Attachment - paper 1 Flashcards
1
Q
attachment
animal studies
A
a close , two way (reciprocal) , emotional bond between two individuals where each sees eachother as essential for their own emotional security
2
Q
key study - kondrad lorenz
animal studies
A
- geece
- procedure - divided clutch of geece eggs into two , 1 group with mother and 1 in an incubator - see lorenz first
- conc
- demonstarted imprinting
- there is a critical time period - after 32 hrs the gosling were unlikly to imprint, the most time between 13-16hrs
3
Q
imprinting
animal studies
A
an inhertited trait that animals use as survival. altricial animals expirence hours after being born , where they develop an extremely close bond with animals they see first
4
Q
lorenz case study
animal studies
A
- observed peacoks who had been raised in a reptile house and imprinted on a giant tortise
- in adulthood they only showed courtship towards giant toritise
5
Q
key study - harry harlow
animal studies
A
- rhesus monkeys
- procedure 1 - raised the monkeys in a lad and some raised in isolation
- findings - isolated monkeys - distruted behaviour , circuling blank stair , some straved to death
- non isolated - social deficits , clung to cloth monther
- procedure 2 - 16 babies with wire or cloth mum , both provided milk
- findings - babes spent more time with cloth mother , when the wire one had milk they would go for food thn back to cloth mum
- proceudre 3 - add scary noise
- findings - run to mother when scared then venture out , with no mother they were paralyzed with fear
6
Q
maternal deprivation
animal studies
A
- being deprived of a mother
- consequence - didnt develop normal social behvaiour , more aggressive , less sociable , neglected their own babies
7
Q
critical period
animal studies
A
- a period of time where something must happen or else it wont form (attachment)
- rhesus monkeys - 90 days
8
Q
postives of animal studies
animal studies
A
- practicallity
- have tight control over condtions
- we can create condtions and manipluate them
- application
- profound effect on humands with child and mother
- its not a result of food but comfort , helps with nurserys ect
- generalisabilty
- monkeys are similar to humans - all primates have simialr attachments
9
Q
negtaives of animal studies
animal studies
A
- ethics
- monkeys suffered great psychological harm , and killed their own babys
- generalisability
- humans have bigger brains than monkeys and are psychologically more complex
10
Q
operant condtioning
learning theories
A
- postive reinforcment would be the care giver giving love/comfort
- negative reinforcemnt would be the parents taken away hungery for the bay to feel happy
11
Q
cupboard love theory
learning theories
A
- infants attach to their caregiver for food
- it can be a result of associating stimuli (classical condtioning) or altering behaviour through reinforcement and punishment (operant condtioning)
- food (UCS) = happy (UNR)
- food (UCS) + mum (NS) = happy (UCR)
- mum (CS) = happy (CR)
12
Q
learning theory
learning theories
A
- the baby has to learn to form an attachment
- operant conditoning , the parent rewards the baby by feeding him , so he asscoiated the caregiver with food
- food is the primary reinforcer
- food doesnt come without the caregiver , so caregiver is the secondary reinforcer
- the baby will then repeat actions taht bring the caregiver close e.g crying
13
Q
harlow supporting and contriditiction learning theories
learning theories
A
- support
- operant condtioning - mum gives comfort and they come back
- contridicts
- comfort is the primary reinforcement not food
14
Q
why does lorenz contradict learning theories
learning theories
A
the baby geece had no reinforcment and attachment with the first thing they saw - attachment is innate not learnt
15
Q
learning theories is simplistic
learning theories
A
- reductionist
- the “feeding” is to simplistic
- not as simple as giving food to somebody and forming an attachment
- not just food - comfort , responsivness
16
Q
schaffer and emerson
learning theories
A
- first attachmnets that were fomred by 39% of babies were not the person who physically carried them
- attachmnets are more likely to form with those who are more sentive and rewarding to the bay and who play with them
- this is a weakness for learning theories
17
Q
Bowlby and evolutionary theory
Bowlby and evolutionary theory
A
attachment is an innate process that serves an important evolutionary function (survival)
18
Q
bowlbys monotropic theory
Bowlby and evolutionary theory
A
- MISS CRIED
- monotropy
- innate
- survival
- social realsers
- critical period
- reciprocal
- internal working model
- evolutionary
- dire consequences
19
Q
monotropy
Bowlby monotropic theory
A
- a vital close bond with just one attacment figure
- did not rule out the possibility of other attachments
- the primary bond is the most important one
- believed it was qualitivly different from any subsequent attachments
20
Q
innate
Bowlby monotropic theory
A
- inborn , natural
- children come into the work biologically pre-programmed to form attachments - help survival
21
Q
survival
Bowlby monotropic theory
A
- the state of fact of continuing to live or exist
- attachments with others is more likely to ensure survival - lorenzo showed this with geece
22
Q
social realisers
Bowlby monotropic theory
A
- certain innate behaviours which help to ensure proximity and contct to attachment - smiling , crying
23
Q
critical period
Bowlby monotropic theory
A
- a period of development during a childs developments to form an attachment , after attachment will never be able to occur and damdage is done (irreversible)
- took back hat he said “sensitve period” - attachments can still form later on
- geece - 14-16hrs
- monkey - 90 days
- humans - 2.5yrs
24
Q
reciprocal
Bowlby monotropic theory
A
- given or felt by each towards the other
- over time the focus of a child moves from hvaing needs met to taking oppurtunites for interactionist (not one sided)
25
Q
internal working model
Bowlby monotropic theory
A
- early attachment with parent , a child develops a cognitve frame work comprising mental representation for the understanding of the world , self and others
- cognitve hypothesis - our childhood attachmnet style will continue into our adult life , and affect the way we attach to others when we are older
26
Q
evolutionary
Bowlby monotropic theory
A
- based on darwins theory
- aspects of the brain structure , cognitve and behavioural are interpreted as adaptions to the physcial or social enviornment
27
Q
dire consequences
Bowlby monotropic theory
A
- extremely serious
- children shoul recieve continous care from primary carrer for aprox two years
- “maternal deprivation” - irreversible long term consequence
28
Q
supports Bowlby monotropic theory
Bowlby monotropic theory
A
- bailey et al - studied 99 mothers with 1yr old , measures their own attachment witht heir mothers using interviews - found mothers with poor attachment with their babies had poor attachment to mothers - supports internal wokring model
- buess et al - found attachment to mother at infancy was a good preditor of childs social behaviour at school agd 5 - supports montorphy attachment
- brazelton - observed mothers and baies intercating , did still face expiremnet , when mother didnt react the baies were extremely distressed and curled up motionless - supports social realsiers
29
Q
contridictions of Bowlby monotropic theory
Bowlby monotropic theory
A
- bailey - used self reprt techniqie , retorspective (old mems) , demand characteristica , gender bias
- schaffer and emerson - found 18month old babies (13%) had attachment to one person , most had more contridicts monotrophy attchament
- monotopy is socially sentive - pressure on mothers to be perfect - wouldnt be able to work - “fathers are useless”
- temperment may be as important as attachment - some babies are anxious , othersd more socialbe
- could explain behaviour better than attachment
- correlation does not equal causation
- tempermant = a childs genetically influenced personality
30
Q
attachment behaviours (maccoby) - infant
infant caregiver interactions
A
- seeking proximity - watch , cry
- distress on seperation - cry , distress
- joy on reunion - stop crying , smile , giggle
31
Q
attachment behaviours (maccoby) - child (mobile)
infant caregiver interactions
A
- seeking proximity - follow
- distress on seperation - cry
- joy on reunion - hug
- secure base behaviour - take toys and show mum
32
Q
attachment behaviours (maccoby) - adult
infant caregiver interactions
A
- seeking proximity - hug
- distress on seperation - message
- joy on reunion - hug
- secure base behaviour - go to find friends and feel relived
33
Q
features of infant caregiver interactions
infant caregiver interactions
A
- reciprocity - two way interaction , baby and caregiver respond to eachother in turn
- alert phases - when the baby signals they are ready to interact the mother will respond 2/3 of the time
- interactional synchrony - when behaviours are synchronised because they are moving in the same or a similar pattern . infants mirrowing a caregivers emotions and behaviours
34
Q
meltzoff and moore
infant caregiver interactions
A
- observed and filmed babies aged up to 27 days old , exposed to three facial expression (tounge , mouth widening , lip pursing) and one gestire (waving finger)
- findings - babies as young as 12 days old would try and imediate facial and physcial gestures
35
Q
isabella and belsky
infant caregiver interactions
A
- babys that had secure attachment would display more synchronized behvaiours than those with insecure attachment
- findings
- secure - interacted in a well times resprical and rewarded manner
- insecure avoidant - displayed material instructivness and overstimulated
- incsecure resistant - poorly cooridnated , under involved and inconsisent
- conc - different interactional behaviours predicted attachment quality
36
Q
brazelton
infant caregiver interactions
A
- parents were intructed to ignore their babies social realisers
- the babies responded very badly
- suppoets the role of social realisers and reciporotcty is very important
37
Q
negatives of infant caregiver interactions
infant caregiver interactions
A
- its hard to know what is happening when observing babies - babies cant talk and only express throught gestures and expression
- meltzoff and moore - re did expiremnt and only tougne was reliably replicated (howveer are portraying something)
- observations dont tell is the purpose of these features
38
Q
positves of infant caregiver interactions
infant caregiver interactions
A
- good reliability bc of controlled observation
- controlled process
- independant observers
- many cameras - good anaylsis
- no dmeand characteristcs - babies doesnt know its being observed
39
Q
schaffer and emersons theory
schaffer and emersons theory
A
- PHASE 1 - asocial stage
- PHASE 2 - indiscriminate attachment
- PHASE 3 - specifc attachment
- PHASE 4 - multiple attachments
40
Q
phase 1 - asocial stage
schaffer and emersons theory
A
- 0-2 months
- behaviour towards non human objects and humans are quite similar
- show limited prefernce to familar adults
- babies are still slightly happier in the presence of other humans
- EXAMPLE - simling at a human who interacts with them
41
Q
phase 2 - indiscriminate attachment
schaffer and emersons theory
A
- 2-7 months
- preference over people rather than objects
- increasing ability to recognise familar faces
- will accept comfort from any adult , no stranger anxiety
- EXAMPLE - smiling (slightly) more around people than when alone , looking more at faces
42
Q
phase 3 - specifc attachment
schaffer and emersons theory
A
- 7 months
- show distress on seperation from primary care giver ( found its the person who offers the most interactions and responds best to their needs)
- show joy at reunion with that person and are most comforted by them
- show stranger anxiety
- EXAMPLE - stop crying when pocked up by primary care giver , crying when they leave the room
43
Q
pase 4 - multiple attachments
schaffer and emersons theory
A
- 8 months
- show attachment to toher people , not just primary care giver
- the number of attachments formed depends on how consitent relationships the infant has
- there is a ddebate to wether these are equally as intense or if there is still some special attachment (monotrpy)
- EXAMPLE - seekings proxmity to famialr adults (grandparents)
44
Q
negatives of these stages
schaffer and emersons theory
A
- problems studying the asocial stage - babies have poor coordination and are generally imobile , difficult to make judgements and evidence cant be reliaded on
- conflicting evidence on multiple attachments - some research suggest not all babies form one primary attachment before they form others
- collectivist cultures - some have lots of carers drom the output
- measuring multiple attachments - babies can have playmates as well as attachment figures , no way to distuguish behaviours , just bc someone leaves the crying might not be about them
45
Q
supporting evidence - the study
schaffer and emersons theory
A
- aim - investigate the age at which infants become attached , who they become attached and if more than one
- procedure - longitunal study , 60 glaswegen babies , visted monthly at their own houses , interviwed about kids behvaiour (self report) , shown in 7 everyday seperations
- result - 6-8months old , 50% of babies showed seperation for a specific person
- 8-10months , 80% specfic attachamnet , 30% had multiple
- within 1 month of first attachment ,29% of infants had multiple attachments
- within 6 months of the first attachment 78% had multiple attachments
46
Q
conclusion of the study
schaffer and emersons theory
A
- indicated that attachments were most likely to form with those who responded to the babys signals not the person they spent the most time with
- called it sensitve responsivness
- who plays with you and communicates and responds to their emotion
47
Q
evaluations of schaffer and emersons study
schaffer and emersons theory
A
- benefits of the observation being completed in own homes and by parents
- good ecological validity
- babies are behaving in a normal environmant
- however
- no control over what happens , parents could lie for social desirability
- benefits of a longitunal study
- removes particapnant variables , parents dont tend to change
- gets rid of anomilies
- quality of sample
- same place , not reprosentive
- small sample size
48
Q
- fathers role is different to mothers - this is due to biological and psychologcial difference between men and women
multiple attachments and role of the father
A
- HORMONES - oestrogen underlines caring behaviour , this makes women more biologcally suited to forming attachments
- SOCIO-CULTURAL FACTORS - child rearing could be seen by some as a sterotypically femine - this could put men off even wanting to get involved
49
Q
supporting evidence - 1. fathers role is different to mothers - this is due to biological and psychologcial difference between men and women
multiple attachments and role of the father
A
- hrdy
- found that fathers were less likely to detect infant distress than mothers
- this supports bilogical difference
- would suggest the fathers role is biologically determined
50
Q
biological determinism
multiple attachments and role of the father
A
refers to the idea that all humans behaviour is innate and determined by genes
51
Q
issues with biological determinism
multiple attachments and role of the father
A
- some fathers are able to form close attachments - could worry these people that its not real
- when they are “baby sitting” they are capable of doing the job
- even become secure base
52
Q
soft determinism
multiple attachments and role of the father
A
- refers to the idea that human behaviour is constrained by the enviornment or biological make up but only to a certain extent
53
Q
- fathers play a different role; not caregiver but are important playmates
multiple attachments and role of the father
A
- more playful , phsyically active and better at providing challenging situations
- “boys will be boys”
- men are more care free in soceity
- lack of sensitvity may lead to better problem solving
- men teach about their erxpirences (problem solving)
- verismmo - found the quality of the relationship between father and child significantly correlated with the number of friends at nursey
54
Q
- fathers can demonstrate sensitive responsivness
multiple attachments and role of the father
A
- secure bonds are possible if fathers are in an intimate (close marrage)
- belsky - males report higher levels of marital intimacy also displayed a secure father infant attachment (and oppsite)
- this suggests children can form secure relationships with their fathers however depends on the father-mother relationship
55
Q
issues with research into fathers
multiple attachments and role of the father
A
- research has left unawnsered questions - if fathers have distinct role then why arent children without fathers different?
- studies have found that children growing up in signle or same sex families do not devlop any differenlt drin those in a two parents relationship
- research is confusing - different researchers are looking into different areas
- difficult bc psycholgosts cant easily awsner the questions
56
Q
research which shows fathers less important
multiple attachments and role of the father
A
- schaffer and emerson found majority of babies attach to mother first
- argued that fathers dont have enough eostrogen to form nuturing attachment
- grossman suggests that the quality of attacment with mother and not father had an affect on attachment in adolescence
57
Q
reasearch that shows fathers are just as important
multiple attachments and role of the father
A
- macCallum and golombok have found children grwoing up in single or same sex marrage do not devolp any differently
- grossman suggests that fathers have a greater role in other parts of attachment
- feild found that fathers can be nuturing attachment figures if the mother is less availabe
58
Q
strange situation - mary ainsworth
strange situation
A
- a technique that places infants in a different situation allowing observation of key attachment behaviours in order to research quality of attachment
- it shows rather than attachment being all or nothing (bowlby) there are individual differences in attachment qualty
- aim - to rearch the quailty/type of attachment to the caregiver , it places the infant in different situations
- method - controlled obsrervation
- sample - 100 white middle class american mothers
- 7 episodes lasting 3 mins
- behaviours measure ; secure base behaviour , seperation anxiety , stranger anxiety , reunin behaviour
59
Q
stages of strange situation
strange situation
A
- mother and baby are alone -exploration and secure base behaviour
- a stranger enters and treis to interact with baby - stranger anxiety
- the mother leaves the room and baby is alone with stranger - stranger anxiety and seperation anxiety
- mother returns and starnger leaves - reunin behaviour and secure base
- mother leaves and baby is alone - seperation anxiety
- stranger returns - starnger anxiety
- mother re enters and stranger leaves - reunion behaviour
60
Q
type of attachments
strange situation
A
- unsecure avoidant
- secure
- insecure resistant
61
Q
insecure avoidant - types of attachment
strange situation
A
- mother ignores baby when needing comfort
- no secure base
- low seperation anxiety
- low stranger anxiety
- does not seek proximity and comfort on reunion
62
Q
secure - attachment type
strange situation
A
- mother is sentivie to babies needs
- yes secure base
- mild seperation anxiety
- mild stranger anxiety
- seeks proximity and easily comforted on reunion
63
Q
insecure resistant - attachment type
strange situation
A
- mother is inconsistent with babys needs
- no secure base just proximity
- high sepration anxiety
- hig stranger anxiety
- seeks promxity but not easily comforted on reuinon q
64
Q
caregiver sensitivity hypothesis
strange situation
A
the way the caregivers behaves towards an infant directly causes the infant atatchment type
65
Q
percentage of infants in the study
strange situation
A
- type a - 22%
- type b - 65%
- type c -12%
66
Q
postives of strange situation
strange situation
A
- good reliabilty - main et al did the test and found it was reliable , was consistent and had good external reliablity
- good inter-rater - bick found that 94% observes agreed
- accepted around the world - paradigm
- high validiy
- predict later relationshop
67
Q
negatives with strange situation
strange situation
A
- ethnocentrism - social norms in parenting change for each culture and the catagories may not work for all
- only looks into mother - could have different attachment to father or grandparents , different levels of responsivness - lacks internal validity
- other attachment styles - main and soloman found disorganised attachment - descries a child who doesnt fit in any of the 3
- reductionist - simplyfing complex phenomen into simple type , says a few simple behaviours can identify you as a type
- ethical issues - putting s child under stress delibarty , protection of harm , no informed consent
- sample bias - 100 middle class white women
- lacks ecolgocial validity
68
Q
culture
strange situation - cultural differences
A
- rules , customs , morals and ways of interacting that bind together people of society
- learn the rules and customs of our culture through life (socialtionsion)
69
Q
subculture
strange situation - cultural differences
A
- groups within a culture that share many of the dominant characteristcs of that culture but have some different characteristics and customs of its own
70
Q
attachment difference between culture
strange situation - cultural differences
A
- bowlby suggested attachment is innate , should mean culture should not effect a gentic tendacy to form attachment
- some studies have found significant difference across cultures , however could have been due to a research error
71
Q
key study - van Ijzendoorn and krooenberg
strange situation - cultural differences
A
- conducted a meta analysis using a variety of data bases of strange situation study
- sample - 32 different studies conducted in 8 countries
- 18 studies were from the usa
- usa
- uk
- china
- japan
- sweden
- germany
- israel
- netherlands
- findings - most general was secure , least common was insecure resistant
72
Q
specifc findings
strange situation - cultural differences
A
- uk - highest secure 75%
- china - lowest secure 50%
- germany - highest insecure avoidant 35%
- israel - highest insecure resitant 27%
- japan - highest insecure resitant 25%
- variation of study results within the same country were 150% greater than those between countries
- parenting styles are not the same within a country
73
Q
meta-analysis
strange situation - cultural differences
A
a statistical analysis of the data from many studies focused on the same phenomenon , which aims to generate a general conclusion
74
Q
collectivist culture
strange situation - cultural differences
A
- a society where social and individuals ties are strong , with epople being part of a strong cohesive groups
75
Q
individualstic culture
strange situation - cultural differences
A
- prioritization or emphasis of the individual over the entire group , people are motivated by their own preference and viewpoints
76
Q
germany
strange situation - cultural differences
A
- individulstic culture
- parents encourage indepence
- not much distress on seperation
- not much jot on reuinon
- not much stranger anxiety
- avoidant
77
Q
israel
strange situation - cultural differences
A
- collectivist culture
- babies have multiple carrers
- self sufficent farming community
- excessive stranger anxiety
- **resistant **
78
Q
japan
strange situation - cultural differences
A
- parenting is protective
- emotional dependance is encouraged
- never spend time away from parents
- excessive stress on seperation
- excessive stranger anxiety
- resistant
79
Q
evaluations of research strange situation - cultural differences
strange situation - cultural differences
A
- biased sample - only 5 of the studies were carried out in collectivist cultures
- imposed etic - was made for by an american for america , not the same as america
- problem with meta anyalsis - the difference was 150% greater in countries , meta anyalsis concluded that eveyrone in the same culture they had the same parenting ect
80
Q
seperation
deprivation
A
when attachment bond is formed but the child is temporaly not in the presence of the attachment figure
81
Q
deprivation
deprivation
A
when an attachment bond is formed but then broken due to prolonged seperation
82
Q
privation
deprivation
A
when a child doesnt form any attachment with a significant person (lack of love)
83
Q
distruption of attachment
deprivation
A
- belived in monotropic attachment
- every seperation adds up and eventually come maternal deprivation
- become the law accumulated seperation
- if you expirence seperation enough times they will add up to deprivation consequences
84
Q
what happened bc of that study?
deprivation
A
- unlimited parenting visting hours in hospitals
- encouraged parents to stay with their children at all times
85
Q
short term seperation
deprivation
A
- james roberson
- procedure - observed children in a hospitial
- john - left in nursery for 9 days , never got visted by mother/father , wanted attention from nurses , they never gave it to him
- extremly distressed , cried pitifully , refused food , wouldnt sleep , sobs of despair
- ignored is father , didnt want to know his father , emotionally attached
- findings - children will be less attached when going back home
86
Q
bowlbys maternal deprivation hypothesis
deprivation
A
- if you are constantly serperated from your primary caregiver at a young ages
- you will gorw up thinking you are unworthy of love and will affect later relationships
- and think growing up without a safe and loving environment is normal
- will not have a good undertsanding of right and wrongso will feel less guilty when doing bad things
- bowbly called tjos affectionless psychopathy
- may also lack intelligence and have a low iq - called mental retardation
- this will happen in the critical period (2.5yrs)
87
Q
effects of maternal deprivation
deprivation
A
- intellectual - abnormal low iq
- emotional - affaectionless psycopathy , the inability to expirence guilt or strong emotions
88
Q
key study - the 44 juvenile theives
deprivation - supporting evidence
A
- aim - investigate the effect of deprivation
- procedure - 44 adolestents wh had been refered to the clini for stealing , compared to a control gorup of 44
- did an iq test and interviewed families ect
- findings - 17 of those thieves had expirecnes deprivation compared to 2 in the control group
- 14 of the thieves had affectionless psycopathy
- conc - supports maternal deprivation hypthosesis but
- not all affectionless psychopaths expirences deprivation , so not the sole cause
89
Q
negatives of the 44 theives study
deprivation
A
- self reporting - social desirability bias , why would you lie about leaving your child
- lots had moved in childhood - they may have never formed an attachment , were suffering from privation not deprivation which rutter suggested was far more deleterious
- retrospective mems - memories may not have be accuarte
- not reprosentive sample - more boys than girls in the study , beta bias , gender bias
90
Q
research deprivation
deprivation
A
- supproting - goldfard followed up on orphanes testing their iq through ages and the ones who never got fostered were in the retarded range
- controdicting - koluchova did a case on twins who were locked away for 7yrs and when they were fostered they seemed to fully recover , may be a sensitve period not critical
91
Q
privation
privation
A
- use case studies
- where there has been no attachment fromed
92
Q
genie (curtis)
privation
A
- age - 13yr
- condtions - dark room , chained to bed and potty , visted just for food
- phsycial - extremelet malnurhsied , looked 5
- cognitve - menatal age of 2.5 , couldnt feed herslef
- post discovery - made progress - mental age of 8
- but couldmt learn grammer
93
Q
mary and louise (skuse)
privation
A
- two sisters found at 2.5 and 3.5
- mother kept them in isolation
- tied to bed by a dog lead
- no pseech and showed little play
- louise led a normal life and recovered
- mary did not and grew up in an austic unit
- louise could have had an attachment beofre her sister was born
94
Q
evaluations of case studies
privation
A
- good
- can reserach naturally occuring events that you would not be able to do in real life
- retrospective data
- old data , not present in time and self report/mems could be wrong
- ethics
- particapnt harm
- no informed consent
- not genersalble
- **lack of control means its hard to asses what caused it ** - was it attachmnet of abuse
95
Q
institutionalisation
privation
A
- the effect of living in an instrutional setting e.g hospital , orphanage and the behaviour is due to living that way
96
Q
key study - rutter
the english romanian adoption study
privation
A
- longitunal study that started in 1998
- aim - ivestigate wether good quality care after adoption could make up for early instutionalisation
- procdure - 165 romanian orphanswere adopted into british families
- their physcial, cognitve and emotional development was asses , 4 , 6 , 11 and 15 yrs old
- three groups and control
- adopted before the age of 6 months
- adopted between 6 moths and 2 years
- adopted after 2 years
- 52 british children who adopted
97
Q
results of key study - rutter
the english romanian adoption study
privation
A
- at the age of 11 they did an iq test
- g1 - 102 , g2- 86 , g3 - 77
- these remained until 16
- found a new attachment style in the children in mostly g3disinhibted attachment - “a pettern of attention seeking behaviours with a realtive lack of selectivity in social relationship”
98
Q
key study - zeanah
the bucharest early intervention projet
privation
A
- same aim as rutter
- 95 children 13-31 months old
- same procedure as rutter
- results - 74% had secure attachment in control group , only 19% in other
- 65% of the intustiinalisation group were disorganised attatchment
- part 2
- randomly alloacted kids to foster or staying in orphanges
- showed foster helped
- the placemnt before 2 is key
99
Q
hodges and tizzard
privation
A
- investigate insitutaional upbrinign on later relationships
- 65 kids aged 4 months with no attachment
- 24 were adopted , 15 returned home , 26 still in instutuion
- did interviews and questionares at later ages
- maternal deprivation was over come by adopted kids
- all 3 groups still struggled with making attachments to friends ect
100
Q
evaluations of romian studies
privation
A
- natural - rutter did a natural study with no manipuation
- zeanah - manipulated where kids went, not ethical at all
- application- real life application as hospitals and nuserys help with the foster systm ect
- romanian - is it generliasble as the uk is very different to romanaina
101
Q
hazen and shaver - love quiz
later relationships
A
- extended bowlbys ideas that later love should be predictable from knowledge of their early attachment style
- aim - wanted to see if there was a correlation between infants attachment to their future realtionships
- procedure - love quiz - two compondents , measure of attachment type and indivudlas beliefs ect now
- 620 replies ages from 14-82
- results - strikly high correlation between infant attachment and adult romantic style
- conc - evidence support concept of iwm , did concede that not eveybody stayed the same attachment style and people changed
102
Q
negatives of love quiz
later relationships
A
- self report - social desirablity bias, could lie so nobody judges them , or could put awnser they know they are going to get secure
- correlation - correlation does not mean causation
- volenterr sample - could be all extroverted, cant generalise , certain type of person
103
Q
study supporting childhood friendships
later relationships
A
- kerns - secure had best quality friendships
- insecure struggled
- myron-wilson and smith - 196 ages 7-11 from london , secure - no bullying, avoidant- victums, resitant- bully
104
Q
supporting study of attachment types on romatic relationhips
later relationships
A
- hazan and shaver - love quiz
- mccarthy - 40 adult women assed as children and people with secure attachment had best reltionships later
105
Q
supporting study for parenting style
later relationships
A
- bailey - 99 mothers looking at their relationships with their mothers and their babies
- found they had similar attachment type with their babies as they did when they were oyunger with their mother
106
Q
basic evalutions for attachment type later
later relationships
A
- mixed evidence - zimmerman found there was very little relationship between quality of infant and adolesent attachment
- retrospective - all the studies look back at olf memories
107
Q
secure childhood attachment
later relationships
A
- later childhood relationships - not invloved in bullying , good quality friendships
- romantic relationships - long lasting good qaulity, belive love is common and easy to find
- relationship with child as a parent - tend to be sentive to childs needs
108
Q
insecure avoidant childhood attachment
later relationships
A
- later childhood relationships - likly to be victum to bullying, struggled with friendships
- romatic relationships - relationships involved jealousy and fear of intamcy , feel uncomftable deoending on others and dont need love to be happy
- relationship with child as a parent - tend to be insentive to their childs needs
109
Q
insecure resitance childhood attachment
later relationships
A
- later childhood realtionships - likelt to be bully and struggle with friendships
- romantic relationships - are obsesive and have emotional highs and lows , desire intense intimacy wich can scare people away
- realtionship with their child as a parent - tend to be inconsictent with childs needs
