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Psychology Year 1 > Attachment > Flashcards

Attachment Flashcards

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1
Q

What is attachment

A

A close 2 way emotional bond between 2 individuals. See eachother as essential for social and emotional security.

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2
Q

Proximity

A

People stay physically close to their attached figure

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3
Q

Separation distress

A

People are distressed when attached figure leaves

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4
Q

Secure base behaviour

A

Even when independent of own attachment, often make regular contact

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5
Q

Reciprocity

A

How 2 people interact, mother - infant interactions is reciprocated. Both react to each others signals. E.g baby smiles then mother says something back

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6
Q

Interactional synchrony

A

Mother and infant reflects both actions and emotions of the other and do this in co ordinated way

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7
Q

alert phase

A

Babies have alert phase and signal (eye contact) that they are ready for interaction.

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8
Q

Alert phase - Feldman and Eidelman

A

Mothers typically pick up on and respond to infant alertness 2/3s of the time

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9
Q

Melt off and Moore - Synchrony begins
What was the aim?

A

Aim - examine interactional synchrony in infants

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10
Q

Meltzoff and more - interactional synchrony
What is the method?

A

Controlled observation
Adult model displayed one of 3 facial expressions/ hand gesture.
To start with child had dummy placed in mouth to prevent response
Then dummy was removed

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11
Q

Meltzoff and Moore- interactional synchrony
What was the results?

A

Clear association between infant and adult model

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12
Q

Meltzoff and Moore- interactional synchrony
Conclusion

A

Suggest interactional synchrony is innate and reduces strength of any claim that imitative behaviour is learned.

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13
Q

Isabella eat all - Importance of attachment

A

Observed 30 mothers and infants together and assessed degree of synchrony, they found high levels of synchrony were associated with better quality mother-infant attachment

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14
Q

Evaluation of caregiver infant relationships

A

+ high ecological validity as well controlled and highly observed
+ practical applications outweigh social sensitivity therefore research is valuable
- correlation doesn’t equals causation, internal validity decreased.

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15
Q

Schaffers stages of attachment
Aim:

A

Investigate formation of early attachment in particular age which intensive emotional bonds are formed and whom directed to.

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16
Q

Schaffers stages of attachment
Method:

A

60 babies: 31 male/29 female - Glasgow, working class families
What the did: mothers and babies visited at home every month for first year, again at 18 months
What they were asked: mothers asked to comment on specific behaviours about protest abides shown to 7 everyday separation e.g leaving the room
Why did they do this: measure the infants attachment, also assessed stranger anxiety

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17
Q

Schaffers stages of attachment
Findings:

A

25-30 weeks old: 50% of babies showed separation anxiety towards specific attachment
40 weeks: 80% had a specific attachment, 30% displayed multiple attachments

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18
Q

Schaffers stages of attachment
Evaluation

A

+ Good external validity - observations took place at home
+ longitudinal design - observed regularly
- limited sample characteristics - all same area and class

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19
Q

Schaffers stages of attachment
Stage 1

A

Asocial stage 0-8 weeks
- baby forms bonds to carers
- behaviour to objects and humans are similar
-happier in presence of humans

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20
Q

Schaffers stages of attachment
Stage 2

A

Indiscriminate stage
2-7 months babies display observable social behaviour
Show preference for people over objects
Prefer familiar adults
Accept cuddles and comfort from any adult
Do not show separation or stranger anxiety

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21
Q

Schaffers stages of attachment
Stage 3

A

Specific attachment
From 7 -12months display anxiety towards strangers and separation anxiety
Babies formed primary attachment figure

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22
Q

Schaffers stages of attachment
Stage 4

A

Multiple attachment
Secondary attachments formed by one year

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23
Q

Schaffers stages of attachment
Evaluation

A
  • problem with asocial stage - as babies are immobile doesn’t mean they are asocial
  • conflicting evidence on multiple attachments
  • problem with how multiple attachment is assessed
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24
Q

Role of mother
Grossman 2002

A

Quality of infant attachment relates to quality of adolescent relationships
Quality of play does not link to quality of adolescent relationship

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25
Q

Role of father
Grossman 2002

A

Quality of play linked to adolescent attachment.
Suggests father has different role in attachment

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26
Q

Father as primary caregiver
Tiffany Field

A

Filmed 4 month old babes face to face interactions with:
Mother: primary caregiver - smiling imitating holding
Father: secondary caregiver - stimulation, play
Father: primary caregiver - smiling imitating holding

Suggests fathers can be nurturing attachment figure

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27
Q

Caregiver - infant attachment
Evaluation

A
  • inconsistent findings on fathers - fathers can take on multiple roles depending on primary or secondary attachment
  • if fathers have distinct role, why aren’t children without fathers different?
  • internal validity decreased - fathers being secondary attachment due to traditional gender roles
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28
Q

Animal studies key term:

A

In psychology, studies are carried out on non human animal species rather than human.

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29
Q

Lorenz (1935)
Aim:

A

Lorenz observed phenomena of imprinting

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30
Q

Lorenz
Procedure

A

-Lorenz divided group of goose eggs
-half were hatched with mother (control group)
Other half hatched in incubator where first moving objects seen was Lorenz (experimental)

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31
Q

Lorenz
Findings

A
  • incubator group followed Lorenz everywhere, control group followed mother
    -when groups mixed, continued to follow their attached figure
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32
Q

Lorenz
Conclusion

A
  • imprinting has formed; whereby bird species attach to follow first moving objects they see
  • critical period where imprinting need to take place ; a few hours after hatching
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33
Q

Lorenz
Sexual imprinting

A

Investigated imprinting and adult male preferences
Observed birds that imprinted on human would display courtship behaviour
CASE STUDY: Lorenz described peacock saw tortoise as first moving objects , as an adult peacock directed courtship behaviour to tortoise - suggest sexual imprinting occurred.

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34
Q

Lorenz
Evaluation

A
  • research can’t be generalised to humans as study was with birds
  • opposing evidence - impact of imprinting on mating not as permanent as Lorenz believed
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35
Q

Harlow (1959)
Aim

A

Aim: observed new born rhesus monkeys kept alone in a cage usually died, but if they had a cloth to cuddle they usually survived

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36
Q

Harlow
Procedure

A

-reared 16 rhesus monkeys with 2 wire mothers
-One condition there was a wire monkey that gave milk
-Second condition a cloth covered mother was available

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37
Q

Harlow
Findings

A

Monkey would seek comfort and prefer to cuddle cloth mother
When frightened cloth monkey would run to cloth mother not milk dispensing mother
Shows “contact comfort” is more importance than food

38
Q

Harlow
Findings

A

Monkey would seek comfort and prefer to cuddle cloth mother
When frightened cloth monkey would run to cloth mother not milk dispensing mother
Shows “contact comfort” is more importance than food

39
Q

Harlow
Findings: maternally deprived monkeys as adults

A

Monkeys deprived of mothers found monkeys with only wire mother most dysfunctional, even those with cloth mother didn’t develop normal social behaviour
Overly aggressive,less sociable, mated less. Those that did mate neglected, attacked, killed their young.

40
Q

Harlow
Findings: critical period

A

90 days for mother figure to be introduced
After this time attachment is impossible and irreversible

41
Q

Harlow
Evaluation

A

+theoretical value - insightful and impactful on understanding mother-infant attachment
+practical value- ecological validity increased as has real world application
-ethical issues- due to monkeys suffering greatly, cannot be reproduced to to breaking ethical guidelines

42
Q

Learning theories of attachment
‘Cupboard love’
Classical conditioning:

A

Association
1. Unconditioned stimulus (food) = unconditioned response (pleasure)
2. Neutral stimulus ( mother) = no response
3. Unconditioned stim+ neutral stim (food+mother) = unconditioned response (pleasure)
4.conditioned stimulus(mother) = conditioned response(pleasure)

43
Q

Learning theories of attachment
Operant conditioning

A

Reinforcement
Behaviour produces positive consequence= behaviour repeated
If behaviour produces unpleasant consequence = behaviour not repeated
E.g baby crying, mother comforts baby = repeated

44
Q

Attachment as secondary drive

A

Hunger is primary drive - it is innate, a biological motivator
Motivated to eat to reduce negative feeling of hunger

45
Q

Learning theories
Evaluation

A

-validity reduced - counter evidence from animal research
-validity reduced - research into humans show feeding is not an important factor to humans
-reductionist - doesn’t consider all factors

46
Q

Bowlbys monotropic theory of attachment
1. Monotropy

A

One attachment needed for survival
More important than others
Known as ‘mother’ (doesn’t have to be the mother)

47
Q

Bowlbys theory of attachemnt
Law of continuity

A

More consistent and predictable a child’s are, the better the quality of their attachment

48
Q

Bowlbys theory of attachment
The law of accumulated seperation:

A

The effects of every seperation from the mother ‘add up’
Safest dose is therefore a zero dose

49
Q

Bowlbys theory of attachment
2. Social releaser

A

Babies born with innate cute behaviours e.g smiling cooing and gripping that encourages attention from adults
Known as ‘social releaser’ as they activate adult attachment system
Both mother and baby have innate predisposition to become attached.

50
Q

Bowlbys theory of attachment
3. Critical period

A

Interaction builds up relationship between infant and caregiver
Bowlbys proposed critical period of 2 years where infant attachment is active
Childs sensitive period, if no attachment formed in critical period, much harder to form one later

51
Q

Bowlbys theory of attachment
4.Internal working model

A

Relationships with primary caregiver;
If loving and reliable: they will bring these qualities to future relationships
If poor treatment and inconsistent: develop further poor relationships, they expect/act this way.
Affects child’s later ability to be a parent
Explains why functional families have similar families themselves

52
Q

Bowlbys theory of attachment
Evaluation

A
  • validity reduced - conflicting evidence of role of monotropy: Schaffer and Emerson different
  • not certain first attachment is unique: monotropy may not be relevant in form of attachment
    + validity increased as clear evidence cute behaviours intended to initiate social interaction
    +IWM is testable as predicts pattern of attachments is passed on, increases internal validity
53
Q

Strange situation Mary ainsworth
Aim

A

Observed key attachment behaviour as means of assessing child’s attachment to caregiver

54
Q

Strange situation
Proximity seeking definition

A

An infant with a good attachment will stay close to caregiver

55
Q

Strange situation
Exploration and secure base behaviour;

A

Good attachment enable a child to feel confident to explore, using caregiver as a secure base

56
Q

Strange situation
Seperation anxiety:

A

Sign of attachment is to protest at separation from caregiver

57
Q

Strange situation
Stranger anxiety

A

Sign of becoming attached is displaying anxiety when stranger approaches

58
Q

Strange situation
Response to reunion:

A

With the caregiver after seperation for a short period of time under controlled conditions

59
Q

Strange situation
Procedure:

A
  1. Child encouraged to explore by caregiver
  2. Stranger comes in and tries to interact with child
  3. Caregiver leaves child and stranger alone
    4.caregiver returns and stranger leaves
  4. Caregiver leaves child alone
  5. Stranger returns
  6. Caregiver returns and is reunited with child
60
Q

Strange situation Findings
Insecure avoidant attachment

A

(Type A)
Explore freely
Do not seek proximity or secure base behaviour
Show little stranger anxiety
No reaction when caregiver returns
20-25%

61
Q

Strange situation Findings
Secure attachemnt

A

(Type B)
Explore happily but regularly go back to cargeiver (proximity seeking and secure base behaviour)
Show moderate separation and stranger anxiety
Require and accept comfort from caregiver at reunion stage
60-75%

62
Q

Strange situations finding
Insecure resistant attachment

A

(Type C)
Seek greater proximity than others and explore less.
Show huge stranger/seperation distress
Resist comfort when reunited
3% British toddlers

63
Q

strange situation
Evaluation

A

+internal validity - behaviour influences adult relationships
+good inter-rater reliability - controlled environment, easy to observe
-lacks cultural validity - different cultures raise children differently, secure attachments are perceived differently

64
Q

Cultural variation in attachment - Van lijzendoorn
aim:

A

Investigate reported rates of different infant attachment types in different cultures

65
Q

Cultural variation in attachment - Van lijzendoorn
Procedure

A

Meta analysis of 32 studies across 8 countries using strange situation to assess mothe infant attachment

66
Q

Cultural variation in attachment - Van lijzendoorn
Findings:

A

Overall attachment;
Insecure-avoidant=21% (highest in Germany 35%)
Secure=67% (
Insecure-resistant=12% (highest in Israel 29% and japan 27%)
-intra-cultural differences were 1.5x greater than inter-cultural (within cultures vs between)

67
Q

Cultural variation in attachment - Van lijzendoorn
Conclusion

A

Global patterns of attachment are similar to research by Ainsworth in US
Secure attachment is the norm - cross cultural similarity
However some differences in the pattern of cross-cultural attachment types across cultures

68
Q

Other studies of cultural variations:
Italian study: Simonella et al 2014

A

Conducted study to see if proportions of babies of different attachment types still matches those found in previous studies
Assessed 76 12-month olds using strange situation
50% secure, 36% insecure avoidant - this is lower rate of secure attachment than previous studies. Believed to be to be increased amount of mothers going to work

69
Q

Other studies of cultural variations:
Korean study: Jin et al (2012)

A

Compare proportions of attachment types in Korea to other studies
Strange situation was used to assess 87 children
Overall proportions of insecure and secure babies were similar to those in most counties - being secure
More of those classified as insecurely attached were resistant.
Only ONE child was avoidant

70
Q

Cultural variation
Evaluation

A

+large samples - increased internal validity by reducing impact of anomolies
- validity lowered and unrepresentative of culture- samples taken between countries not cultures.(different cultures between counties)
-method is biased - as strange situation is western, some behaviour may be seen as independence not avoidance.

71
Q

Bowlbys theory of maternal deprivation
Deprivation meaning:

A

Loss of emotional care that is normally provided by primary caregiver

72
Q

Bowlbys theory of maternal deprivation
Maternal meaning:

A

Used to describe mothering from a mother or mother substitute

73
Q

Bowlbys theory of maternal deprivation

A

Continual nurture from a mother was vital for a normal psychological development of babies/toddlers, both emotionally and intellectually.

74
Q

Bowlbys theory of maternal deprivation
Separation vs deprivation

A

Seperation: child is not in presence of attachment figure
Not harmful unless child is deprived, when they lose an element of care
Short separations do not have negative effects, but extended separations can lead to deprivations, causing harm

75
Q

Bowlbys theory of maternal deprivation
Critical period:

A

First 30 months were critical period for psychological development
If mother is continuously absent from extended time, cause inevitable psychological damage

76
Q

Bowlbys theory of maternal deprivation
Effects on development: intellectual development

A

Intellectual development is affected if a child suffers maternal deprivation. If a child suffers deprivation too long during critical period they will suffer; retardation, characterised by abnormally low IQ

77
Q

Bowlbys theory of maternal deprivation
Emotional development: affectionless psychopathy

A

Infants can develop affectionless psychopathy - inability to experience guilt or strong emotions towards others.
Prevents person developing normal relationships, associated with criminality. They cannot understand feelings and emotions of their victims therefore lack remorse for they actions.

78
Q

Bowlbys 44 thrives study
Aim:

A

the link between affectionless psychopathy and matrnal deprivation

79
Q

Bowlbys 44 thieves study
Procedure:

A

44 criminal teenagers accused of stealing
All interviewed for signs of affectionless psychopathy: characterised through lack of affection, guilt, empathy.
Families also interviewed to establish if thieves had prolonged early separation from mothers.
Control group of non-criminal but emotionally disturbed young people.

80
Q

Bowlbys 44 thieves study
Findings:

A

14/44 thieves were described as affectionless psychopaths
Of this, 12 had experienced prolonged seperation from their mother in first 2 years of life
In contrast, only 5 of the remaining had experienced long seperation
Of control group, 2/44 had experienced long seperations
Conclusion: prolonged early seperation/deprivation caused affectionless psychopathy

81
Q

Evaluation of maternal deprivation

A
  • Bowlbys evidence is flawed - war orphans used, had poor aftercare therefore validity decreased
    -investigators effects - validity of research method is decreased
    -critical period more sensitive- later research shows damage is not inevitable, child can have good social interactions and aftercare.
82
Q

Romanian orphan studies: effects of institutionalisation.
Rutted ERA study
Procedure:

A

165 Romanian orphans adopted to Britain
To see if good care can make up for early institutionalisation
Physical cognitive and emotional development assessed at: 4,6,11,15
Control group of 52 British children to measure progress

83
Q

Romanian orphan studies: effects of institutionalisation.
Rutted ERA study
Procedure:

A

165 Romanian orphans adopted to Britain
To see if good care can make up for early institutionalisation
Physical cognitive and emotional development assessed at: 4,6,11,15
Control group of 52 British children to measure progress

84
Q

Romanian orphan studies: effects of institutionalisation.
Rutted ERA study
Findings:

A

1/2 adoptees first showed retardationn and majority were undernourished
At age 11 different rates of recovery were recorded depending on age of adoption:
before 6 months: 102
6 months/2 years: 86
2 years+: 77
Differences remained at age 16
Before 6 months:rarely displayed characteristics of disinhibited attachmnet
After 6 months: signs of disinhibited attachment (attention seeking, clinginess)

85
Q

Romanian orphan studies: effects of institutionalisation.
Bucharest Early Intervention project:
Procedure

A

95 children ages 12-31 months spent 90% life in institutional care
Control group of 50 children never been in care
Attachment type measured using strange situation
Carers asked about unusual social behaviour (clinginess, attention seeking)

86
Q

Romanian orphan studies: effects of institutionalisation.
Bucharest Early Intervention project:
Findings

A

74% of control group= securely attached
19% of institutionalised group= securely attached
65% of institutionalised group=disorganised attachment
20% of institutionalised group =disinhibited

87
Q

Effects on institutionalisation
Evaluation

A

+real life application - external validity increased
+good degree of control - increased internal validity
-results are isolated to Romanian orphanages - unusual situational variables lack generalisation

88
Q

Influence on early attachment of later relationships
Attachment and later relationships
1.Internal working model

A

Quality of child’s first attachment effects nature of future relationships

89
Q

Influence on early attachment of later relationships
Attachment and later relationships
2.relationships in later childhood

A

Securely attached infants go on to form the best quality childhood friendships, whereas insecurely attached have difficulty
Smith et al assessed if attachemnt type could predict bullying. Using questionnaires of 196 children 7-11. Secure children less likely to be involved. Insecure avoidant=victims, insecure resistant=bullies

90
Q

Influence on early attachment of later relationships
Attachment and later relationships
3. Relationships in adulthood with romantic partners

A

Hazard and shaver conducted association between attachment and adult relationships
Procedure: 629 replies to ‘love quiz’ in local newspaper. First part assessed current relations, second assessed general love experience, third section assessed attachment type.
Findings: 56% securely attached (good relationships)
25% insecure avoidant (jealousy and fear of intimacy)
19% insecure resistant (jealousy and fear of intimacy)

91
Q

Influence on early attachment of later relationships
Attachment and later relationships
4. Relationships in adulthood as a parent

A

IWM affects child’s ability to parent own children. Research shows majority of women have same classification of attachment to their babies and mother

92
Q

Influence on early attachment of later relationships
Attachment and later relationships
Evaluation:

A
  • Validity with retrospective studies
    +Research support - secure= advantage, disorganise=disadvantage
    -not all evidence supports - not clear quality of early attachment really predicts later development

Psychology Year 1 (2 decks)

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