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Pychology G > Attachment > Flashcards

Attachment Flashcards

1
Q

attachment

A
  • close two way emotional bond between 2 individuals

- see each other as essential for their own emotional security

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2
Q

recognising attachment

A
  • proximity : stay physically close
  • separation distress : distressed when attachment figure leaves
  • secure base behaviour : make regular contact and regularly return to them even when were independent
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3
Q

caregiver-infant interactions : when does attachment begin

A

begins with interactions between infants and caregivers

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4
Q

caregiver-infant interactions : what has a profound effect on attachment

A

responsiveness of caregiver to infant

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5
Q

caregiver-infant interactions : what are interactions important for

A

child’s social development

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6
Q

caregiver-infant interactions : two types

A
  • reciprocity

- interactional synchrony

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7
Q

reciprocity : definition

A
  • how 2 people interact
  • both mother and infant respond to each other (turn-taking)
  • doesn’t have to be the same
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8
Q

reciprocity : feldman 2007

A

from around 3 months caregiver-infant interaction is frequent and both pay close attention

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9
Q

reciprocity : babies role

A

babies play an active role and they can initiate interactions

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10
Q

reciprocity : babies alert phases

A

signal that they’re ready for interaction

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11
Q

reciprocity : Brazleton et al (1975)

A

described the interaction as a ‘dance’ because they respond to each other

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12
Q

reciprocity : codon and sander (1974)

A

aim : codon and sander studied reciprocity in infants
procedure : analysed frame by frame recordings of infants moving while adults talk
findings : infants coordinated their actions with adults speech (turn-taking)
conclusion : supports reciprocity

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13
Q

interactional synchrony : definition

A

mother and infant reflect both actions and do this in a coordinated , synchronised way

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14
Q

interactional synchrony : meltzoff and Moore (1977)

A 
a = investigate interactional synchrony in young infants 
p = adult displayed facial expressions and childs reaction was filmed 
f = association between adults expressions and babies gestures
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15
Q

interactional synchrony : isabella et al (1989)

A 
a = invetstigate interational synchrony 
p = observed 30 mothers and the quality of their attachment 
f = high levels of synchrony associated with better quality attachment (emotional intensity)
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16
Q

caregiver-infant interaction : evaluation (+)

A

+ reliability of research ( controlled and interactions recorded so it can be watched again leading to test-restart and inter observer reliability.Validity and reliability increased)
+ research has good validity ( child’s behaviour is natural so no demand characteristics as they cannot change behaviour )

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17
Q

CII : evaluation (-)

A
  • socially sensitive (mother return to work so interactions synchrony may not be reached = guilt.Need to think if research needs to be carried out in the first place )
  • hard to know what’s happening when observing infants.impossible to tell whether actions are conscious or deliberate. Cannot assume behaviours we see have a special meaning
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18
Q

role of the father : Shaffer and Emerson (1964)

A
  1. 7 months = attached to mothers
  2. after a few weeks = secondary attachments with family ( father)
  3. by 18 months = 75% attached to father
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19
Q

role of the father : Grossman (2002)

A
  • longitudinal study to study behaviour and quality of children attachments in their teens
  • quality of fathers play was related to quality of teen attachments
  • fathers role was more play and stimulation not nurture
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20
Q

role of the father : Field

A
  • face to face interaction with primary caregivers ( mother , father) or secondary caregiver (father)
  • primary caregiver fathers , like mothers , spent more time interacting which builds attachment
  • level of responsiveness no gender
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21
Q

role of the father evaluation : -

A
  • inconsistent findings on fathers (some show father as playmate but some show fathers can take on a maternal role so psychologists cannot answer questions about role of the father)
  • Shaffer and Emerson found secondary attachments after 18 months but fathers do not tend to become primary caregivers (traditional gender roles , socialisation , so they feel like they shouldn’t act or it could be due to biological factors e.g hormones )
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22
Q

role of the father evaluation : counter

A

grossman found secondary attachments were important however maccallum and golmbok found growing up in a single sex family has had no difference so role of the father is not necessary

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23
Q

stages of attachment Shaffer and Emerson (aim)

A

investigate age of early attachments (when emotional intensity developed and who with)

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24
Q

stages of attachment Shaffer and Emerson (procedure)

A
  • 60 babies (31 male and 29 female) from glasgow / working class families
  • babies and mothers visited every month for 1 year then at 18 months
  • mother’s asked about protests in everyday separation and stranger anxiety to measure attachment
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25
Q

stages of attachment : stranger anxiety

Separation anxiety

A

Infants anxiety response to unfamiliar adults

Sep anxiety measured using adult leaving room

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26
Q

stages of attachment Shaffer and Emerson (findings)

A
  • 6-8 months = 50% showed separation anxiety (specific to mother)
  • attachment to most interactive caregiver
  • 10 months = 80% specific attachment and 30% multiple attachment
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27
Q

stages of attachment : definition

A

sequence of different behaviours which develop at different stages / ages

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28
Q

stages of attachment : stage 1

A

asocial

  • behaviour to non-human and humans quite similar
  • show some favour towards familiar adults
29
Q

stages of attachment : stage 2

A

indiscriminate

  • 2-7
  • preference towards humans , usually familiar but accept from other humans too
  • no separation / stranger anxiety.
30
Q

stages of attachment : stage 3

A

discriminate

  • 7 months the babies display separation and stranger anxiety (usually mothers)
  • specific attachment usually to most responsive caregiver
31
Q

stages of attachment : stage 4

A

multiple

- secondary attachments with other adults after a true attachment with main caregiver

32
Q

stages of attachment (E) : key study evaluation +

A
  1. external validity (own homes and normal activities so behaviour was natural)
  2. longitudinal design ( same children over 18 months so theres better internal validity , easier comparison , confounding variables)
  3. sample characteristics (60 babies so good sample however all babies from same social class so hard to generalise)
33
Q

stages of attachment (shaffer and emerson evaluation) : -

A
  • conflicting evidence on multiple attachments (bowlby single caregiver wheras some cultures show multiple so we don’t fully understand attachment)
  • measuring attachment ( distress cannot be a measure so we cannot distingusih between behaviour towards caregivers and others e.g playmate s problematic for stages attachment )
34
Q

stages of attachment (shaffer and emerson evaluation) :

- / +

A
  • behaviours used to measure are nominal when attachment has more complex behaviours
    + simple behavioural measures so scientific and easier to conclude data
35
Q

animal studies

A

bonds between non human parents and offspring

36
Q

lorenz

A

first observed imprinting (attach to first thing they see 0

37
Q

Lorenx : procedure

A
  • randomly divided group of eggs

- half natural environment , half incubator

38
Q

Lorenx : findings

A
  • incubator group followed lorenz and control group followed mother
  • even after being mixed they followed who they imprinted to
39
Q

Lorenx : conclusions

A
  • critical period which could be a few hours

- if it didnt occur the chicks didn’t attach themselves

40
Q

Lorenx : sexual imprinting

A
  • birds who imprinted on humans often showed courtship behaviour to human
  • influences who they mate with
41
Q

harlow

A

observed new born monkeys kept alone in a cage died but those given a soft cloth survived

42
Q

Harlow : aim

A
  • tested the idea of a soft object serving functions of a mother
  • importance of contact comfort
43
Q

Harlow : procedure

A
  • 16 monkeys
  • condition 1 = milk dispensed by plain wire mother
  • condition 2 = milk by cloth mother
44
Q

Harlow : findings

A
  • sought comfort from cloth when frightened regardless of milk being dispensed
45
Q

Harlow : conclusion

A

contact comfort more important to monkeys than food

46
Q

Harlow : monkeys as adults

A

monkeys reared with wire mother were most dysfunctional but even cloth monkeys had difficulties

  • more aggressive and less sociable
  • unskilled at mating
  • as mothers some neglected , attacked and killed their offspring
47
Q

Harlow : critical period

A

a mother figure had to be be introduced to an infant monkey within 90 days
- after this damage is irreplaceable

48
Q

Animal studies (E) : -

A
  • can’t generalise findings of birds to humans. Different attachments and more emotional bonds.cannit generalise Lorenzs findings to humans as we don’t imprint
  • Lorenz conclusions questioned.sexual imprinting not permanent as gucton showed chickens can learn to prefer chickens not washing up gloves.Lorenz conclusions are inaccurate
  • ethics as monkeys suffered in Harlows however rest each was sufficiently important to justify effects of contact comfort. Humans abs monkeys are similar so suffering is human like
49
Q

Animal studies (E) : +

A

+ theoretical value.Harlow showed attachment develops as a result of contact comfort not as a result of being fed. Shows importance of quality of early relationships
+ practical value (helped social workers understand risk factors of abuse so how to treat captive animals = increased applicability as we understand importance of proper attachment in zoos

50
Q

Learning theories

A
  • Set of theories including behaviourist that emphasise role of learning
  • view that attachments for through classical and operant conditioning
51
Q

Who proposed learning theory of attachment

A

Dollard and miller

52
Q

Emphasis of learning theory

A
  • Importance of caregiver as provider of food

- Children love those who feed them

53
Q

Classical conditioning

A
  • association
  • food = UCS
  • pleasure becomes CR
  • NS = caregiver which becomes a CS
54
Q

Operant conditioning

A

Consequences

- + reinforcement and - reinforcement encourage behaviour to continue

55
Q

Operant conditioning : + reinforcement

A
  • baby cries and caregiver comforting is addition of a pleasant stimulus / reward
56
Q

Operant conditioning : - reinforcement

A
  • baby crying is an unpleasant stimulus so to escape the caregiver comforts
  • mutual reinforcement to strengthen attachment
57
Q

Attachment as a secondary drive

A
  • hunger = primary drive (biological motivator)
  • sears et al found that primary drive becomes associated with caregivers so the attachment is secondary
  • secondary drive satisfies primary drive
58
Q

Learning theory (E) : -

A
  • Don’t necessarily attach to those who feed you ( Lorenz geese which shows attachment doesn’t develop through feeding and humans ans animals are equal so babies don’t necessarily attach to those who feed them )
  • ignored other factors ( quality attachment with sensitive careers e.g reciprocity so LT suggests there’s no purpose of complex interactions.LT is invalid as it is only brief)
59
Q

Learning theory (E) : +

A
  • many aspects of human development affected by conditioning
  • problem is that feeding is main force however association between primary caregiver and provision of comfort / interaction still builds attachment (just not main reason)
60
Q

Bowlby and learning theory

A
  • rejected learning theory
  • Evolutionary explanation which suggested attachment was a innate system which gives humans survival advantage s
  • imprinting evolved to allow animals to stay close to caregivers for protection
61
Q

Who was bowlby inspired by

A

Lorenz and Harlow

62
Q

Monotropy

A
  • emphasis of specific attachment to one caregiver which is more important
  • more time with primary attachment figure = better development
63
Q

Monotropy laws : law of continuity

A

More consistent a child’s care is = better quality attachment

64
Q

Monotropy laws : law of accumulated separation

A

Effect of separation from primary attachment figure adds up so no separation is best

65
Q

Social releasers

A

Social releasers activate adult attachment systems which build relationships

66
Q

Social releasers : sensitive period / critical period

A

Critical period of 2 years where attachment must form

- sensitive period = if attachment Is not formed child with find it harder to attach in later life

67
Q

Internal working model

A
  • mental representations of relationships with their caregiver
  • powerful effect of nature of future relationships
68
Q

Bowlby (E) : +

A

+ social releasers ( brazelton observed mother’s and babies to record interaction all synchrony.Supports bowlbys ideas about importance of infants social behaviour.)
+ internal working model ( Bailey assessed 99 mothers and quality of attachment = poor attachment led to poor relationships later on.Supports that internal working model is passed through families)

69
Q

Bowlby (E) : -

A
  • monotropy ( may be nothing unique as Schaffer and Emerson proved multiple attachments so strong primary attachment not necessary c= some studies show mothers importance in later life )
  • monotropy ( feminists say monotropy places burden on mothers to choose particular lifestyle.idea of monotropy is socially sensitive)

Pychology G (7 decks)

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