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SOCIAL AND COGNITIVE DEVELOPMENT > Attachment: Concepts and Measurement > Flashcards

Attachment: Concepts and Measurement Flashcards

1
Q

what is attachment theory?

A

the idea that early caregiver-child relationships have long-term consequences for development

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2
Q

what research did bowlby conduct and when?

A

1947, retrospective research and found 61% of juvenile thieves suffered early prolonged maternal separation during childhood

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3
Q

what did bowlby conclude after his research?

A

postulated that quality of parental care in early childhood was vital for mental health

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4
Q

what were affectional bonds viewed as before the 1950s?

A

secondary, whereas bowlby challenged the view that these attachments were as important as primary drive reduction

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5
Q

what is attachment?

A

strong affectional bond and disposition to seek proximity and contact with someone

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6
Q

what are attachment behaviours?

A

any form of behaviour resulting in attaining or maintaining proximity to some other clearly identified individual

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7
Q

difference between proximity seeking and proximity maintaining behaviours

A

seeking - crying, smiling, reaching
maintaining - following, clinging

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8
Q

how did ainsworth and bell (1970) contribute to attachment theory?

A

theoretically:
- understanding individual differences in attachment styles

methodologically:
- using laboratory methods to study attachment behaviours in 12-20 month old infants

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9
Q

bowlby (1969) formation of early attachments

A
  1. phase I (before 3 months)
  2. phase II (3-6 months)
  3. phase III (9-24 months)
  4. phase IV (30 months)
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10
Q

phase I (before 3 months)

A

responds to others with limited discrimination

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11
Q

phase II (3-6 months)

A

responds to one or more discriminated figure, begins ‘greeting’ on return and ‘crying’ on departure

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12
Q

phase III (9-24 months)

A

proximity maintaining behaviours towards discriminated figure

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13
Q

phase IV (30 months)

A

goal-corrected partnership and formulates internal working model

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14
Q

schaefer and emerson (1960)

A

landmark longitudinal study which found indiscriminate use of proximity seeking behaviours before 30 weeks, after then they become specific to chosen caregivers

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15
Q

fearon and roisman (2017) hypotheses derived from attachment theory

A

universality and normality

continuity

sensitivity

competence

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16
Q

universality and normality hypothesis

A

all infants become securely attached to one or more caregivers

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17
Q

continuity hypothesis

A

patterns of attachment are stable over the lifespan

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18
Q

sensitivity hypothesis

A

early attachment security is dependent on caregiver responsiveness to child’s signals

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19
Q

competence hypothesis

A

secure attachment leads to positive outcomes in a variety of domains

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20
Q

what are the broad types of measure used to study attachment?

A
  1. attachment behaviour
  2. attachment representations
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21
Q

attachment behaviour

A

assessment focused on children’s observable attachment behaviour

strange situation procedure (12-20m)
attachment q-sort (12m-6y)

22
Q

attachment representations

A

how we think about close relationships we have with others

child attachment interview (7y)
adult attachment interview (16y)

23
Q

SSP: what was created?

A

ainsworth and bell (1970) used a mildly stressful scenario to observe exploratory and attachment behaviours in 1-2y

24
Q

SSP: types of attachment

A
  • secure
  • avoidant
  • resistant
  • disorganised
25
Q

SSP: secure attachment

A

60%
- may or may not cry upon separation
- quick and positive reaction to reunion
- contact with caregiver reduces distress

26
Q

SSP: avoidant attachment

A

15%
- no distress when separated
- does not approach caregiver at reunion
- caregiver and stranger treated similarly

27
Q

SSP: resistant attachment

A

10%
- marked distress when separated
- resists contact at reunion
- contact does not reduce distress

28
Q

SSP: disorganised attachment

A

15%
- no consistent pattern
- may react with disorientation or fear

29
Q

reliability and validity of SSP

A
  • consistency across observers and time
  • low test-retest after 2 weeks, but strong after 12-18 months
  • moderate rank order stability
  • not very ecologically valid
30
Q

attachment q-sort (AQS)

A

waters (1980) developed a more ecological assessment by observing children in homes for 2 hours to compare against a prototype secure profile

31
Q

reliability and validity of AQS

A
  • suited for 12-48 months
  • strong test-retest stability
  • lengthy, no distinction between insecurity, and lack of valid caregiver ratings
32
Q

adult attachment interview (AAI)

A

van ijzendoorn (1995) looked at recollections about early relationships to reveal representations, using standardised protocol of 15 questions

33
Q

what does AAI score?

A

reflection - sense-making of experiences
coherence - evidence and consistency

34
Q

AAI: types of attachment

A

secure
dismissing
preoccupied
unresolved

35
Q

AAI: secure attachment

A
  • talks easily about relationships
  • coherent and consistent accounts
  • understands past difficulties
36
Q

AAI: dismissing attachment

A
  • difficulty remembering experiences
  • describes parents positively but does not give evidence
  • dismisses importance of relationships
37
Q

AAI: preoccupied attachment

A
  • excessive attention to caregiver memories; loses focus
  • confused, angry
38
Q

AAI: unresolved attachment

A
  • experience of trauma
  • still focused on unresolved issues from past
39
Q

reliability and validity of AAI

A

strong test-retest 78% reliability within same category

autobiographical memory, IQ, and social desirability not associated with attachment group

40
Q

CAI

A

goetz (2018) studied children’s representations and perceptions of their attachment figures’ availability, using verbal and non-verbal information to analyse their narratives

41
Q

reliability and validity of CAI

A
  • high inter-rater reliability and test-retest between 3-12 months
  • validity as clinically referred children show higher levels of insecure attachment
42
Q

universality and normality within attachment styles

A
  • all infants show attachment behaviours, and preferential bonds for caregivers
  • secure attachment is the norm as allows for exploration
43
Q

what is the emphasis in north america and europe?

A
  • single maternal caregiver (monotropism) and independence of child

studies are mainly confined to this region, despite being only 10% of child world population

44
Q

mesman (2016) universality does not preclude culture-specific patterns

A
  • attachment styles vary between countries
    (indonesia 52% secure vs mexico 77%)
  • primary attachment figures differ in cultures with more caregivers
  • may experience different forms of attachment or exploration behaviour
45
Q

predictors of attachment security

A
  • parental views of own childhood attachment experiences
  • mind-mindedness
46
Q

fearon (2010) meta-analysis on disorganised attachment

A

connections between disorganised attachment and higher externalising behaviours, but lower for girls than boys

47
Q

how did bowlby (1977) show causality and continuity?

A

strong causal relationships between individuals’ experience with their parents and later capacity to make affectional bonds

48
Q

prototype account

A

early caregiving experiences give rise to attachment representations, which become persisting ‘working models’ to shape interpersonal relationships with others

49
Q

evidence of prototype account

A
  • meta-analysis moderate evidence for stable classifications (opie, 2021) using different measures– secure 67%, avoidant 25%, resistant 28%
  • groh (2014) early attachments predict later attachment status (secure-secure 61%) but not universal for all (resistant-preoccupied 1.5%)
50
Q

revisionist account

A

early caregiving experiences give rise to attachment representations, but changes in caregiving experiences can lead to updated or revised representations

51
Q

booth-la force (2014) lawful discontinuity can be seen in changing attachment types:

A

secure → secure – stable positive environment

insecure → insecure – stable negative environment (greater declines in parental sensitivity)

insecure → secure – improving circumstances (higher parental sensitivity in childhood)

secure → insecure – declining circumstances (higher levels of negative life events)

52
Q

what do practical challenges consider?

A
  • longitudinal research is expensive and time-consuming
  • absence of evidence is not evidence of absence
  • need to explore attachment security concerning more than one caregiver
  • begin investigations during the first year of life before attachment relationships have formed
  • distinguish between concurrent and predictive relations

SOCIAL AND COGNITIVE DEVELOPMENT (10 decks)

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