Attachment: Caregiver Infant Interactions- KR Flashcards

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1
Q

Define attachment

A
  • emotional link between an infant and the caregiver
  • seek closeness and feel secure in the presence of an attachment figure
  • responsiveness of the caregiver to the infants signals has a deep effect on the child
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2
Q

What is meant by attachment?

A
  • emotional link between an infant and the caregiver
  • seek closeness and feel secure in the presence of an attachment figure
  • responsiveness of the caregiver to the infants signals has a deep effect on the child
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3
Q

An emotional link between an infant and caregiver is also known as

A

Attachment.

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4
Q

What is meant by an interaction?

A

communication

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5
Q

How do psychologists recognise an infant has an attachment?

A

Proximity

separation distress

secure base behaviour

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6
Q

How do psychologists measure attachment?

A

Proximity

separation distress

secure base behaviour

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7
Q

What is meant by proximity?

A

remaining physically close to the attachment figure

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8
Q

What is the key term used to describe physical closeness to the attachment figure?

A

proximity

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9
Q

What is meant by separation distress?

A

distress/ upset when the attachment figure leaves

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10
Q

Define separation distress

A

distress/ upset when the attachment figure leaves

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11
Q

What is the key term used to describe distress when the attachment figure leaves?

A

separation distress

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12
Q

What is meant by secure base behaviour?

A

We always ‘touch base’ with our attachment figure. Infants regularly return to their attachment figure while playing.

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13
Q

Define secure base behaviour

A

We always ‘touch base’ with our attachment figure. Infants regularly return to their attachment figure while playing.

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14
Q

What is a secure base?

A

something or someone we go to, to seek comfort

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15
Q

In attachment, what do infants use as a secure base?

A

mother

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16
Q

When researching attachment, What is mother often used as?

A

a secure base

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17
Q

Why attachment important?

A

It is believed the early social interactions between infants and carer’s play an important role in the child’s social development.

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18
Q

What is attachment important for?

A

child’s social development.

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19
Q

What think is meant by a caregiver-infant interactions?

A

How caregivers (adults) and infants (children) communicate with one another.

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20
Q

What is meant by interactional synchrony?

A

Caregiver and infant respond in time to keep communication going.

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21
Q

What is meant by synchrony?

A

at the same time, in sync

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22
Q

Give an example of interactional synchrony

A

Infant and caregiver smile at the same time

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23
Q

What does this type of communication ensure?

A

infant and caregivers emotions and actions mirror each other’s.​

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24
Q

Interactional Synchrony: What does the infant and mother do to maintain the communication?

A

mirror each other

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25
Q

How is interaction synchrony measured?

A

observe is infant and caregiver respond in time with each other

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26
Q

Who investigated interactional synchrony?

A

Meltzoff and Moore

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27
Q

Meltzoff and Moore investgated a type of caregiver infant interaction, what was it?

A

interactional synchrony

28
Q

What type of observation did Meltzoff and Moore use to investigate interactional synchrony?

A

controlled observation

29
Q

How do we know that Meltzoff and Moores observation was controlled?

A

the environment was manipulated i.e. an adult was used to measure the interaction

30
Q

Who used a controlled observation to investigate interactional synchrony?

A

Meltzoff and Moore

31
Q

What sample did Meltzoff and Morre use?

A

40 2-week-old babies

32
Q

How many 2 week old babies were used in Meltzoff and Moores study?

A

40

33
Q

How old were the 40 infants used in Meltzoff and Moores study?

A

2 weeks old

34
Q

Who was paired with the 2 week old babies in Meltzoff and Moores study to interact with?

A

an adult

35
Q

How did Meltzoff and Moore conduct the study on the 40 2-week-old babies?

A

An adult displayed one of three facial expressions or distinctive gestures, such as mouth opening or tongue protrusion. ​​

The child’s response was filmed and viewed by an independent observer. ​

36
Q

Why did Metlzoff and Moore film the observation?

A

so they can check their results for internal validity

37
Q

Why did Meltzoff and Moore use an independent researcher to observe the observation?

A

so the results would be less likely to be affected by researcher bias

38
Q

What did Meltzoff and Moore find in their study?

A

A link was found between the facial expressions/gesture of the adult and the response of the baby.

39
Q

What does Meltzoff and Moore’s research tell us about interactional synchrony?

A

that babies mirror the behaviour in time of the caregiver to maintain communication

40
Q

What is meant by Reciprocity?

A

a two-way, mutual process where infant and take turns to respond to each other’s behaviours/signals, to sustain interaction. This behaviour of each party elicits a response from the other

41
Q

What type of caregiver infant interaction is also described as turn taking?

A

Reciprocity

42
Q

Define Reciprocity

A

a two-way, mutual process where infant and take turns to respond to each other’s behaviours/signals, to sustain interaction. This behaviour of each party elicits a response from the other

43
Q

Give an example of turn taking

A

child puts arms out to be held - caregiver picks up.​

44
Q

Why do infants and caregivers take turns to respond to each others behaviours and signals?

A

to sustain interaction

45
Q

What do babies have that signals to the caregiver that they want interaction?

A

Alert phases

46
Q

What are alert phases?

A

Babies have ‘alert phases’ and signal when they are ready for interaction

47
Q

How often do Mother pick up and act upon alert phases?

A

⅔ of time

48
Q

What has Brazleton said in relation to reciprocity?

A

both mother and baby initiate (start) the interaction and take it in turns to do so. He called this the ‘dance.’

49
Q

Who compared the interaction of mother and baby as a dance?

A

Brazleton

50
Q
A

D

51
Q
A

A

52
Q

Outline where in the scenario we see interactional synchrony?

A

Tasneem smiles, Aisha smiles back

53
Q

Outline where in the scenario we see reciprocity?

A

Tasneem moves her head, Aisha moves hers, perfectly in time with each other

It’s almost as if they are one person

54
Q

What is a potential criticism of research into caregiver infant interactions?

A

research lack ecological validity

55
Q

Why does most research into caregiver infant interaction lack ecological validity?

A

because the research uses controlled environments and controlled observations i.e., films the interaction

56
Q

What is the problem with using controlled environments to investigate caregiver infant interaction?

A

it is difficult to generalize the findings to real life cases of caregiver-infant interactions as the infant may not behave how they usually do in the real world

57
Q

If the observation can’t be generalised to the target population what type of validity is affected?

A

external

58
Q

Why is the external validity affected if research into caregiver infant interactions uses controlled observations?

A

because you can’t generalise the interactions seen in a controlled environment to the interactions in a natural environment

59
Q

What may be a strength of using a controlled observation?

A

High control over extraneous variables

60
Q

Why does research into caregiver infant interactions have high control over extraneous variables?

A

because the controlled observation means that possible variables like other adults in the room are eliminated

61
Q

Why is it a strength for caregiver infant interaction research that it can control extraneous variables?

A

we can establish cause an effect between caregiver and infant interactions

62
Q

What does establishing cause and effect increase in research?

A

internal Validity

63
Q

Researchers have to interpret the interactions between adult and baby and make what?

A

inferences about their behaviour

64
Q

If inferences have to be drawn what is the research prone to?

A

researcher bias

65
Q

What is meant by researcher bias?

A

where the researchers behaviours/characteristics influences/ changes participants behaviour and therefore affects the results

66
Q

Give an example of where researcher bias can be seen in caregiver infant interaction research

A

if a baby smiles this may interpret this as an interaction where it might just be passing wind.

67
Q

What type of validity is affected if inferences are used and why?

A

internal validity- they’re no longer measuring caregiver infant interactions