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Attachment Flashcards

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1
Q

what’s an attachment ?

A

an emotional connection or bond between the child and the principle caregiver

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2
Q

what’s attachment characterised by

A

mutual affection
frequent interaction
desire for proximity
selectivity (child wants to be with caregiver more than anyone else)

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3
Q

what’s proximity

A

trying to stay physically close to those whom which you’re attached to

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4
Q

what’s seperation distress

A

becoming distressed when an attachment figure leaves your presence

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5
Q

what’s secure base behaviour

A

tending to make regular contact with attachment figure despite independence of them

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6
Q

how do babies interact with their caregiver

A

reciprocity and interactional synchrony

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7
Q

what’s reciprocity

A

2 way process where each person provides a response
E.g. smiling may elicit a response

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8
Q

Who looks into reciprocity?

A

Meltzoff and Moore

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9
Q

Meltzoff and Moore sample

A

6 babies (aged 12 to 27 days) and 12 babies (aged 16 to 21 days)

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10
Q

What is the Meltzoff and Moore procedure?

A

Controlled observation of babies in a response to 4 stimulus
Videoed and independent observer noted all instances of tongue protrusion and head movements

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11
Q

What were the 4 stimulus?

A

3 facial gestures
1 manual gesture

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12
Q

How was inter-rater reliability increased?

A

Each observer scored the tape twice

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13
Q

What were Meltzoff and Moore’s findings?

A

Babies aged 12-27 days old could imitate both facial and manual gestures

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14
Q

what’s interactional synchrony

A

actions and emotions are the same as each other
E.g. mirroring one another’s emotions or behaviours

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15
Q

What was the aim of Evans and Porter?

A

Weather reciprocity and interactional synchrony impact on attachment quality

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16
Q

Evans and Porter sample

A

Studied 101 infants and their mothers for the first year after birth
53 female and 48 male

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17
Q

What was Evans and Porters procedure?

A

Invited to lab at 6,9 and 12 months and placed in an observation room with toys and instructed to play as normal for 15 mins (videoed)

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18
Q

What happened at 12 months?

A

quality of mother-infant attachment was assessed using strange situation

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19
Q

What did Evans and Porter find?

A

Babies with secure attachment had the most reciprocal interactions and most interactional synchrony

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20
Q

how many stages of attachment did Schaffer suggest

A

4

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21
Q

what is stage 1 of Schaffer’s stages of attachment

A

asocial

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22
Q

what is the asocial stage of attachment according to Schaffer

A

recognising and forming bonds but behave similarly towards objects as they do humans

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23
Q

What is stage 2 of Schaffer’s stage of attachment

A

indiscriminate

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24
Q

what is the indiscriminate stage of attachment according to Schaffer

A

more social behaviour and accepts comfort from any animal

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25
Q

What is stage 3 of Schaffer’s stage of attachment

A

specific

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26
Q

what is the specific stage of attachment according to Schaffer

A

stranger and separation anxiety with specific attachment with primary caregiver

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27
Q

What is stage 4 of Schaffer’s stage of attachment

A

multiple

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28
Q

what is the multiple stage of attachment according to Schaffer

A

formation of secondary attachments

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29
Q

Schaffer and Emerson aim

A

To investigate the formation of early attachments

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30
Q

Schaffer and Emerson sample

A

60 babies (31 males and 29 females) from Glasgow and were from skilled working class backgrounds.

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31
Q

What was Schaffer and Emerson’s procedure?

A

Visited at the babies home every month for the first year and again at 18 months of age (longitudinal study)
researchers told the mother to keep a personal diary to measure the effects of certain characteristics

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32
Q

What did mothers put in there personal diary to measure the effects of?

A

Stranger anxiety
Separation anxiety
Social referencing
Response to strangers
Distress when carer leaves

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33
Q

What did Schaffer and Emerson find?

A

Between 25-32 weeks, about 50 % of babies showed separation anxiety towards a particular adult (specific attachment).
By 40 weeks 80% had a specific attachment

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34
Q

What did Shaffer and Emerson find?

A

Main attachments are with person who is most interactive
suggesting fathers are not as important but could if interacted the most

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35
Q

Who looked into the role of the farther?

A

Grossman (2002)

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36
Q

Grossman aim

A

Find out how important fathers are and weather they have a distinctive role

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37
Q

What was Grossman’s procedure?

A

longitudinal study looking at both parent’s behaviour and its relationship quality of children’s attachments into their teens

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38
Q

What did Grossman find?

A

Mothers was related to children’s attachments in adolescence attachments
father was more of a play and simulation and less to do with nurturing.

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39
Q

Who looked into the fathers as a primary care-giver?

A

Field (1978)

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40
Q

What was Fields procedure?

A

filmed 4 month old babies in face to face interactions with primary caregiver mothers, secondary caregiver fathers and primary caregiver fathers.

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41
Q

What did Primary furthers do when interacting with infant?

A

Primary caregiver fathers, like mothers, spent more time smiling, imitating and holding infants.

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42
Q

What were Field findings

A

fathers can be more nurturing attachment primary figures. The key to the attachment relationship is the level of responsiveness not the gender of the parent.

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43
Q

Who conducted animal studied?

A

Harlow: Monkeys
Lorenz: Goslings

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44
Q

What were the two things Harlow looked into?

A

contact comfort
Maternally deprived monkeys as adults

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45
Q

What was the aim of Harlow’s study?

A

tested the idea that a soft object serves some of the functions of a mother.

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46
Q

What was Harlow’s procedure to studying contact comfort?

A

In one experiment 8 baby monkeys were separated from their mothers immediately after birth and introduced with two wire model mothers.

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47
Q

What were the two conditions of Harlow’s study?

A
  1. milk was dispensed by the plain wire mother
  2. milk was dispensed by the cloth mother
    4 monkeys could get milk from wire and 4 from cloth
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48
Q

How long were the monkeys studied for?

A

165 days

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49
Q

What did Harlow find in terms of contact comfort?

A

Monkeys spent more time with cloth mother and would only go to the wire mother when hungry.

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50
Q

What happened if a frightening object was place in?

A

took refugee with cloth mother as its secure base

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51
Q

What is concluded from Harlow’s study

A

“contact comfort” was a more important thing to the monkeys than food when it came to attachment behaviour.

52
Q

What was the Aim of Lorenz’s study?

A

To assess the mechanisms of imprinting

53
Q

What was Lorenz’s procedure?

A

randomly divided a group of goose eggs. Half were hatched with the mother goose in their natural environment and the other half hatched into an incubator where the first moving object they was was Lorenz.

54
Q

What did Lorenz find?

A

incubator group followed Lorenz everywhere whereas the control group followed the real mother.
When the two groups were mixed up the control group continued to follow the mother and the experimental group followed Lorenz.

55
Q

What did Lorenz identify?

A

a critical period (12-17 hours) in which imprinting needs to take place which is innate and programmed genetically

56
Q

What did Hess find?

A

who found strongest response of imprinting occurred within 12-27 hours

57
Q

what’s the learning theory of attachment

A

babies are born as blank slates so learn to form attachments not innately

58
Q

why do babies attach according to learning theory

A

to get food

59
Q

process of classical conditioning according to the learning theory of attachment

A

mother is neutral stimulus
baby associated her with food
mother eventually becomes a conditioned stimulus
brings pleasure on her own

60
Q

classical conditioning

A

Food (US) - Happy baby (UR)
Mother (NS) - Food (US) - Happy baby (UR)
Mother (CS) - Happy baby (CR)

61
Q

operant conditioning according to learning theory of attachment

A

food = primary reinforcer
mother = secondary reinforcer
mother is also negatively reinforced by feeding

62
Q

On the whole learning theory

A

attachment is learned through food

63
Q

What does Bowlby’s monotropic theory suggest?

A

Attachment is innate

64
Q

what’s innate adaptation

A

bowlbys belief that attachment is adaptive and aids survival

65
Q

what are social releasers in Bowlby’s theory

A

different behaviours or physical features of infants that stimulate caregiving behaviour in adults e.g looking cute and crying

66
Q

what’s the critical period in Bowlby’s theory of attachment

A

the time in development in which primary attachment must be made - first 30 months of life

67
Q

what’s Bowlby’s theory of monotropy

A

we only form on primary attachment

68
Q

what’s the internal working model

A

a mental representation of relationships and creates expectations of what all future relationships should be like

69
Q

what did the creation of the working memory model lead to

A

the idea of the continuity hypothesis

70
Q

what does the continuity hypothesis suggest

A

there will be consistency between early attachment and later relationships

71
Q

On the whole Bowlby’s monotropic theory

A

Attachment is innate and is vital for development

72
Q

Who developed the strange situation?

A

Ainsworth

73
Q

Ainsworth aims

A

observe key attachment behaviours as a means of assessing the quality of a child’s attachment to a caregiver.

74
Q

What was Ainsworth’s sample?

A

100 middle class families from America with the child being from 12-18 months of age.

75
Q

what’s proximity seeking

A

an infant with good attachment will stay fairly close to the caregiver

76
Q

What were the behaviours used to judge attachment?

A

Proximity seeking
Exploration and secure base behaviour
Stranger anxiety
Separation anxiety
Response to reunion

77
Q

Stages of Ainsworth’s research

A
  1. Mother, baby and experimenter all in the room together
  2. Mother and baby alone and the baby encouraged to play (Tests exploration, secure base)
  3. Stranger enters room and interacts with the child (Tests stranger anxiety)
  4. Mother leaves the room and the child and stranger left together (Tests separation and stranger anxiety)
  5. Mother returns and and stranger leaves (Tests reunion and exploration/secure base)
  6. Mother leaves and the child’s completely along (Tests separation anxiety)
  7. Stranger returns (Tets stranger anxeity)
  8. Mother returns and stranger leaves (Tests reunion behaviour)
78
Q

Where was Ainsworth’s research conducted ?

A

room with controlled conditions (lab) with toys and and natural settings for a baby, with a two way mirror through which psychologists can observe the infants behaviour.

79
Q

what’s exploration and secure bas behaviour

A

good attachment enables a child to feel confident to explore, using their caregiver as a secure base to return to

80
Q

what’s stranger anxiety

A

one of the signs of becoming closely attached is displaying anxiety when a stranger approaches

81
Q

what’s separation anxiety

A

a sign of becoming attached is to protest at separation from the caregiver

82
Q

what’s the response to reunion

A

securely attached children are happy to be reunited with their caregiver but others may show avoidance or resistance

83
Q

What did Ainsworth find?

A

found that there were distinct patterns in the way that infants behaved. She identified three main attachment types;
- Secure
- Insecure Resistance
- Insecure Avoidant

84
Q

secure attachment

A

feel confident that the attachment figure will be available to meet their needs. They use the attachment figure as a safe base to explore the environment and seek the attachment figure in times of distress

85
Q

insecure-resistant attachment

A

These children seek greater proximity than others and so explore less. They show huge stranger and separation distress but they resist comfort when reunited with their carer.

86
Q

insecure-avoidant attachment

A

These children explore freely, but do not seek proximity or show secure base behaviour. They show little or no reaction when their caregiver leaves and they make little effort to make contact when the caregiver returns. They also show little stranger anxiety.

87
Q

what is maternal deprivation

A

the absence of a mother figure

88
Q

What is secure attachment associated with?

A

success at school and in romantic relationships and friendships in adulthood

89
Q

What is insecure attachment associated with?

A

insecure attachment is associated with bullying in later childhood and adult mental health

90
Q

Van Ijzendoorn and Kroonenberg aim

A

Researcher located 32 studies of attachment where the SS had been used to investigate the proportions of infants with different attachment types. Conducted across 8 different countries. Meta analysis

91
Q

How many children did the 32 studied have?

A

2000

92
Q

Van Ijzendoorn and Kroonenberg findings

A

Secure: Most common classification.
However the proportion varied from 75% in Britain to 50% in China.

Insecure-resistant: Least common type
Proportions ranged from 3% in Britain to 30% in Israel.

Insecure-avoidant:
Observed most commonly in Germany and the least common in Japan.

93
Q

What was Rutter et al procedure?

A

longitudinal study in which he followed a group of 165 Romanian orphans adopted in Britain to test the extent to what good care could make up for poor early experiences in institutions.

94
Q

When were the orphans tested?

A

Physical, cognitive and emotional development has been assessed at ages 4, 5, 11 and 15

95
Q

What did the orphan show when fist arriving in the UK?

A

showed signs of delayed intellectual development and the majority were severely undernourished.

96
Q

Findings of the orphans IQ?

A

The IQ mean for children before 6 months was 102 compared to the mean IQ of those children adopted between 6 months and 2 years was 86.

97
Q

Findings on orphans attachment?

A

Those adopted after 6 months showed signs of disinhibited attachment compared to those children adopted before the age of 6 months rarely displayed disinhibited attachment.

98
Q

Disinhibited attachment

A

attention seeking, clinginess and social behaviour directed indiscriminately towards all adults, both familiar and unfamiliar

99
Q

Zeanah et al sample

A

95 children aged 12-31 months who had spent on average 90% of their lives in institutional care.

100
Q

Zeanah et al procedure

A

assessed attachment and compared to a control group of 50 children who had never lived in an institution.
Their attachment type was measured using the strange situation.

101
Q

What was the percentage of securely attached individuals in Zeanah et al study?

A

19% of the institutional group were securely attached compared to 74% of the control group came out as securely attached

102
Q

What was the institutional groups attachment types?

A

65% = disorganised attachment.
44% = disinhibited attachment

103
Q

what’s Bowlby’s theory of Maternal Deprivation?

A

the continued presence of nurture from a mother or substitute mother is essential for physiological development

104
Q

What did Bowlby believe about the critical period?

A

30 months of life as a critical for psychological development

105
Q

what happens if the mother is absent for a prolonged period of time during the critical period, according to Bowlby

A

physiological damage is inevitable

106
Q

what are the consequences of maternal deprivation

A

intellectual development could be delayed - low IQ
problematic emotional development - affectionless

107
Q

Why did Rutter criticise Bowlby’s maternal deprivation hypothesis?

A
108
Q

what were the effects of institutionalisation according to Rutter

A

disinhibited attachment - equally friendly/affectionate to everyone they know
mental retardation - low IQ

109
Q

What study did Bowlby conduct?

A

44 thieves study

110
Q

What was the 44 thieves study?

A

examined the correlation between affectionless psychopathy and maternal deprivation.

111
Q

Bowlby’s sample

A

44 criminal teenagers accused of stealing between1936 and 1939

112
Q

Bowlby’s procedure

A

All “thieves” were interviewed for signs of affectionless psychopathy
Their families were also interviewed in order to establish whether the “thieves” had prolonged early separations from their mothers.

113
Q

What were the characteristics of affectionless psychopathy?

A

lack of affection, lack of guilt about their actions and lack of empathy for their victims.

114
Q

44 theives study findings

A

14 of the 44 thieves could be described as affectionless psychopaths. Of this 14, 12 had experienced prolonged separation for their mothers in the first two years of their lives.
Of the control group, only 2/44 had experienced long separations. It was concluded that prolonged early separation/deprivation caused affectionless psychopathy

115
Q

What did Bowlby conclude from the study?

A

if infants are separated from their parents then they will become a delinquent law breaker or some sort of socially undesirable person, showing that deprivation is indeed crucial to understanding why people may act the way they do after deprivation.

116
Q

what was Bowlby’s internal working model

A

a template for future relationships based on early experiences with mother that’s developed in childhood

116
Q

What does a child’s first relationship with there primary caregiver act as?

A

acts as an important template for perceptions of what future relationships should be like.

117
Q

What would a child whose first experience is a loving experience in later life?

A

will seek functional relationships and behave functionally within them

118
Q

What would a child with a bad experiences of their first attachment experience in later life?

A

struggle to form relationships in the first place or they may not behave appropriately when they have them, therefore displaying being too uninvolved or being too emotionally close or being argumentative towards friends and partners.

119
Q

What did Hazen and Shaver conduct?

A

conducted a classic study of the association between attachment and adult relationships.

120
Q

What was Hazen and Shavers procedure?

A

analysed 620 replies to a “love quiz” printed in an American local newspaper. The quiz had three sections.
1. assessed respondent’s current or important relationship.
2. assessed general love experiences such as number of partners.
3. assessed attachment type by asking respondents to choose which of three statements best describe their feelings

121
Q

what was Hazen and Shaver’s love quiz

A

a questionnaire that could assess an individuals style of love as well as their attachment type

122
Q

What was the percentage of each attachment type from the results of the “love quiz”?

A

56% securely attached
25% insecure-avoidant
19% insecure-resistant

123
Q

What were Hazen and Shaver’s findings?

A

secure attachments were the most likely to have good and longer lasting romantic experiences.
The avoidant respondents tended to reveal jealousy and fear of intimacy.

124
Q

What did Hazen and Shaver conclude?

A

that patterns of attachment behaviour are reflected in romantic relationships.

125
Q

what’s a collectivist culture

A

emphasises family and work goals above individual needs and desires

126
Q

what’s an individualistic culture

A

emphasis on personal interdependence and achievement at the expense of group goals

Psychology (44 decks)

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