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psychology year 12 > attachment > Flashcards

attachment Flashcards

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1
Q

what is frame-by-frame analysis

A

is when researchers record behaviours of participants with a camera and make detailed observations of each frame. leads to more reliable observations

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2
Q

what is longitudinal study

A

when a researcher investigates the same participants at multiple timepoints to see how they change over time

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3
Q

two strengths of conducting longitudinal study are

A
  • it allows researchers to gain deeper insights into behaviour and how it changes over time
  • it gives researchers insights into how early experiences shape behaviour
  • can see if results are reliable across time
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4
Q

one weakness of longitudinal studies are

A

attrition: when, across the study, the researcher loses some of their participants from the sample

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5
Q

when a researcher can’t directly manipulate an independent variable they can use other types of experiments called

A

quasi experiments and natural experiments

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6
Q

what is the problem with natural and quasi experiments

A

we can’t control all extraneous variables that could influence the dependent variable. we can’t directly test cause and effect

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7
Q

what do attachment researchers often study

A

independent variables that are unethical to manipulate. and often conduct natural and quasi experiments

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8
Q

what should a researcher do if they directly want to manipulate the independent variable.

A

conduct an animal study

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9
Q

what is an advantage of conducting an animal study

A

no need to rely on natural or quasi experiments

can still directly test cause and effect

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10
Q

what are the limitations to conducting an animal study

A

might not be considered ethical as might cause distress to the animals

the results of animal studies may not generalise to humans because animals are very different to humans

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11
Q

why do researchers argue animal studies are needed

A
  • the benefits of the research outweigh the negative impacts of the research
  • even if animals are quite different to humans, they have sufficiently similar behaviours and genes for the results to be still valid
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12
Q

what are the four stages of attachment

A

pre-attachment stage
indiscriminate attachment stage
the discriminate attachment stage
multiple attachment stage

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13
Q

what is the pre-attachment stage

A

in the first 0-3 months new born babies don’t show a preference and treat all people the same

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14
Q

what is the indiscriminate attachment stage

A

babies begin to prefer familiar people. babies yet form an attachment to one particular person. begins around 3-7 months of age

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15
Q

what is the discriminate attachment stage

A

at 7 months babies begin to show a clear strong preference for one person

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16
Q

what is the multiple attachment stage

A

9 months onwards and where children form attachments with several people

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17
Q

what was Schaffer and Emerson’s aim of their study

A

to see how babies form attachments with their parents

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18
Q

what type of study did Schaffer and Emerson conduct

A

naturalistic and longitudinal study

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19
Q

what did Schaffer and Emerson asses in their studies

A

-they assessed whether babies displayed separation anxiety by observing the babies behaviour when they are taken away from their caregivers

they also assessed whether babies displayed stranger anxiety by observing babies behaviours when they were in the presence of strangers

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20
Q

what is Schaffer and Emerson’s study

A

conducted a longitudinal study, using a naturalistic observation. they followed 60 babies and their families from birth to 18 months. babies were observed in the presence of strangers to assess stranger anxiety, and their caregivers were removed asses stranger anxiety

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21
Q

what did Schaffer and Emerson find

A
  • evidence for the four stages of attachment
  • 87% of babies formed attachment with two or more caregivers
  • babies formed stronger attachments if caregivers displayed high sensitive responses
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22
Q

one strength of Schaffer and Emerson’s study

A

naturalistic observation this means that the results are more likely to have ecological validity and generalise to how babies and babies behave in everyday life

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23
Q

two weaknesses of Schaffer and Emerson’s study

A
  • the research may be prone to observer bias

- the results may be prone to social desirability bias due to the use of an interview

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24
Q

what is observer bias

A

the tendency for researchers to see what they expect when conducting observations

25
Q

what is social desirability bias

A

participants may give inaccurate answers that they think are socially desirable, to avoid being judged negatively

26
Q

what do babies develop stronger attachments to

A

parents who have sensitive responsiveness

27
Q

examples of caregiver interactions

A
  • reciprocity

- interactional synchrony

28
Q

what is reciprocity in care-giver infant interactions

A

the infant and caregiver both take turns in an interaction, so they respond to each others actions

29
Q

what is interactional synchrony

A

when caregiver and infants perform similar actions in time with each other

30
Q

what did isabella find about attachment

A

isabella et al showed that there is a positive correlation between interactional synchrony and the strength of the attachment bond

31
Q

evaluation for Isabella’s study

A
  • A strength of these studies is that the method enables researchers to collect highly detailed, reliable observations
  • limitation-observations may suffer observer bias
  • limitation- they are correlational studies, making it hard to infer a cause and effect
32
Q

sensitive responsiveness

A

Sensitive responsiveness refers to how sensitive a caregiver is to their baby’s needs. Caregivers who have a high degree of sensitive responsiveness are sensitive to the baby’s needs, and respond quickly when the baby tries to interact with them.

33
Q

what are the two theories of attachment

A

the learning theory of attachment

Bowlby’s monotropic theory of attachment

34
Q

what does the learning theory of attachment say about infant-caregiver attachments

A

attachments are learned through the experience of being fed by caregiver.
The reason babies form attachment to their caregiver is because their caregiver feeds them

35
Q

what are the two types of conditioning

A

classical conditioning is when neutral stimulus becomes a conditioned stimulus through repeated association with an unconditioned stimulus.

operant conditioning is when we learn to associate our actions with an outcome

36
Q

the role of classical conditioning and attachment

A
  • At first food is an unconditioned stimulus and caregivers are a neutral stimulus.
  • over repeated experience of being fed by their caregiver, babies learn to associate their caregivers with food
  • As a result, caregiver becomes a conditioned stimulus, and babies develop a happy conditioned response to their caregiver
37
Q

how can behaviours be reinforced

A

positive reinforcement-we learn to repeat a behaviour to get a rewarding result
negative reinforcement- we learn to repeat a behaviour to avoid an unrewarding outcome

38
Q

the role of operant conditioning and attachment

A

Babies learn to associate the action of staying close to their caregiver with the outcome of getting food. Since this outcome is rewarding, babies repeat the action of staying close to their caregivers. so, the action of staying to the caregiver has been reinforced through positive reinforcement

39
Q

why do babies learn to stay near their caregiver

A

to avoid unpleasant feeling of being hungry. so, the action of staying close to the caregiver has been reinforced through negative reinforcement

40
Q

How does operant conditioning contribute for forming an attachment

A

the action of staying near the caregiver is reinforced through positive reinforcement, by babies learning that they get food when they are near their caregiver

the action of staying near the caregiver is reinforced through negative reinforcement, by babies learning they can reduce hunger by staying near to caregiver

41
Q

what type of study was Harlow’s experiment

A

a laboratory experiment an the monkeys where divided into two groups of four.

42
Q

what was the independent variable of Harlow’s study

A

the amount of time the babies spent with each mother

43
Q

what was the dependent variable of Harlow’s study

A

the type of mother that provided milk

44
Q

what was the results of Harlow’s study

A

he found that babies always choose the towel mother regardless of whether she provided milk.

45
Q

what could Harlow conclude

A

attachments in monkey’s are driven by comfort

46
Q

what theory does Harlow’s study not support

A

the learning theory of attachment, instead suggesting that attachments are formed by comfort not food

47
Q

what was the aim of Harlow’s study

A

to test the learning theory of attachment by investigating whether monkey’s chose comfort or food

48
Q

procedure of Harlow’s study

A
  • he separated 8 baby monkeys from their mother and provided them and provided the with a fake wire mother or a fake towel mother.
  • for one group the wire mother provided milk and for the other group the towel monkey provided milk
  • Harlow measured the amount of time the monkey’s spent with each mother
49
Q

when was Harlow’s study conducted

A

1959

50
Q

a strength of Harlow’s study

A

well controlled, because it was a laboratory experiment this means that Harlow could control all the extraneous variables- the amount of milk produced/living conditions

51
Q

three limitations of Harlow’s study

A
  • the two types of fake mothers had different experiences, which could act as a confounding variable
  • the study was conducted on monkey’s not human babies, the results may lack generalisability and the results may not tell us how babies form attachments
  • the study might be unethical, as monkey’s were put in a destressing situation that might cause psychological harm
52
Q

what is the appearance of the moms head in Harlow’s study

A

confounding variable

53
Q

what can an laboratory experiment help establish

A

a cause and effect relationship between the depended and independent variables

54
Q

what can the extraneous variable help establish in Harlow’s study

A

a cause and effect relationship between the depended and independent variables

55
Q

what does the learning theory suggest about attachments

A

LTA says that attachment are learned by experience through classical and operant conditioning and are driven by infant’s desire for food

56
Q

what study suggests that the LTA is believable

strength of learning theory of attachment

A

Dollard and Miller as they suggest that babies get fed over 2,000 times in the first year by their caregiver this means that there is plenty of time to form association between food and their caregiver.

57
Q

weaknesses of the LTA

A
  • isn’t supported by Harlow’s monkey study

- isn’t supported by findings from metapelets in Israel

58
Q

what happened when baby monkey’s where placed in a cage with only a wire monkey

A

baby monkeys showed signs of distress and stress

psychology year 12 (7 decks)

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