stage ?

A

birth to 2 months
-start to recognise carers and form bonds
- prefer someone then alone
- some preference w adults
- behaviour w objects and humans r similar

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34
Q

what is the indiscrimate attachement stage ?

A

2 to 6 months
- tends to accept cuddles from any adult
- recognise and prefer any adults
- prefer people over objects
- no separation or stranger anxiety
- not bothers who comforts them

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35
Q

what is the specific attachment stage ?

A

7 to 12 months
- displays anxiety to strangers
- anxious when separated from a specific figure
- it is offers most interactions then the specific attachment even if they don’t spend the most time w them

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36
Q

what is the multiple attachment stage ?

A

around 12 months
- can be anyone like extended fam as well
- most have secondary attachments
- start attached to other adults

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37
Q

what is the % for forming a SAF within a month of forming a PAF ?

A

29%

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38
Q

what are the 2 animal studies used in attachment ?

A
  • Lorenz
  • Harlow
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39
Q

what animals did Lorenz use ?

A

goslings

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40
Q

what animals did Harlow use ?

A

Rhesus monkeys

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41
Q

what was Lorenz’s conclusion ?

A

attachment is innate and programmed genetically

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42
Q

what was Harlow’s conclusion ?

A

early maternal deprivation leads to emotional damage

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43
Q

what are the 2 strength to caregiver interactions ?

A
  • research involves controlled observations
  • suggests caregiver interactions are innate
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44
Q

what are the 2 weakness to caregiver and infant interaction ?

A
  • difficult to interpret infant behaviour
  • there is methodological problems with observational methods
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45
Q

what are the 2 strengths to role of the fathers ?

A
  • there is evidence that fathers can form strong bonds with infants
  • some research is longitudinal studies
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46
Q

what are the 2 weakness to the role of the farther ?

A
  • evidence that fathers aren’t biologically equipped
  • research is inconsistent
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47
Q

what is a strength to the stages of attachment theory ?

A
  • it contains a mix of self report and observational techniques
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48
Q

what are the 2 weakness to the stages of attachment theory ?

A
  • psychologist disagree that we form multiple attachments
  • separation and stranger anxiety is hard to observe
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49
Q

what is a strength to Lorenz study ?

A
  • research provides useful info that can applied with caring for orphaned animals
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50
Q

what is a weakness to Lorenz study ?

A
  • difficult to apply a study about geese to humans
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51
Q

what are the 2strength for Harlow’s study ?

A
  • it helps understand attachment in the real world
  • ethical issues can be justified as it helped provide valuable insight into development if attachment in social behaviour
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52
Q

what are the 2 weakness’s for Harlow’s study ?

A
  • there is serious ethical issues involved
  • limited value to help understand maternal deprivation in human infants
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53
Q

what is the learning theory ?

A

where attachments can be learned

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54
Q

in what 2 ways is attachment learnt ?

A
  • classical conditioning
  • operant conditioning
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55
Q

what can the learning theory be called potentially ?

A

the ‘covered love’ theory

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56
Q

what is the ‘covered love’ theory ?

A

a baby gets attached to the person who feeds them

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57
Q

why is the learning theory sometimes called the ‘covered love’ theory ?

A

as it emphasis food

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58
Q

what is classical conditioning in attachments ?

A

learning through association
- food is the UCS when a baby is fed
- the food provides the infant with pleasure (UCR)
this a natural response so it isn’t learnt

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59
Q

what happens for the CG to go from the NS to the CS in classical conditioning ?

A
  • the NS is ‘paired’ with the food
  • overtime caregiver is associated with having the food
  • so when infant sees CG they expect the food
  • so now becomes the CS
    as at the sight of the CG baby experiences pleasure (CR)
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60
Q

why doe babies cry for comfort ?

A

as their only way they can communicate

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61
Q

what happens when they cry ?

A

the CG responds

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62
Q

how is a positive reinforcement made from a CG to the infant ?

A
  • a baby cries to get the CG to respond
  • if the CG provides correctly then it is PR and the baby learns to do it again
  • so the baby directs their crying at the person most likely to give them positive reinforcement ( eg. the food)
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63
Q

why is reinforcement a 2 way process for OC ?

A

as at the same time as the baby is receiving PR the caregiver receives NR because the baby stops crying
- they’re escaping something unpleasant

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64
Q

what does OC being a 2 way process do to the CG and infant ?

A

strengths the attachment

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65
Q

what considers drive reduction ?

A

learning theory

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66
Q

what is a drive ?

A

something we are motivated to do

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67
Q

what are humans
motivated to do ?

A

we are motivated to eat as it is a basic need to keep us alive

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68
Q

what does a baby recognise about drive reduction ?

A

the baby generalises this drive reduction to the CG thus feels attached

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69
Q

what reduces a babies hunger drive ?

A

food

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70
Q

who created the learning theory ?

A

Dollard and Miller (1950)

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71
Q

what are the 2 weaknesses in the learning theory ?

A
  • counter evidence to suggest food isn’t important in attachment
  • ignores the quality of attachment being important
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72
Q

what are the 2 strengths in the learning theory ?

A
  • based on scientific principles
  • have some value in explaining attachment
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73
Q

why dos Bowlby reject the learning theory ?

A

as argued that children do not just get attached to the person who feed them as attachment is innate

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74
Q

what does innate mean ?

A

natural

75
Q

what does Bowlby believes attachment promotes ?

A

survival

76
Q

what do the main beliefs in Bowlby’s evolutionary theory help explain ?

A
  • monotropy
  • critical period
  • social releases
77
Q

what is monotropy in Bowlby’s theory ?

A

that infants will form 1 very special attachment which usually is the mother

78
Q

who type of CG does Bowlby believe an infant will form the 1 special attachment too ?

A
  • responds more sensitively to the infants social releases
  • especially if more consistent and reliable in supporting the infants needs
79
Q

what does Bowlby believe secondary attachments are important for ?

A

emotional development
- a ‘safety net’

80
Q

what is the critical period in Bowlby’s theory ?

A

babies will form an attachment with a CG during this time

81
Q

what is the length of time the infant has to form an attachment ?

A

2 1/2 years

82
Q

what will the infant suffer if the attachment is broken or not formed within the critical period ?

A

they will suffer and this is an irreversible, long term consequence

83
Q

what are social releases in Bowlby’s theory ?

A

the characterizes infants are born with

84
Q

what does social releases ‘unlock’ for infants ?

A

the innate tendency of adults to care for them

85
Q

what are the 2 types of social releases ?

A
  • physical
  • behavioural
86
Q

what are physical social releases ?

A
  • typical ‘baby face’ features
  • body proportions
87
Q

what are the behavioural social releases ?

A
  • crying
  • cooing
88
Q

what does social releases provide for the infant ?

A

protection so it enhances the survival

89
Q

what is the internal working model in Bowlby’s theory ?

A

when an infant forms an attachment with a PG then the infant forms an internal working model

90
Q

what does the internal working model involve for the infant ?

A

a cluster of concepts about relationships and what to aspect from others

91
Q

what does the internal working model create a link between for the infant ?

A

early attachments and future relationships in adulthood

92
Q

what are the 2 strengths of Bowlby’s theory ?

A
  • supporting evidence from bailey et al
  • evidence for monotropy is universal
93
Q

what are the 2 weaknesses to Bowlby’s theory ?

A
  • evidence for monotropy is mixed
  • socially sensitive
94
Q

what was Ainsworth aim in her experiment called the strange situation ?

A

to measure children’s quality and type of attachment with their caregiver

95
Q

what are the 5 behaviours that are observed in the ‘strange situation’ ?

A
  • separation anxiety
  • stranger anxiety
  • response to reunion
  • secure base and exploration behaviour
  • proximity seeking
96
Q

what is proximity seeking ?

A

closeness to CG

97
Q

what is exploration and secure-base behaviour ?

A

infant ability to explore away from the CG

98
Q

what is stranger anxiety ?

A

the level of anxiety for an infant when a stranger approaches

99
Q

what is separation anxiety ?

A

the level of anxiety for an infant when the CG leaves and the amount of protest

100
Q

what is the response to reunion ?

A

how the infant responds to the CG

101
Q

what is the first stage in the ‘strange situation’ ?

A

the mother and infant entering the room then the infant being encouraged to explore
- exploration and secure base behaviour

102
Q

what is the second stage in the ‘strange situation’ ?

A

a stranger enters the room and potentially try’s to interact with the infant
- stranger anxiety

103
Q

what is the third stage in the ‘strange situation’ ?

A

the CG leaving the room and leaving the infant with the stranger
- stranger and separation anxiety

104
Q

what is the fourth stage in the ‘strange situation’ ?

A

the CG enters and the stranger leaves
- response to reunion

105
Q

what is the fifth stage in the ‘strange situation’ ?

A

the mother leaves the infant alone
- separation anxiety

106
Q

what is the sixth stage in the ‘strange situation’ ?

A

the stranger reuturing and again attempting to interact with the infant
- stranger anxiety

107
Q

what is the seventh stage in the ‘strange situation’ ?

A

the mother returning and the stranger leaving
- response to reunion

108
Q

what are the 3 main attachment styles ?

A
  • insecure avoidant (type A)
  • secure (type B)
  • insecure resistant (type C)
109
Q

what is the insecure avoidant in the ‘strange situation’ resemble ?

A
  • no distress when CG leaves
  • no difference when stranger around
  • little interest when CG returns
  • comfort from stranger and CG is equally accepted
110
Q

what is the secure in the ‘strange situation’ resemble ?

A
  • distress when CG leaves
  • avoids stranger but friendly if CG in the room
  • accepts comfort and happy at reunion
  • uses the mother as a safe base when exploring
111
Q

what is the insecure resistant in the ‘strange situation’ resemble ?

A
  • intense distress when CG leaves
  • avoids stranger and shows the fear
  • approaches CG upon return but can resit and push away
  • explores least
  • cries most
112
Q

what is the strength for the ‘strange situation’ experiment ?

A

gathered a large amounts of data in reliable way

113
Q

what are the 2 weaknesses for the ‘strange situation’ ?

A
  • conducted in a setting the infant isn’t familiar with
  • some critics believe it can’t measure attachment for different cultures
114
Q

how do different cultures raise there children ?

A

in different ways

115
Q

what does the way a culture raises their child impact ?

A

the type of attachment they show

116
Q

what does culture refer too ?

A

the shared values
rules
normal customs
and practices
a group of people have

117
Q

what does culture variations refers ?

A

the differences between these different cultures

118
Q

what is a collective culture ?

A

one which emphasis family and work goals above induvial needs and desires
- there is a high degree of interdependence between people

119
Q

what is a individualist culture ?

A

one that emphasis personal independence and achievement at the expense of group goals
- results in a strong sense of competition

120
Q

what are the 2 strengths for Van Ljzendoorn and Kroonenberg ( 1989) research into cultural variation in attachment ?

A
  • meta analysis used
  • research to support from the Efe tribe
121
Q

what are the 2 weaknesses for Van Ljzendoorn and Kroonenberg ( 1989) research into cultural variation in attachment ?

A
  • strange situation was devised for Americans
  • strange situation is in a situation which the infant isn’t familiar with
122
Q

what is deprivation ?

A

to be deprived of something is to lose something/someone
- you lose the emotional care which is normally produced by the CG

123
Q

what is maternal deprivation ?

A

a prolonged separation from the mother which causes severe damage to a child’s emotional and intellectual development

124
Q

what 3 characteristics should a relationship between a CG and a child include ?

A

warm
loving
continuous
- essential form normal psychological development

125
Q

who created the Maternal deprivation theory ?

A

Bowlby

126
Q

what is separation in an MD context ?

A

being away from the PC which is usually temporary

127
Q

what is deprivation in MD context ?

A

it happens when a child loses an element of care

128
Q

is brief separation fine ?

A

brief separation is fine but being away for a long period of time causes deprivation

129
Q

what is the critical period for MD ?

A

2 1/2 years
- potential ongoing risk until age 5

130
Q

how can MD be avoided if the infant has been separated from their biological mother ?

A

if a substitute mother is available to provide continuous emotional care
- can be female or male

131
Q

what are the 2 long term consequences ?

A
  • emotional maladjustment
  • mental health problems
132
Q

what was Bowlby’s research for MD called ?

A

44 thieves study

133
Q

how many thieves experienced early prolonged separation from the mother by age 2 ?

A

17

134
Q

how many thieves were classed as affectionless psychopaths ?

A

14
- 12 had endured prolonged separation

135
Q

how many non-thieves were classed as affectionless psychopaths ?

A

2
- had endured prolonged separation

136
Q

what is a strength to Bowlby’s study on the 44 thieves ?

A

practical application

137
Q

what is a weakness to Bowlby’s study on the 44 thieves ?

A

investigator effects

138
Q

what affect does MD have on intellectual development ?

A

if during the critical period then they suffer ‘intellectual disability’ where they have a low IQ

139
Q

what is Goldfarb (1947) find out about children that were adopted or fostered VS the ones that stayed in institutions ?

A

that if adopted or fostered then they had a higher IQ that those in institutions

140
Q

what affect does MD have on emotional development ?

A

leads to an increased likelihood of an affectionless psychopath

141
Q

what are the 2 strengths to Bowlby’s MD theory ?

A
  • supporting evidence from Bowlby
  • important practical application
142
Q

what are the 2 weakness to Bowlby’s MD theory ?

A
  • supporting evidence is poor and may be flawed
  • Bowlby’s term ‘critical period’ has been criticised
143
Q

what is one place where deprivation can be studied ?

A

institutions

144
Q

what are examples of institutions ?

A

hospitals
care home
orphanage

145
Q

what care did institutions use to only provide ?

A

physical care and not emotional care

146
Q

why were so many people places in Romanian orphanages ?

A

the dictator at the time wanted too boost the population so banned abortion and encouraged large families
- but parents couldn’t afford the costs of a child

147
Q

what did Ruttler et al (2011) study ?

A

the English and Romanian adoptee studies

148
Q

what happened to the orphans at the age of 4 if adopted before 6 months ?

A

they were doing well like the British adopted children
- in terms of physical and cognitive development

149
Q

what happened to the orphans at the age of 6 if adopted after 6 months ?

A

showed disinhibited attachment

150
Q

what happened to the orphans at the age of 11 if adopted after 6 months ?

A

54% still showed disinhibited attachment

151
Q

what is the mean IQ for those adopted before 6 months ?

A

102

152
Q

what is the mean IQ for those adopted after 6 months ?

A

86

153
Q

what happens if the child is institutionalised for a long period of time ?

A

the longer, the more damaging it is for their development

154
Q

what is Zeneah et al (2008) study for ?

A

to show the Bucharest early intervention project and the attachment styles for children in institutions

155
Q

how many children had a disorganised attachment ?

A

65.3%

156
Q

how many children had a secure attachment ?

A

18.9%

157
Q

how many children had a little behaviour attachment ?

A

12.6%

158
Q

how many children had a secure attachment in the control group ?

A

74%

159
Q

what is disorganised attachment ?

A

a child that shows inconsistent and disorganised behaviours to caregiver
- they have no strategy to copying with separation

160
Q

what are the 4 effect of institutionalisation ?

A
  • disinhibited attachment
  • intellectual development
  • physical underdevelopment
  • poor parenting
161
Q

what is disinhibited attachment ?

A

they are equally friendly with someone they have just met to someone they know
- because have had to adapt to many different carers

162
Q

what is physical underdevelopment ?

A

the physical care in institutions are usually small

163
Q

what care can cause ‘deprivation dwarfism’ ?

A

the lack of emotional care rather than physical care

164
Q

what is poor parenting from institutions ?

A

that they lead to poor parenting

165
Q

what did Quinton (1984) find ?

A

found 50 women from institutions found it difficult to be a mother

166
Q

what are the 2 strengths to Romanian orphanages studies on effects in institutions ?

A
  • real life application
  • studies were longitudinal
167
Q

what are the 2 weaknesses to Romanian orphanages studies on effects in institutions ?

A
  • Romanian orphanages may not be ‘typical’ of other orphanages
  • Rutler’s study isn’t randomly allocating them to conditions as it is a natural experiment
168
Q

what does early attachment do for future relationships ?

A

it formulates the basis of future relationships
- also correlates with romatic relationships

169
Q

what does ‘good’ childhood attachments mean for a individuals future ?

A

they will later seek out healthy and functional relationships which are loving and behave in a functional way

170
Q

what does ‘bad’ childhood attachments mean for a individuals future ?

A

tend to bring these bad experiences into future relationships
they may bring there attachment type qualities into relationships

171
Q

what was the ‘love quiz’ by Hazen and Shaver for ?

A

to develop and expand the attachment theory and how early attachment links to views on love

172
Q

how many people responded to the ‘love quiz’ ?

A

620
- 205 men
- 415 women

173
Q

what was the range of ages that replied to the love quiz ?

A

14 - 82

174
Q

how many people who responded to the ‘love quiz’ were married ?

A

42%

175
Q

how many people who responded to the ‘love quiz’ were dating ?

A

31%

176
Q

what was the % of each attachment style ?

A

secure= 56%
avoidant= 19%
insecure= 25%

177
Q

what have childhood relationships been linked too ?

A

the early attachments
- includes how children behave with other children their age and others

178
Q

what were securely attached infants rated in school ?

A

-rated highest for social competence
- less isolated
-more popular
- more empathetic

179
Q

what was found about securely attached infants ?

A

went on to form the best quality childhood friendships

180
Q

what did Myron-Wilson and smith find out about each attachment type and bullying ?

A

secure= not involved
avoidant= victims
insecure= bullies

181
Q

what is another thing early attachment type can be linked too ?

A

parenting

182
Q

what did bailey et al (2007) do ?

A

found 99 mothers had the same attachment classification for their babies and their own mothers

183
Q

what is a strength to influence on early attachment on later relationships ?

A
  • most studies use ss o asses the type of attachment in childhood
184
Q

what are the weaknesses to influence on early attachment on later relationships ?

A
  • research is mixed evidence
  • evidence is correlational

psychology (13 decks)

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