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AS Psychology > Attachment > Flashcards

Attachment Flashcards

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1
Q

What is ‘reciprocity’?

A

The term describing the idea of ‘turn-taking’, so that an infant and a mother respond to each other’s signals and each elicits a response from the other

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2
Q

What is interactional synchrony?

A

A mother and infant reflecting both the actions and emotions of the other in a co-ordinated, synchronised way

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3
Q

Describe the findings of two studies that investigate interactional synchrony

A
  1. Meltzoff and Moore - found an association between expression/gesture of adult and actions of babies
  2. Isabella et al - Found high levels of synchrony were associated with better quality mother-infant attachment (when 30 mothers and their infants were observed)
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4
Q

Outline the idea of ‘PARENT-infant attachment’ (according to Schaffer and Emerson)

A
  • Majority of children become attached to mother first (around 7 months) but could also soon create multiple attachments with other family members including father - ( In 75% of infants studied, an attachment was built with father, by 18months, as children protested as father walked away)
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5
Q

Outline what Grossman did (2002) and the findings of his study

A

What he did: carried out longitudinal study and looking at both parent’s behaviour and its relationship to the quality of childrens attachments in their teens
- Quality of infant attachments with their mothers (but not fathers) was related to teen attachment

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6
Q

What can we conclude from Grossman’s (2002) study?

A
  1. findings suggest father attachment was less important
    BUT
  2. Quality of fathers play with infants WAS related to quality of infants attachments. This suggests father has a larger role in play and stimulation, rather than nurturing
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7
Q

What did Tiffany Field (1978) do and what were the findings of her study?

A

What she did: filmed 4 month old babies in face-to-face interaction with primary caregiver mothers and fathers, and secondary caregiver fathers
-Findings; PCF spent more time smiling, imitating and holding infants (like mothers) than SCF. This is behaviour that is important in building relationships with infants

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8
Q

What can we conclude from Tiffany Fields (1978) study?

A
  • Fathers can be the more nurturing attachment figure. - - Attachment can be determined by the level of responsiveness, not the gender of the parent.
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9
Q

Evaluate research on care-giver infant interactions?

A

Strengths

  1. Controlled observations: well controlled procedures means that very fine details of behaviour can be recorded and later analysed
  2. No demand characteristics: Babies wont change their behaviour due to demand characteristics so research has good validity

Weaknesses

  1. Demand characteristics: caregivers may change behaviour
  2. Infants perspective: Don’t know whats happening from infants perspective, so dont know whether interactions have special meaning
  3. Doesnt explain purpose: Observations ALONE dont explain purpose of synchrony and reciprocity
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10
Q

Evaluate research into the role of the father

A

Strengths

  1. Research support: Grossman and Tiffany fields
  2. Important economic implications: Mothers may feel less pressured to stay at home

Limitations

  1. Different research questions: Some researchers are interested in the father as a secondary attachment figure whilst others as a primary attachment figure. So ‘the role of the father’ is hard to conclude
  2. Contradicting research: Researchers found that children without fathers dont developany differently
  3. Gender: could be that female hormones create higher levels of nurturing and therefore, women are biologically pre-disposed to be the primary attachment figure (as opposed to idea of level of responsiveness)
  4. Observer bias: caused by stereotypes about how father and mothers parenting behaviours
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11
Q

What was the aim of Schaffer and Emerson’s (1964) study?

A

To investigate the formation of early attachments

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12
Q

Describe the method of Schaffer and Emersons study.

A

1- used 60 babies: 31 male, 29 female (from Glasgow and skilled working-class families )
2- Babies and mothers were visited every month till baby was 18 months
3- To measure infants attachment, Researchers asked mothers questions about the kind of protest their babies showed in 7 everyday separations e.g. adult leaving room ( a measure of separation anxiety).
4- Researchers also assessed stranger anxiety - the infant’s anxiety response to unfamiliar adults

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13
Q

Describe the results of Schaffer and Emersons study.

A
  1. Between 25 and 32 weeks of age, 50% babies showed signs of separation anxiety towards a particular adult, usually mother (this is called specific attachment)
  2. Attachment tended to be to caregiver who was most interactive and sensitive to infant signals and facial expressions (showed reciprocity). Not necessarily the person who spend most time with child
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14
Q

Evaluate Schaffer and Emersons study (Pros and Cons)

A

Pros:

  • Good external validity: Carried out in childrens home (real life setting) and observations made by parents (natural behaviour from children)
  • High internal validity: Longitudinal study better than cross-sectional study as no participant variables

Cons

  • Limited sample characteristics: Families were all from same district, same social class and city. Hard to generalise
  • Study of its time: Carried out over 50 years ago. Results may differ now
  • Used limited behavioural measures: Stranger anxiety and separation protest are too crude
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15
Q

Describe stage 1 of the stages of attachment

A

Asocial stage (first few weeks)

  • baby’s behaviour towards non-human objects and humans are quite similar
  • Baby’s show SOME preference for familiar adults (familiar adults find it easy to calm them)
  • Babies are happier in presence of other humans
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16
Q

Describe stage 2 of the stages of attachment

A

Indiscriminate attachment

  • more observable social behaviour (prefer people rather than objects, and recognise and prefer familiar adults)
  • will accept affection from ANY adult
  • will not show stranger/separation anxiety
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17
Q

Describe stage 3 of the stages of attachment

A

Specific attachment (7 months)

  • Will start to show stranger anxiety and separation protest (with biological mother in 65% of cases)
  • Baby forms a specific attachment with primary attachment figure, who offers baby most interaction and responds to baby’s signals with most skill
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18
Q

Describe stage 4 of the stages of attachment

A

Multiple attachments (1 year)

  • Form multiple attachments with adults who they spend most time with (secondary attachments)
  • In schaffer and emersons study, 29% of children formed secondary attachments within a month of forming primary attachments
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19
Q

Evaluate the stages of attachment theory (Cons since there are no pros)

A

Cons

  • Ignores childs feelings and cognitions in asocial stage: Child has poor co-ordination so behaviour is difficult to observe
  • Multiple attachment stage: Not clear on when this develops. Bowlby says primary first then multiple but other researchers say that multiple attachments develop from start (especially collectivists)
  • Separation protest can also be shown towards play-mates but this doesnt necessary mean attachment
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20
Q

Describe the procedure of Harlows experiment

A
  1. Divided a clutch of goose eggs
  2. Hatched half with the mother and the other half in an incubator where the first thing they saw was Lorenz
  3. Observed their behaviour
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21
Q

Describe the findings of Lorenz experiment

A

Control group followed Mother goose everywhere whilst Experimental group followed Lorenz everywhere (Even when they were mixed)

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22
Q

What is imprinting?

A

The phenomenon where a bird species, that are mobile from birth, attach to and follow the first moving object they see

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23
Q

Describe the term ‘critical period’ in terms of imprinting

A

The period in which imprinting needs to take place in order for an attachment to form

24
Q

What is sexual imprinting?

A

When a bird may display signs of mating to the first animal that it sees (e.g. as an adult, peacock showed courtship behaviour to tortoise, the first animal it saw)

25
Q

Evaluate Lorenz research (just cons, there are no pros)

A

Cons

  • Generalisibility to humans: Bird attachment system is very different to that in birds (Humans have longer critical periods)
  • Sexual imprinting isnt permanent: Guiton et al argues that birds will learn from experience, that they prefer mating with same species
26
Q

What was the aim of Harlows research?

A

To investigate the importance of contact comfort

27
Q

Describe the procedure of Harlows research

A
  1. He reared 16 monkeys with 2 wire model ‘mothers’
    - In one condition, milk was dispensed by plain wire mother and in 2nd condition, milk was dispensed by cloth-covered mother
28
Q

What were the findings and conclusion of Harlows research?

A

Findings: Cuddled & sought comfort from cloth-covered mother more,regardless of who dispensed milk

Conclusion: Contact comfort was more important than food when it came to making attachments

29
Q

What research did Harlow find about maternally deprived monkeys?

A

In adulthood, Monkeys reared with wire mothers or toys were more aggressive, less sociable than other monkeys and unskilled in mating. As mothers, some of the monkeys neglected their young

30
Q

What did Harlow conclude about the critical period for monkeys?

A

A mother figure had to be introduced to infant monkey within 90 days or else attachment was impossible and effects of deprivation were irreversible

31
Q

Evaluate Harlows research (pros and cons)

A

Pros

  • Theoretical value: Showed importance of contact comfort in attachment and importance of early relationships for later social development (in humans)
  • Practical value: Use of proper attachment figures for baby monkeys in zoos/breeding programmes.Influences intervention of social workers in child neglect

Cons

  • Ethical issues
  • Generalisibility: Even though humans and monkeys are similar, they aren’t the same
32
Q

What does the learning theory emphasise?

A

It emphasises the importance of the caregiver as the provider of food

33
Q

How does ‘classical conditioning’ show how attachments form?

A

UCS (food ) —– UCR (pleasure)
UCS + NS (caregiver) ——— UCR
repeat
CS ——- CR

34
Q

How does ‘operant conditioning’ show how attachments form?

A

Positive reinforcement for babies: Baby will be provided food and comfort by caregiver when they cry. So babies will cry whenever they want food & comfort

Negative reinforcement for caregiver: Will feed & comfort baby to avoid negative consequence of crying

Leads to attachment being strengthened

35
Q

What is a primary drive

A

An innate, biological motivator e.g. hunger

36
Q

How can a primary drive, such as hunger, lead to attachment?

A
  1. We are motivated to eat to reduce hunger drive
  2. As caregivers provide food, the satisfaction from reducing primary drive becomes generalised to them
  3. So attachment is a secondary drive, learned from the association between caregiver and satisfaction of reducing primary drive
37
Q

Evaluate the learning theory for attachment

A

Cons

  • Counter research from animal research: Lorenz geese imprinted even before being fed
  • Counter research from human research: Babies formed primary attachment to caregiver even though carers did most of the feeding
  • Ignores other factors in attachment: ignores importance of interactional synchrony and reciprocity in quality of attachment
  • Social learning theory: attachments form due to imitating & observing parents, and vicarious reinforcement

Pros
- CC not completely discredited: e.g. instead of feeding, UCS could be comfort and social interaction
-

38
Q

What were the main assumptions of Bowlbys theory?

A 
A - adaptive
S - social releasers
C - critical period
M - monotropy
I - innate
39
Q

Define monotropy.

A

babies form attachment to 1 particular caregiver: mother

40
Q

What 2 principles did Bowlby put forward to clarify monotropy?

A
  1. Law of continuity - the more constant and predictable a child’s care, the better the quality of their attachment
  2. Law of accumulated separation - effects of separation from mum adds up, so ‘safest dose is zero dose’
41
Q

What does Bowlby say about social releasers in his theory?

A
  1. Babies born with innate set of behaviours that trigger response from caregivers e.g. smiling
  2. This activates adult attachment system, and makes them feel love for baby (so attachment forms)
42
Q

What does Bowlby say about a critical period?

A

Babies have critical period of 2 years, when infant attachment system is active (but it is treated more as a sensitive period)

43
Q

What is the consequences of not forming an attachment within the critical period? (according to Bowlby)

A

Child will find it much harder to form attachments later in life

44
Q

What does Bowlby say about an ‘internal working model’

A

babies will use their first experience of a relationship with a caregiver to influence future relationships

  • If relationship was good, babies will use the qualities to shape healthy and loving relationships in future
  • If relationship was bad, poor treatment that children received may influence unhealthy future relationships
45
Q

What are the strengths of Bowlbys theory?

A

Pros
- Support for social releasers: Brazelton et al found that children reacted strongly when primary attachment figures ignored social releasers

  • Support for internal working models: Bailey et al found that mothers with poor relationship with their own mothers had children classified as ‘poor’
46
Q

What are the limitations of Bowlbys theory?

A

Cons

  • Mixed evidence for monotropy: Schaffer and Emerson found multiple attachments could form.
  • Monotropy is socially sensitive: Places burden on mother by giving her responsibility. Also makes mothers not feel inclined to go back to work
  • Temperament: Temperament may be more important in later social behaviour as some children are naturally anxious and others more sociable
47
Q

What was the aim of Mary Ainsworths study?

A

To observe key attachment behaviours as a means of assessing the quality of a childs attachment

48
Q

What type of observation was used in Mary Ainsworths study?

A

A controlled observation

49
Q

Name and describe the behaviours used to assess attachment in Mary ainsworth’s study?

A
  1. Proximity seeking: in good attachment infant stays close to caregiver
  2. Exploration and Secure-base behaviour:child is confident to explore, but uses caregiver as secure-base
  3. Stranger anxiety: Anxiety when stranger approaches
  4. Separation anxiety: protest when separated from CG
  5. Response to reunion
50
Q

State the 7 episodes of Mary’s procedure and state what they each tested?

A
  1. Child encouraged to explore: Exploration and secure base
  2. Stranger comes in and tries to interact with child: Stranger anxiety
  3. CG leaves child and stranger together: Separation and stranger anxiety
  4. CG returns and stranger leaves: Reunion behaviour/ exploration and secure base
  5. CG leaves child alone: Separation anxiety
  6. Stranger returns: Stranger anxiety
  7. CG returns and reunites with child: Tests reunion behaviour
51
Q

What were Mary Ainsworths findings?

A

She found 3 different types of attachment:

  1. Insecure-avoidant attachment (Type A)
  2. Secure attachment (Type B)
  3. Insecure-resistant attachmet (Type C)
52
Q

What is an ‘Insecure-avoidant’ attachment?

A
  • Children explore freely but do not seek proximity or show secure-base behaviour
  • show little response when caregiver leaves and makes little effort to make contact when CG returns
  • Shows little stranger anxiety, so do not require comfort at reunion stage
  • 20-25% toddlers
53
Q

What is a ‘secure’ attachment?

A
  • Explore happily but go back to caregiver (proximity and secure base)
  • Show moderate separation and stranger anxiety
  • Require and accept comfort from CG when reunited
  • 60-75% UK toddlers
54
Q

What is an ‘insecure-resistant’ attachment?

A
  • Seek greater proximity than others, so explore less
  • Show huge stranger and separation anxiety but resist comfort when reunited
  • Around 3% of toddlers
55
Q

Evaluate Mary Ainsworths study

A

Pros

  • Support for validity: Babies assessed as secure typically go on to be successful in future (e.g. school). Resistant associated with bullying
  • Good inter-rater reliability: Bick et al found that observers agreed on attachment type for 94% of babies

Cons

  • Test may be culture-bound: Japanese mothers rarely separated from babies so there are higher levels of separation anxiety than in West
  • Influence of Temperament
  • disorganised attachment: there are children who have a mix of resistance and avoidant behaviours

AS Psychology (7 decks)

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