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Psychology > Attachment: Key Terms > Flashcards

Attachment: Key Terms Flashcards

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1
Q

Bodily Contact

A

physical interactions between carer and infant help to form the attachment bond, especially in period immediately after birth

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2
Q

Mimicking

A

infants seem to have an innate ability to imitate carers’ facial expressions, which suggests it is a biological device to aid the formation of attachments

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3
Q

Caregiverese

A

adults who interact with infants use a modified form of vocal language that is high-pitched, song-like in nature, slow and repetitive. this aids communication between carer and infant and strengthens the attachment bond

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4
Q

Interactional Synchrony

A

infants move their body in tune with the rhythm of carers’ spoken language to create a kind of turn-taking, as seen with two-way vocal conversations. this also serves to reinforce the attachment bond

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5
Q

Reciprocity

A

interactions between carers and infants result in mutual behaviour, with both parties being able to produce responses from each other, which also helps to fortify the attachment bond

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6
Q

The 4 Stages of Attachment in Order

A

1) Asocial (0-6 weeks)
2) Indiscriminate (6 weeks-6 months)
3) Discriminate (7 months onwards)
4) Multiple (10-11 months onward)

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7
Q

Asocial Attachment

A
  • produce similar responses to objects + people + don’t prefer specific people to others
  • have bias towards human-like stimuli + prefer to look at faces + eyes
  • reciprocity + interactional synchrony play key role in establishing relationship with others
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8
Q

Indiscriminate Attachment

A
  • become more sociable
  • can tell people apart + preper to be in human company
  • relatively easily comforted by anyone + don’t prefer specific individuals yet (no separation anxiety)
  • no fear of strangers (stranger anxiety)
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9
Q

Discriminate Attachment

A
  • start to display stranger anxiety
  • become anxious when separated from one particular adult (mother in 65% of cases) + most comforted when this person returns
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10
Q

Multiple Attachments

A
  • start to extend attachment behaviour to other adults they interact with
  • 29% of infants had secondary attachment within a month of forming primary
  • by 1 most developed multiple
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11
Q

Dad as Primary Attachment Figure

A
  • Schaffer and Emerson found 65% became attached to mothers first
  • 30% attachment formed simultaneously with mother and father
  • 3% father first attachment
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12
Q

Dad as Secondary Attachment Figure

A
  • within short period of time babies formed secondary attachments including to father
  • 29% had secondary withn month of forming primary
  • 75% attachment with father within 18 months
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13
Q

Learning Theory of Attachment

A
  • proposes all behaviour is learned not inborn
  • behaviourists propose all behaviour, including attachment learned wither through classical or operant conditioning
  • proposed by behaviourists hwo focus on what people do rather than what goes on in their mind
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14
Q

Classical Conditioning Explaining Attachment

A
  • process of association
  • neutral stimulus to conditioned stimulus: foodgiver
  • unconditioned stimulus: food
  • unconditioned stimulus to conditioned stimulus: pleasure
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15
Q

Operant Conditioning Explaining Attachment

A
  • when hungry infant feels uncomfortable and experiences drive state which motivates baby to find way to lessen discomfort of being hungry
  • babies are altricial so cry and are fed which leads to drive reduction
  • food=reward/primary reinforcer
  • foodgiver=secondary reinforcer as become associated
  • infant seeks this person as they ares ource of reward
  • infant becomes attached through negatve reinforcement
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16
Q

Bowlby: Evolutionary Theory

A
  • why attachment forms
  • attachment is naturally selected behaviour
  • increases chances of survival
  • increases caregivers chance of genes surviving
  • ‘trait’ been passed down through evolution
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17
Q

Bowlby: Social Releasers

A
  • how attachment forms
  • ensure infants can elicit care-giving reaction
  • tend to be smiling, crying, cooing
  • suggested these are innate in infants as is response in adults
18
Q

Bowlby: Critical Period

A
  • how attachment forms
  • limited window within which something can take place
  • believed that if child hadn’t formed attachment before 2 1/2 then it won’t be possible after
  • proposed attachment determined in terms of reciprocity and interactional synchrony within critical period
19
Q

Bowlby: Monotropic Theory

A
  • how attachment forms
  • said attachments were monotropy - infants have one special emotional bond to primary caregiver
  • mum also only attches to one child at a time
  • law of continuity: more constant a childs care, better quality of attachment
  • low of accumulated separation: effects of every separation add up
20
Q

Bowlby: Sensitivity Hypothesis

A
  • how attachment forms
  • proposes primary attachment figure not necessarily mother it’s who responds in most responsive and sensitive manner to infants’ social releasers
  • interactional synchrony and reciprocity help fortify bond as they’re sign of babies and adults being responsive
21
Q

Bowlby: Internal Working Model

A
  • consequence of attachment
  • believed relationship formed with one special attachment figure (monotropy) provides infant with internal working model of relationships
  • internal working model is schema or blueprint which creates expectations about what to expect from others in future relationships
  • short term allows form partnership with caregiver
  • long term acts as template for future intimate relationships
22
Q

Bowlby: Continuity Hypothesis

A
  • consequence of attachment
  • states infants monotropic relationship influences all future relationships
  • early attachment relationship will be reflected in later emotional behaviour
  • those securely attached will be socially and emotionally competent adults
  • those insecurely attached with have social and emotional difficulties in childhood and adulthood
23
Q

Culture

A

the norms and values that exist within any group of people

24
Q

Cultural Variations

A

the differences of the norms and values between these groups of people

25
Q

Individualist Culture

A

value independence, individual seen as most important

26
Q

Collectivist Culture

A

value inter-dependence, group seen as most important

27
Q

Bowlby’s (1953) Maternal Deprivation Hypothesis (MDH)

A

if an infant is unable to develop a ‘warm, intimate and continuous relationship with his mother (or permanent mother-substitute)’ then the child will have difficulty forming relationships with other people and be at risk of behavioural disorders

28
Q

MDH: Discontinuous Relationships

A

when there are separations, attachment becomes unstable and less predictable and this disrupts the development

29
Q

MDH: Critical Period

A
  • if a child experiences repeated separations before 2 1/2 years of age, they are likely to become emotionally disturbed
  • continuing risk of disruption up to age 5
30
Q

MDH: Monotropic

A

believed child needed to form relationship with one primary care-giver for healthy emotional development

31
Q

MDH: IQ

A

believed if children are deprived of maternal care for too long during critical period they’d suffer intellectual disability (low IQ)

32
Q

MDH: Affectionless Psychopathy

A

believed deprivation of maternal care could have emotional consequences, such as affectionless psychopathy (lacking guilt and empathy)

33
Q

4 Effects of Institutionalisation

A

1) physical underdevelopment
2) intellectual underfuctioning
3) disinhibited attachment
4) poor parenting

34
Q

Effects of Institutionalisation: Physical Underdevelopment

A

children in institutional care are usually physically small due to lack of emotional care, called deprivation dwarfism

35
Q

Effects of Institutionalisation: Intellectual Underfuctioning

A

cognitive development is also affected by emotional deprivation

36
Q

Effects of Institutionalisation: Disinhibited Attachment

A
  • form of insecure attachment where children don’t discriminate between people they choose as attachment figures
  • will treat near-strangers with inappropriate familiarity and may be attention seeking
37
Q

Effects of Institutionalisation: Poor Parenting

A

long term effect of institutionalisation where ex-institutional adults experience extreme difficulties acting as parents

38
Q

4 Behaviours influenced by Internal Working Model

A

1) childhood friendships
2) poor parenting
3) romantic relationships
4) mental health

39
Q

How IWM Influences Childhood Friendships

A
  • Minnesota child-parent study found continuity between early attachment and late emotional/social behaviour
  • individuals classed as securely attached in infancy were highest rated for social competence later in childhood, less isolated, more popular, more empathetic
  • in terms of IWM: securely attached infants have higher expectations that others are friendly and trusting, enabling easier relationships with others
40
Q

How IWM Influences Poor Parenting

A
  • Harlow’s research demonstrated a link between poor attachment and later difficulties with parenting
  • Quinton et al showed that this is true for humans too as the lack of an IWM means that individuals lack a reference point to subsequently form relationships with their own children
41
Q

How IWM Influences Romantic Relationships

A

Hazan and Shaver demonstarted a link between early attachment type and later relationships as individuals who were securely attached had longer-lasting romantic relationships

42
Q

How IWM Influences Mental Health

A
  • lack of attachment during critical period in development would result in lack of IWM
  • children with attachment disorder have no preferred attachment figure, inability to interact and relate to others that is evident before age 5, and experience of severe neglect or frequent change of caregivers
  • attachment disorder has been recently classed as a distinct psychiatric condition and included in the DSM

Psychology (25 decks)

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