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PSYCHOLOGY > ATTACHMENT > Flashcards

ATTACHMENT Flashcards

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1
Q

caregiver infant interaction

A
  • An emotional connection between child and principle caregiver.
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2
Q

Features of attachment.

A

Proximity= people try to stay physically close to those whom they are attached to.
Separation distress= People are in distress when an attachment figure leaves their presence.
Secure base behaviour= Even when we are independent of our attachment figures we tend to make regular contact with them.

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3
Q

RECIPROCITY.

A

Each person responds to the other and elicits a response from them.

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4
Q

Interactional synchrony.

A

‘Temporal co-ordination of micro-level social behaviour’.
Actions mirror each other.

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5
Q

MELTZOFF AND MOORE.

A

A- To investigate reciprocity between infants and caregiver.
P- Controlled observations using 6 babies (12-27 days old).
Babies exposed to 4 stimuli.
3 facial gestures, 1 manual gesture.
Babies response observed.
Observer noted responses + video watched twice. (inter-rater and intra-observer reliability).
Findings- Babies could imitate stimuli presented.

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6
Q

EVANS AND PORTER.

A

A- To investigate whether reciprocity and interactional synchrony impact in attachment quality.
P- 101 infants and mothers observed (53f + 48m).
American suburb.
Invited to lab on 3 occasions (6,9,12 months old).
Provided with toys and played for 15 mins.
Videoed + assessed r and is.
At 12 months the strange situation was used.
F- Babies who were secure attachment in SS had most r + is.

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7
Q

evaluation of c-i interactions.

A

+ Lab experiments= controlled.
+ Observations filmed.
+ Practical applications.
- Difficult to interpret behaviour.
- Mothers may display social desirability bias.
- Socially sensitive area of research.
- Some research lacks cross cultural validity.

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8
Q

Schaffer and emerson

A

A- To investigate early stages of attachment.
P- 60 babies from Glasgow, working class families.
Visited at home every month for first year and at 18 months.
Asked mothers questions about separation and stranger anxiety.
F- 25-32 weeks 50% of babies showed separation anxiety.
Attachment towards caregiver who showed most interactive and sensitive.
By 40 weeks 80% had specific attachment.

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9
Q

STAGE 1 ATTCHMENT.

A

Asocial stage (first few weeks)=
- Behaviour with human and non human is similar.
- Preference for familiar adults but happier in the presence of any human.

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10
Q

stage 2 attachment.

A

Indiscriminate (2-7months) =
- More observable social behaviour.
- Preference for people rather than inanimate objects.
- Accept comfort for any adult.
- No separation/ stranger anxiety.

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11
Q

Stage 3 attachment.

A

Specific (7 months)=
- Some stranger and separation anxiety.
- Specific attachment with primary attachment figure (person who interacts more).

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12
Q

Stage 4 attachment.

A

Multiple attachment.
- Multiple attachments with who they spend more time.
Secondary attachments.

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13
Q

Evaluation of schaffers research.

A

+ Good ecological validity.- natural environment.
+ Longitudinal design.- same children observed regularly rather than at different ages.
- Limited sample characteristics- only 60, from Glasgow, working class.

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14
Q

Role of father.- Grossman.

A

A- To investigate role of father.
P- Longitudinal study. Researched both parents behaviour + relation to quality of attachment during teens.
F- Mothers attachment related to children’s adolescent attachment.
Fathers quality of play related to adolescent attachment.

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15
Q

Role of father. -Field.

A

A- If fathers can be primary caregiver.
P- Observational study .
4month old babies interacting with carers filmed.
Investigated primary mothers and fathers and secondary fathers.
F- Primary mothers and fathers acted similar. Primary fathers spent more time interacting than secondary fathers.

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16
Q

Evaluation of role of father.

A

+ Progressive research into an understudied area.
+ Practical application- Custody of children, maternity/ paternity, breaks down stereotypes.
- Inconsistent findings.- Field+ SE= gender doesn’t matter. G= gender matters.
- Socially sensitive area.- ethical implications.

17
Q

Animal- Lorenz.

A

A- If goslings could imprint on Lorenz.
P- Placed geese eggs under goose and in an incubator beside him.
When goslings hatched, he imitated a mother goose quacking.
Observed goslings behaviour. Lorenz group followed him, Mother geese group followed her.
F- Goslings imprint on first thing they see.
C- Attachment is innate + programmed genetically. Imprinting can occur without feeding. No attachment within 3 hrs= no attachment.

18
Q

Harlow.- 1.

A

A- To see effects of isolation on rhesus monkeys.
P- Isolated babies from birth for 3/6/9/12 months. Placed back with others + observed affects of failure to form attachment on behaviour.
F- Bizarre behaviour such as rocking compulsively, clutching self, self mutilation. Unable to communicate, bullied, aggressive.

19
Q

Harlow- 2.

A

A- Attach for food or comfort.
P- 8 Monkeys separated at birth + isolated. Placed in cage w 2 surrogate mothers (wire with food + cloth). Frightened by object. 165 days.
F- Spent more time w cloth. Infant explored more when mother was present.

20
Q

Harlow- conclusions.

A

-Deprivation is permanently damaging.
- Length of isolation determines abnormal behaviour.
- Surrogate v normal mother= more aggressive, bullied, timid, inadequate mothers.
- Monkeys prefer comfort.
- Need attachment during critical period.

21
Q

Evaluation of animal studies.

A

+ Lacks cross species validity.
+ RS.- S+E interaction.
- Ethical issues.

22
Q

Theories of attachment- Learning.

A
  • Babies are born as a blank slate (tabula rasa).
  • Attachments are learned.
  • Attach for food.
  • No innate bonds.
    CLASSICAL CONDITIONING.
  • Learning via association.
  • Mother is neutral stimulus.
  • Baby associates mother with food.
  • Mother eventually brings pleasure alone (conditioned stimulus).
    OPERANT CONDITIONING.
  • When infant is hungry, they cry.
  • Mother feeds baby to avoid crying (negative reinforcement).
  • Food = primary reinforcer.
  • Mother = secondary reinforcer.
23
Q

Evaluation of learning theory.

A
  • Research refuting- Harlow- innate.
    + RS- Pavlov’s dogs.
    + Practical applications.
24
Q

Bowlby’s monotropic theory.

A
  • Attachment is: an innate set of behaviours that we have evolved, adaptive, aids survival, allows genes to be passed on.
  • ‘Social releasers’= example of behaviour, physical or behavioural traits to stimulate/ elicit caregiving behaviour.
  • Monotropy= Only one primary attachment figure, usually mother- foundation for emotional development and self-esteem. Other attachments are secondary and less important- safety net for social skills. Primary must be made within critical period (first 30 months of life). Failure to form= maternal deprivation.
  • Primary attachment forms basis of our internal working model- mental representation of relationships, creates expectations on future relationships.
  • Continuity hypothesis= consistency between early attachment and later relationships.
25
Q

Evaluation of Bowlby’s theory of monotropy.

A

+ RS for IWM.- Hazen and shaver.
+RS for evolutionary basis.- Lorenz.
- Alternative theory.- Learning.

26
Q

Ainsworth Strange Situation.

A

A- Find out different types of attachment.
P- Laboratory experiment. 8 episodes (3 minutes each). Observation. Each episode assessed different behaviour: SECURE BASE= Can explore and return to caregiver. STRANGER ANXIETY. SEPARATION ANXIETY. REUNION ATTACHMENT.
1. P+I play. 2.P sits, I plays. 3. S enters. 4. P leaves, I plays, S offer comfort. 5. P returns, S leaves. 6. P leaves, I alone. 7. S enters. 8 P returns.
F- 3 types of attachment=
- SECURE.= Explore happily, secure base, moderate separation and stranger anxiety, accept comfort at reunion.
- INSECURE AVOIDANT.= Explore freely, no secure base, little stranger, no separation.
- INSECURE RESISTANT.= Separation anxiety, stranger anxiety, resist comfort during reunion.

27
Q

Evaluation of Ainsworth SS.

A

+ Good inter-rater reliability.
- Culture bias/ bound.- Westernised.
+ Lab experiment.
+ Predictive validity.- future relationships.
- Social desirability.

28
Q

Cultural variations in attachment.

A

VAN IJZENDOORN + KROONENBERG.
A- To find cultural variations in attachment. Difference in east v west.
P- Meta-analysis. Strange situation in 8 countries (Japan, China, USA, UK, Germany, Israel, Sweden, Netherlands). 32 studies. Strange situation. Compared countries.
F- Secure= most common.
secure= western (UK+ Sweden).
Avoidant= Germany.
Resistant= Israel.
- Also variation within cultures.

29
Q

Evaluation of cultural variations.

A

+ Large sample size.- Over 32 studies + 2000 pairs.
- Imposed etic.

30
Q

Bowlby’s maternal deprevation theory.

A

CONSEQUENCES OF MD.
1. Intellectual development.
- Delayed.
- Abnormally low IQ.
2. Emotional development.
- Problematic emotional development.
- Affectionless psychopathy.
- Inability to experience guilt, No strong emotions for others, prevents normal relationships, associated with criminality.

31
Q

44 Thieves study.

A

Bowlby.
A- Investigate effects of md. (on delinquents).
P- Interviewed 44 delinquents who were referred to a protection programme in London due to stealing. 44 referred to programme for emotional in control group. Asked if they suffered from md + how long.
F- More than half thieves suffered md for longer than 6 months during first 5 years. Only 2 in control. 32% thieves = affectionless psychopathy. No control.

32
Q

Evaluation of Bowlby’s maternal deprivation theory.

A

+ RS - Bowlby 44 thieves.
+ RS - Harlow.
+ Practical applications - Social workers keep child w/ parent.
- Experimenter bias.
- Retrospective data.
- Quality of research support - Harlow.

33
Q

Effects of institutionalisation.

A
  • Living in an institution (With people outside of family e.g. orphanage, prison, hospital)
    DISINHIBITED ATTACHMENT.
  • Equally affectionate / friendly toward people they do and don’t know, indiscriminatory. Attention seeking, clinginess.
    MENTAL RETARDATION.
    STUDIES.
  • Rutter.
  • Zeanah- Bucharest early intervention project.
34
Q

Rutter.

A

A- Effects of institutionalisation.
P- 165 Romanian orphans adopted in Britain. Effect of good care making up for poor quality institutions. Tested physical, cognitive and emotional development at ages 4, 6, 11 and 15years. Control group of 52 British orphans adopted at same time.
F- Romanian orphans showed signs of mental retardation when arrived. Differential rates of recovery related to age of adoption. IQ was higher with those who were adopted at a younger age. Attachment types differentiated with those who were adopted before and after 6 months old. After= disinhibited attachment.

35
Q

Zeanah - Bucharest early intervention project.

A

P- 95 children (12- 31 months) who spent most of lives in institutions. Control of 50 not in institutions. Strange situation + asked carers about any unusual behaviour that would show disinhibited attachment.
F- Most of control = secure attachment.
19% of inst group = secure.
Most inst = disinhibited attachment.

36
Q

Bowlby’s internal working model theory.

A
  • Developed in childhood.
  • Template for future relationships.
  • Based on early experiences with caregiver.
  • Influences child’s expectations about future relations.
  • Early attachments effect later relationships.
    STUDIES.
  • Smith - Bullying.
  • Bailey - Parenting.
  • Hazen + Shaver - Love quiz.
37
Q

Smith - Bullying.

A

A- If early attachment effects childhood.
P- Assessed attachment type + bullying involvement in questionnaires. 196 Children from London.
F- Secure = Not involved.
Avoidant = Victim.
Resistant = Bully.
Early experiences effect childhood.

38
Q

Bailey - Parenthood.

A

P- Interviewed 99 mothers on attachment type with their mother. Assessed attachment type of babies with SS.
F- Mothers and babies had same attachment type.
Early effects later.

39
Q

Hazen + Shaver - Love quiz.

A

A- If childhood attachment correlates to future relationships.
P- Rocky Mountain Newspaper. Questionnaire. Volunteer sample. 620 replies. Aged 14 - 82 years old. Categorised attachment styles.
F- Clear link between childhood attachment and romantic future relationships.

PSYCHOLOGY (6 decks)

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