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Attachment Flashcards

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1
Q

Define Attachment

A

A strong reciprocal and emotional bond between two people involving a feeling of wellbeing and desire to be close

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2
Q

What did Schaffer and Emerson do (1964)

A

Investigated development attachment by studying babies in Glasgow and focusing on behaviour. They would observe the babies behaviour when he attachment figure left the room to see if they cried and showed separation anxiety or whether they displayed stranger distress which is where the baby would feel anxious around unfamiliar faces.

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3
Q

4 Attachment behaviours

A

Proximity seeking
Separation distress
Joy on reunion
General orientation towards specific individual

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4
Q

When does the first attachment happen?

A

7-8 months

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5
Q

When does Stranger anxiety happen?

A

8-9 months

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6
Q

Schaffer and Emerson Findings

A

40% of main attachments not to person who fed, changed, washed or spent most time with child.

Responsiveness, play and interaction with the child mattered most.

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7
Q

What happens in the first 2 months of attachment

A

Pre attachment

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8
Q

When is the pre attachment stage?

A

0-2 months

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9
Q

What happens during pre-attachment?

A

People preferred over objects but no discrimination between people. Bias towards human like stimuli (faces +eyes)
Determine familiar people by smell and voice

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10
Q

what happens at 3-7 months of attachment?

A

Indiscriminate attachment

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11
Q

When does Indiscriminate attachment happen?

A

3-7 months

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12
Q

What happens during indiscriminate attachment?

A

Preference at familiar people

No fear of strangers, comforted by anyone

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13
Q

What happens at 7-8 months of attachment?

A

Discriminate attachment formed

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14
Q

When is discriminate attachment formed?

A

7-8 months

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15
Q

What happens during discriminate attachment?

A

True emotional bond
Separation anxiety
Fear of strangers

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16
Q

What happens at 9-11 months of attachment?

A

Multiple attachments made after 1st attachment formed

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17
Q

When are multiple attachments starting to be made?

A

9-11 months

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18
Q

What happens at the multiple attachment stage of attachment?

A

Baby shows attachment behaviour towards several people such as siblings, grandparents and childminders

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19
Q

Definition of seeking proximity

A

Infant and caregiver tend to be near to each other

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20
Q

Definition of Distress on Separation

A

Infant cries and caregiver looks sad when caregiver goes away

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21
Q

Definition of Joy on reunion

A

Infant and caregiver look pleased to see each other again e.g. hugging

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22
Q

Definition of General orientation of behaviour towards each other

A

Infant and caregiver direct attention to each other and engage each other in interaction

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23
Q

Describe the learning theory of attachment

A

Dollard and Milller use principles of operant and classical conditioning combined with the drive state to explain typical behaviours and responses.

When baby hungry it relives its uncomfortable state by crying until fed by caregiver. In OC this is reinforcing as crying takes feeling of hunger away (negative reinforcement) using a breast or bottle (positive) which stops the babes crying (NR)

This explains why the caregiver is eager to be with the baby when it is hungry- attachment is about proximity and how it is distressed on separation and pleasure when reunited.

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24
Q

What did Dollard and Miller do?

A

Dollard and Milller used principles of operant and classical conditioning combined with the drive state to explain typical behaviours and responses.

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25
Q

What does the learning theory suggest?

A

That attachments are based on the principles of operant and classical conditioning. First attachments are quite often formed to the person who looks after child, feeds, changes, cuddles when they’re scared. First attachment figures are powerful sources of pleasure for baby as well as removing emotional and physical distress like cold, hunger and pain.

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26
Q

Evaluation of learning theory of attachment

A

Schaffer and Emerson found 39% of babies attachment formed was not to person feeding and caring for them but to those who are sensitive, rewarding and play with them.
Quality of interaction important not food

Harlows monkeys- Wire mother and soft mother. Monkey would always use soft mother as a safe base and go to it when a loud noise was played and they were frightened. Only go to wire monkey when hungry. Clinging to mother could be important, suggests theres more to attachment than food and rewards.

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27
Q

Dollard and Miller 1949 think attachment is innate or learnt?

A

LEARNT

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28
Q

6 stages of Bowlby’s theory of attachment

A 
Internal working model
Monotropy
Sensitive period
Social releasers
Innate
Imprinting 
Safe base for exploration
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29
Q

Define the internal working model

A

A template for all future relationships

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30
Q

Define Monotropy

A

The tendency for infants to form a single strong bond of attachment. Special attachment to one person

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31
Q

Define the sensitive period

A

A time when the child is particularly sensitive to forming an attachment. Bowlby stated an infant must form a bond in the first 3 years of life.

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32
Q

Define safe base for exploration

A

Important for cognitive development. When frightened

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33
Q

Define Social releasers

A

Social signals the infant performs such as smiling, cooing in order to form an attachment with its caregiver

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34
Q

Define innate

A

A trait or characteristic that is there when you are born

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35
Q

Compare the Learning theory (Dollar and miller) and Bowlbys theory

A

Dollard and Miller say it’s down to nurture and babies are innately driven to satisfy the need for food.

Bowlby saw attachment as a result of nature

Dollard and Miller say attachment is a by product of satisfying hunger

Bowlby states attachment is important as it confers with other survival and emotional benefits.

Dollard and Miller state the learning theory emphasises how behaviours are reinforced by experience

Bowlby states the innate nature of behaviours such as social releasers (crying)

Dollard and Miller learning theory says the only thing that matters is meeting the babes physiological needs

For bowl by the emotional sensitivity of the caregiver is important in explaining to whom the baby forms an attachment and its quality

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36
Q

How does the Learning theory (D+M) and evolutionary theory of attachment (Bowlby) compare?

A

Learning theory- dependent on food and begin satisfied love not necessary

Evolutionary theory- innate, nature, dependent on love and emotion

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37
Q

Best support for Bowlby’s theory

A

Schaffer and Emerson 1964

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38
Q

Support for Monotropy

A

Schaffer and Emerson- Primary attachment formed first

Lorenz- one attachment, geese followed

Fox- attachment to parents first

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39
Q

Support for Critical period

A

Klaus and Kennell

Lorenz- Geese imprinted

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40
Q

Support for Social releasers

A

Schaffer and Emerson- Attachment to most responsive

Klaus and Kennell- skin to skin contact

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41
Q

Support for Internal working model

A

Hazan and Shaver- How parents relationships influence

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42
Q

Support for innate behaviour

A

Schaffer and Emerson- Attachment not necessary to feeder

Harlow- Love isn’t learnt and can’t be unlearnt

Lorenz- Imprinting

Fox- Attachment to parents not feeders

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43
Q

Support for safe base

A

Harlow- Monkeys go to cloth and not wire with food.

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44
Q

What did Klaus and Kennel investigate ?

A

Tested hypothesis that early skin to skin contact led to closer bonds being formed between new mothers and babies.

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45
Q

Klaus and Kennel Method

A

Field experiment-
K+K took 2 groups of young mother in North American maternity hospital and followed them from birth for a year

babies removed for mothers shortly after birth and kept in nursery unit.

Control group: routine contact and mothers saw baby after delivery and for feeds

Experimental group: extended contact, 1 extra hour of contact after birth and extra 5 over next 3 days

K+K Visited after a month and a year

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46
Q

What does Klaus and Kennel support

A 
Sensitive period (bowbly)
Contact comfort (social releasers, Bowlby)
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47
Q

What percentage of infants are Type A attachment?

A

22%

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48
Q

What percentage of infants are Type B attachment?

A

66%

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49
Q

What percentage of infants are Type C attachment?

A

12%

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50
Q

What is Type A attachment?

A

Anxious Avoidant

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51
Q

What is Type B Attachment?

A

Secure

52
Q

What is Type C Attachment?

A

Anxious-ambivalent/ Resistant

53
Q

Type A infant’s response to separation

A

Neutral, not distressed when mother leaves

54
Q

Type A infant’s response to reunion

A

Neutral, avoids interaction with mother one return

55
Q

Type B infant’s response to separation

A

Distressed when mother leaves

56
Q

Type B infant’s response to reunion

A

Easily comforted when reunited with mother

57
Q

Type C infant’s response to separation

A

Extremely distressed when mother leaves room

58
Q

Type C infant’s response to reunion

A

Seeks to be with mother when she return but not easily soothed

59
Q

What did Hazan and Shaver do?

A

Surveyed a large number of respondents to a newspaper advert about their romantic relationships and childhood memories.

Found that their relationships tended to echo their memories of early relationships with their parents.

If they remembered their mothers begin sensitive and responsive they tended to have secure and happy relationships.

Those who had negative memories of early attachment were more likely to report being clingy or being distant int heir relationship.

60
Q

What did Fox study?

A

Studied children raised in an Israeli Kibbutz where children are reared communally. From an early age children lived in a children’s house where they were cared for by a nurse who fed them e.t.c

They spent only an hour each evening with their parents but the children were still strongly attached to parents and showed weak attachment to nurses

61
Q

What did Harlow do?

A

Conducted a number of studies where monkey infants were separated from their mothers and placed in isolation. In the cages there were 2 artificial mothers, a wire one that dispensed milk and a soft cloth one that didn’t.

The monkeys spent most of their time clinging to the cloth mother and would go to it if startled.

62
Q

Who conducted the strange situation?

A

Mary Ainsworth and Bell in 1970

63
Q

What happens in the strange situation?

A
  • mother leaves child in strange room
  • child approached by stranger
  • mother returns
64
Q

What sample did they use in the strange situation?

A

100 middle class American infants

65
Q

What experimental method was used in the strange situation?

A

Controlled observation

66
Q

What was measured in the strange situation?

A

Separation anxiety: the unease the infant shows when caregiver leaves

The infants willingness to explore

Stranger anxiety- infants response to strangers presence with caregiver

Reunion behaviour- way caregiver was greeted by infant on return

67
Q

How has one study investigated types of attachment?

A

Ainsworth and Bell (1970) conducted an experiment to measure the secure and insecure attachment. The experiment involved using a sample of 100 middle class American infants and their mothers. They placed the infant and mother in a strange room where they played with toys. A stranger enters the room and engages with the infant and the mother then leaves the room. The stranger continues to interact wight he infant until the mother returns and greets the child. After the child is left alone again and then the stranger returns and the mother follows. They observed the separation anxiety the infant showed and the willingness of the infant to explore. The strangers anxiety was observed which is the infants response to presence of stranger . The reunion behaviour of the infant was observed when the caregiver returned.

68
Q

What has one study shown about types of attachment?

A

RESULTS not method: 22%-type A 66%- type B 12%-type C

Ainsworth and Bell found that when measuring secure and insecure attachments that 66% of the infants showed type B attachment which is a secure attachment. This was clear as they were distressed when the mother left the room but easily comforted upon return. 22% of infants showed type A attachment which is anxious and avoid ant behaviour as the infant avoids interaction when mother returned but wasn’t distressed when she left. Only 12% of infants were type c attachment displaying anxious and resistant attachment as the infant was extremely distressed when the mother and seemed to be with the mother upon return but not easily soothed.

69
Q

Results of Ainsworth and Bell (1970)

A

100 American middle class infants

Type A attachment- 22%
Type B attachment- 66%
Type C attachment- 12%

70
Q

Van ljzendoorn and Kroonenberg findings

A 
Same 3 types A,B,C everywhere in world
Type B (secure) is most common
Ratios varied significantly
71
Q

Which countries has the highest number of secure attachments?

A

Great Britain and Sweden

72
Q

Which countries had the highest number of avoidant attachment?

A

West Germany

73
Q

Reasons for why West Germany had high avoidant attachments?

A

Given more independence when younger

74
Q

Which countries had a high number of resistant attachments?

A

Israel and Japan

75
Q

What is a meta analysis?

A

Review of lots of studies- analysis of analysis

76
Q

How has one research study investigated cross-cultural variations in attachment?

A

One study that has research into cross-cultural variations in attachment was conducted by van I Jzendoorn and Kroonenberg. they used a meta analysis for their study which included data from 32 studies in 8 different countries. All the studies used the strange situation procedure to study attachment. Due to using a meta analysis they calculated an average percentage for the different attachment types in each country.

77
Q

Possible reasons why there may be differences within a country in a childs reaction to the strange situation

A 
Parenting
Religion
siblings
limited sample
few studies
not representative of whole culture
78
Q

Evaluation of van I Jzendoorn and Kroonenberg’s meta analysis study

A

Not representative of whole worlds cultures as

  • all countries studies were in the northern hemisphere
  • all MEDC
  • only 8 countries used
79
Q

Evaluation of the strange situation

A

Good reliability, consistent results

Has been criticised to be highly artificial (controlled observation) therefore lacking ecological validity

Lacks validity as not looking at general attachment but just attachment to the mother

Ethical issues- child put in deliberate distress

Sample is biased- not generalisable to non Americans and working and upper class infants

80
Q

Method of strange situation

A

Controlled observation
1) Mother, baby and experimenter

(2) Mother and baby alone.
(3) Stranger joins mother and infant.
(4) Mother leaves baby and stranger alone.
(5) Mother returns and stranger leaves.
(6) Mother leaves; infant left completely alone.
(7) Stranger returns.
(8) Mother returns and stranger leaves.

81
Q

Pros of the strange situation

A

Repeatable
controlled method
natural behaviour (no demand characteristics from infant)
Works to distinguish types A,B,C
minimised by operationalising attachment behaviour

82
Q

Cons of the strange situation

A 
Can't determine cause and effect, may be a third affecting factor
No independent variable
extra subjectivity between cultures
not representative (bad mood, weather)
Carer might show social desirability
Observations are always subjective
83
Q

Why might cross cultural comparisons be invalid for some cultures?

A

Japan- child rarely separated from mother so find strange situation very stressful. Avoidant behaviour is considered rude and discouraged

China- limited sample only 36 ppts

Few studies- Great Britain, Sweden,China only one study carried out

84
Q

The aim of Takahashi’s study

A

To consider whether it is appropriate to use the strange situation procedure on Japanese children

85
Q

Evaluation of takahashi’s study

A

Ethical issues:
-potential psychological harm to infants
Validity:
-limited sample of only middle class
-home reared infants so may not be appropriate to generalise results to all Japanese children
Cross cultural differences:
Japanese children are taught such behaviour is impolite and discouraged from it

86
Q

What does PDD stand for?

A

Protest
Despair
Detachment

87
Q

Who did a study into the effects of deprivation

A

Bowlby in 1944- A study of 44 juvenile thieves

88
Q

Method of A study of 44 juvenile thieves

A

Bowlby interviewed 44 adolescents who were referred to a child protection program in London because of stealing- i.e. they were thieves.

Bowlby selected another group of 44 children to act as ‘controls’. N.b. controls: individuals referred to clinic because of emotional problems, but not yet committed any crimes.

He interviewed the parents from both groups to state whether their children had experienced separation during the critical period and for how long.

89
Q

Aim of Bowlby’s 44 thieves study

A

To investigate the long term effects of maternal deprivation on people in order to see whether the criminals have suffered deprivation. According to the Maternal Deprivation Hypothesis, breaking the maternal bond with the child during the early stages of its life is likely to have serious effects on its intellectual, social and emotional development.

90
Q

Findings of Bowlby’s 44 thieves study

A
  • More than half of the juvenile thieves had been separated from their mothers for longer than six months during their first five years.
  • Control group only 2 had had such a separation. None of the control group were affectionless psychopaths.

He also found several of the young thieves (32%) showed ‘affectionless psychopathy’ (not able to care for others).

In a later paper, he reported that 60 children who had spent time apart from their mothers in a tuberculosis sanatorium before the age of 4 showed lower achievement in school.

91
Q

Conclusion of Bowlby’s 44 thieves study

A

The results suggest a link between early separations and affection less psychopaths. Maternal deprivation appears to lead to affection less psychopathy in its most severe form. In its less severe form it leads to antisocial behaviour.

Affectionless psychopaths show little concern for others and are unable to form relationships. Bowlby concluded that the reason for the anti-social behavior and emotional problems in the first group was due to maternal deprivation.

92
Q

What does Bowlby’s 44 thieves study support?

A

Findings support the MDH (maternal deprivation hypothesis)

93
Q

Evaluation of Bowlby’s 44 thieves study

A
  • Variables not manipulated so extraneous variable may have affected results like diet, parental income, education
  • Retrospective data: Data collected from clinical interviews of, and retrospective data on, those who had and had not been separated from their primary caregiver. Retrospective data is less reliable as dependent on memories which could be inaccurate
  • Researcher bias: Bowlby designed and conducted the experiment himself. This may have lead to experimenter bias. Particularly as he was responsible for making the diagnosis of affectionless psychopathy.
94
Q

Describe the MDH

A

The importance of a continuous relationship between a child and mother. Relationships that are discontinuous become unstable and less predictable which disrupts the development of the relationship. The child’s continuous relationship must occur during the critical period.

95
Q

Michael rutter conclusion of problems with the MDH

A

The child can suffer from privation which is the lack of ever having had any attachment could be more down to family discord leading to antisocial behaviour.

96
Q

Who investigated the effects of divorce and separation on children?

A

Cockett M and Tripp J

97
Q

Aim of Cockett and Tripp’s study

A

To investigate the effects of family reordering and discord on children and what factors reported as particularly difficult during reordering

98
Q

Method of Cockett and Tripp’s study

A

152 children and parents were assessed and divided into 3 groups.

1st group of reordered families, separated and joined other families.

2nd group- still intact families suffering serious discord

3rd group- intact families suffering no serious discord

3 groups matched for age,sex, socio economic status and maternal education. Children in each group assessed by interviews and questionnaires on their self image, social life, school success, behaviour and health and in depth questioning about experiences of family reordering, how their parents prepared them for separation and keeping in touch with absent parent.

99
Q

Results of Cockett and Tripp’s study

A

Children of reordered families came out worse then intact families with discord and lastly intact families without discord last. Children who had 3 or more successive reordering were worse but only a small minority of children had been prepared for parental split and even less had regular contact with absent parent. Children who had several reordering tended to have less support from extended families

100
Q

Conclusion of Cockett and Tripp’s study

A

That parental separation and divorce are more harmful to children than parental discord. It is likely that the poor outcomes for children in reordered families could be minimised by preparation before the event and by proper contact after the event.

101
Q

Explain why case studies may have shown the effects of privation might only sometimes be reversed

A

Curtiss- Genie study

Koluchuva’s study- Twins

102
Q

Describe Koluchuva’s study

A
  • Identical twins, mother died at birth
  • they went into foster care until 18 months, 6 months with aunt
  • at 18 months they went with stepmother and real father and were locked in a unheated room, starved and had no human company but each other until aged 7.
  • Discovered at age 7, had no speech, terrified of people and serious health problems
  • Attended school for kids with learning difficulties for intensive rehabilitation and were fostered
  • adopted by 2 sisters who provided a secure and permanent home for them
  • The twins developed average intelligence and formed strong emotional bonds
103
Q

Explain the Genie study by Curtiss

A
  • Strapped to a potty for 13 years, no human contact or communication, punished every time she made a noise
  • Found when 13, had appearance of a 6/7 year old, unsocialised primitive, made no sound and not able to walk
  • Genie never achieved good social adjustment or language despite intervention and being placed with multiple foster families.
104
Q

What are the 3 main types of evidence regarding privation?

A
  • Longitudinal studies of children in institutional care
  • Case studies of children raised in extreme isolation
  • Studies of reactive attachment disorder, a category of mental disorder attributed to a lack of early attachments
105
Q

Who investigated the effects of privation?

A

Hodges and Tizard

106
Q

Aim of Hodges and Tizard (1989)

A

To investigate the effects of early privation on subsequent social and emotional development and to test the maternal deprivation hypothesis.

Study aimed to follow the same children over a long period of time to collect reliable information linking early experiences to later outcomes for the same individuals

107
Q

Procedure of Tizard and Hodges study

A

Longitudinal study, natural experiment, IV = attachment experiences

65 children placed in an institution when they were less than 4 months old, policy made about caregivers forming attachments with children to suggest children would experience early privation

AT age 4, 24 of the children adopted, 15 returned to natural home and rest remained institutionalised

At age 8 and 16 there were interviews for children who were adopted or returned home their parents, teachers and friends were interviewed. Data also collected from a control group of normal peers

108
Q

Findings of Tizard and Hodges

A

Some differences between adopted and restored children, adopted children had close attachments to parents and good family relationship but less true for restored children.

Similarities in behaviour of the adopted and restored children outside the family. Both group were more likely seek adult attention and approval than control children , both groups less successful in peer relations

109
Q

Conclusions of Tizard and Hodges study

A

Evidence that doesn’t support the Maternal deprivation hypothesis. Recovery is possible given the right circumstances e.g. adopted families really want a child. Children who returned home the parents might have felt ambivalent about them.

It does support the MDH in a way, may be the adopted children that got on well with their families because the families made special efforts with them whereas they not experience this outside the home and thus were unable to form relationships as easily or well.

110
Q

Evaluation of Tizard and Hodges study

A

Random allocation used
Children selective for adoption may have been more attractive or social
Children’s temperament =confounding variable
Can’t determine a causal relationship between effects of early privation on later social and emotional development

Longitudinal study- ppts drop out, someone less motivated more likely to drop out and less well adjusted. Leaves study with biased sample, can’t generalise findings

111
Q

What did Spitz study?

A

He studied Institutionalised children in South American orphanages and hospitals. Institutions were poor and staff rarely interacted with kids.

A third of of the children died before age 1, the rest showed signs of anaclitic depression, apathy, withdrawal and helplessness. Could have been reversed if period of maternal deprivation was less than 3 months but no longer

He compared children living in an orphanage with other living in a prison setting but cared for by mothers. Physical conditions in orphanage were better the children were developmentally inferior. Children raised in prison did better.

112
Q

Findings of Spitz study

A

Within 2 years 37% of the orphanage children were dead whereas 5 years later all the prison children were still alive

113
Q

What does spitz study suggest?

A

That in addition to Bowlbys claim that “maternal care is important to mental health as vitamins are to physical health” that maternal care remarkably can even be protective of physical health to.

114
Q

Which studies support that the effects of privation are reversible?

A 
Spitz
Tizard and Hodges
Dontas et al
Quinton and Rutter
Rutter
115
Q

What are the methodological issues in privation research?

A
  • Ethical: not possible to conduct true experimental research
  • Can’t randomly allocate children to conditions
  • Extraneous variables: researchers may be unaware
  • Hard to draw conclusions about cause and effect
  • Researchers have to study existing studies of privation
116
Q

What are the methodological issues in privation research regarding case studies?

A
  • Can be case studies of children who have been ill treated (Genie, Czech twins)
  • Extreme case, unusual and children normally suffered abuse as well as neglect
117
Q

What are the methodological issues in privation research regarding Surveys?

A
  • They involve larger samples of children who have been placed in institutions
  • Can be seen as natural experiments
  • Correlations do not entail cause and effect
118
Q

Explain why it is difficult to research into daycare?

A 
Extraneous variables- no cause and effect
Individual differences- Parents and kids
Subjective- Observation, interviews
Longitudinal- bias sample
Location- country, urban
119
Q

Name some factors of daycare that might affect development (positively)

A 
Social stimulation
Opportunity for sharing
Peers are more able to friendly
More facilities, variety
Experience for independence
120
Q

Name some factors of daycare that might affect development (negatively)

A 
Aggression towards others
Opportunity for selfishness
Peers are less sociable
Fewer Facilities
Unhappy when left (separation anxiety)
Facilities provoke fights
Adult attention 
Expensive
121
Q

What did Sylva investigate?

A

Peer relations: Quality of care in daycare

122
Q

What were Sylva’s findings?

A

Pre school improved behaviour

Type of pre school affected child development intellectually regardless of social background

123
Q

Evaluation of Sylva

A

Big sample-3000
Longitudinal-ppts can drop out
natural experiment- no cause and effect

124
Q

What did Clarke-stewart find?

A

Found no evidence of attachment differences between child cared for at hem by minders than those cared for in daycare.

Children more social if in group based day care

125
Q

Name a study that has researched into aggression and day care

A

Sammons (2003)

When children spend 20+ hours per week in daycare they show more Antisocial behaviour
Risk increases at 40+ hours

126
Q

What are the findings of Melhuish

A

The more time the child spends with their mother the less aggression, more time in daycare= more aggressive

Psychology AS (7 decks)

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