Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

AS AQA Psychology > Attachment Studies > Flashcards

Attachment Studies Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

Evans and Porter Aim

A

Investigate whether interactional synchrony and reciprocity affect attachment quality in infants and caregivers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Evans and Porter Setting and Sample

A

Lab, 101 infants and their mothers- 53 female, 48 male, American suburb

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Evans and Porter Procedure

A

Mother and babies invited into laboratory 3 times, at 6,9 and 12 months old
Play with toys for 15 mins- videoed, and communication was assessed. At 12 months the attachment was assessed with strange situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Evans and Porter Findings

A

Secure attachment linked to most reciprocal and interactional synchrony interactions in earlier months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Evans and Porter Conclusion

A

Attachment affected by amount of communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Evans and Porter Evaluation

A

Controlled, no extraneous variables, increases internal validity
Demand characteristics, social desirability and evaluation apprehension, decreases internal validity
Volunteer bias, decreases population validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Isabella et al Aim

A

Does interactional synchrony affect attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Isabella et al Procedure

A

Observed 30 mothers and infants together and assessed degree of synchrony, and quality of attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Isabella et al Findings

A

High levels of synchrony= better attachments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Isabella et al Conclusion

A

Interactional synchrony is important for development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Isabella et al Evalution

A

Demand characteristics, decreases internal validity

Controlled, increases internal validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Geiger Aim

A

Role of father

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Geiger Conclusion

A

Father’s play is more exciting, mothers more nurturing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Lamb Aim

A

Role of father

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Lamb Conclusion

A

Fathers can be maternal, sensitive responsiveness isn’t a biological ability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Hardy Aim

A

Role of father

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Hardy Conclusion

A

Males are less suitable as primary caregivers as are less able to detect distress

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Lucassen Aim

A

Role of father

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Lucassen Findings and Conclusion

A

Meta-analysis of strange situation showed high levels of sensitivity associated with good father- infant attachments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Schaffer and Emerson Aim

A

Role of father

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Schaffer and Emerson Findings and Conclusion

A

Longitudinal, in 1964 1/3 primary attachment was father, 50 years later, stronger attachment formed earlier

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Evaluation of Father’s role

A

Fatherless families and single dads- trauma could affect, decreases internal validity
Social desirability, decreases internal validity
Evaluation apprehension, decreases internal validity
Natural environment, more extraneous variables, decreases internal validity
Longitudinal studies, increases reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Schaffer and Emerson Aim

A

Assess patterns of attachment – make stages of attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Schaffer and Emerson Setting and Sample

A

Field, 60 babies, 31 male, 29 female, and mothers. All from Glasgow & working class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Schaffer and Emerson Procedure

A

Longitudinal study, interviews. Separation protest measured- left alone. And stranger anxiety- assessed by researcher

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Schaffer and Emerson Findings

A

Asocial stage, indiscriminate attachment, specific attachments, multiple attachments
Fear of strangers starts after 21 weeks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Schaffer and Emerson Conclusion

A

Pattern of attachments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Schaffer and Emerson Evaluation

A

Evaluation apprehension and social desirability, decreases internal validity
Naturalistic environment, decreases internal validity/ increases ecological validity
Longitudinal study, increases reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Evaluation of Schaffer’s Stages

A

Asocial stage babies have low mobility anyway, decreases internal validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Lorenz Aim

A

Investigate imprinting on young geese

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Lorenz Procedure

A

Goose eggs- incubator or naturally with mother
Made sure he was the first thing the incubator group saw after birth
Marked geese to distinguish
Placed in box to see who they would return to- all muddled

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Lorenz Findings

A

Ones with Lorenz, followed him and returned to him always
Critical period of 4-25 hours for imprinting
Matured adult birds who imprinted on him tried to mate with humans

33
Q

Lorenz Conclusion

A

Close contact kept with first moving object encountered, sexual imprinting

34
Q

Lorenz Evaluation

A

Counter-evidence, Guiton et all 1966- no permanent effect of imprinting-chicks imprinted on gloves but learned to mate with chicks, reliability
Can’t generalise to humans (atricial and emotional), decreases population validity

35
Q

Harlow Aim

A

Investigate learning theory

36
Q

Harlow Procedure

A

Wire mother monkey and cloth monkey. Baby monkeys taken away from mother
Wire mother produced milk, cloth mother didn’t
Frightened with loud noise to test which attachment

37
Q

Harlow Findings

A

Preferred contact with cloth mother, regardless of milk production
Diarrhoea, stress
Clung to cloth mother and reached over to feed
Dysfunctional mature behaviour- aggressive, antisocial, less skilled and mating and rejected their own children

38
Q

Harlow Conclusion

A

Critical period of 90 days
Comfort over food
Long term consequences

39
Q

Harlow Evaluation

A

Ethical issues, decreases reliability

40
Q

Learning theory- Dollard and Miller Evaluation

A

Lorenz geese (doesn’t take time), decreases reliability
Harlow’s monkeys- comfort over food, increases reliability
Schaffer and Emerson (nanny fed baby but mother provided emotional care), decreases reliability
Behavioural explanations are reductionist, decreases internal validity
Face validity true
Little albert- babies can learn phobias through classical conditioning, increases reliability

41
Q

Evolutionary theory- Bowlby Evaluation

A

Doesn’t explain why some children recover better, individual differences, decreases validity
No importance to father, decreases internal validity
Can’t test evolution of behaviours, decreases internal validity
Context when developed- mothers seeking work, increases internal validity

42
Q

Evolutionary theory- Bowlby Supporting/ Counter evidence

A

Hazan and Shaver’s love quiz- secure attachment as infants had happy relationships when older, increases reliability of internal working model
Koluchova (1976)- twin boys isolated in cupboard from age of 18 months to 7 years- adopted and fully recovered- decreases reliability of critical period
Schaffer and Emerson (1964), singe attachments around 7 months old, increases reliability of monotropy
Brazleton et al (1975)- ignore social releasers- babies curled up and lying motionless, increases reliability of social releasers

43
Q

Ainsworth Aim

A

Identify and classify attachment and how common they were

44
Q

Ainsworth Setting and Sample

A

Controlled laboratory observation, 100 middle-class American infants and mothers

45
Q

Ainsworth Procedure

A

Infant behaviour observed- two-way mirror in play room
Caregiver left infant, returns, stranger with infant
Judge attachment, stranger anxiety, separation anxiety and response to reunion

46
Q

Ainsworth Findings

A

66% securely attached- moderate upset when mother leaves/ stranger, easily comforted
22% insecure- avoidant- weren’t bothered by mother leaving or stranger, didn’t seem to care when mother returned
12% insecure- resistant- extremely upset when mother left, and stranger came, hard to comfort, seemed cross with mother on return

47
Q

Ainsworth Conclusion

A

Individual differences, linked to sensitivity, mostly secure

48
Q

Ainsworth Evaluation

A

Social desirability and evaluation apprehension, decreases internal validity
High inter-rater reliability
Ethnocentric tool, decreases population validity

49
Q

Van Ijzendoorn and Kroonenberg Aim

A

Proportions of attachment qualities across countries and cultures

50
Q

Van Ijzendoorn and Kroonenberg Procedure

A

Meta-analysis of studies

51
Q

Van Ijzendoorn and Kroonenberg Findings

A

Highest % securely attached in every country
Highest secure %= Britain/ Sweden with 75%
Highest insecure-resistant %= Israel with 29%
Highest insecure-avoidant %= Germany with 35%

52
Q

Van Ijzendoorn and Kroonenberg Conclusion

A

Greater variation within countries than between countries, highest attachment was secure

53
Q

Van Ijzendoorn and Kroonenberg Evaluation

A

Different subcultures within countries- not representative, decreases ecological validity
Strange situation used as a ethnocentric tool, decreases internal validity

54
Q

Takashaki Aim

A

Comparisons between American and Japanese attachment and determine whether the strange situation is a valid procedure for other countries

55
Q

Takashaki Sample

A

60 middle-class, Japanese infants aged 1 ½. Boys and Girls. Raised at home

56
Q

Takashaki Procedure

A

Observed in the Strange Situation

57
Q

Takashaki Findings

A

68% securely attached
0% avoidant-insecure
32% resistant-insecure
Japanese infants most disturbed being alone, this was stopped for 90% of participants due to stress on infant= needed an alternative classification

58
Q

Takashaki Conclusion

A

Strange situation does not have same meaning for Japan as America- cross-cultural variation was seen – not a valid assessment

59
Q

Takashaki Evaluation

A

Psychological harm, decreases reliability

60
Q

Bowlby 44 Thieves Aim

A

Test effects of separation on a child’s wellbeing

61
Q

Bowlby 44 Thieves Sample

A

88 clients from the child guidance clinic where he worked, 44 of the children had been referred for stealing

62
Q

Bowlby 44 Thieves Procedure

A

Interviewed children and parents

63
Q

Bowlby 44 Thieves Findings

A

Children who had experienced maternal deprivation were emotionally maladjusted
Out of 44 thieves, 32% were found to have affectionless psychopathic personalities, and pf these, 86% had experienced maternal deprivation before the age of 5
68% that weren’t affectionless psychopaths only 17% had experienced maternal deprivation

64
Q

Bowlby 44 Thieves Conclusion

A

Prolonged early separation can cause affectionless psychopathy and emotional maladjustment

65
Q

Bowlby 44 Thieves Evaluation

A

Evaluation apprehension and social desirability, decreases internal validity
Bowlby carried out assessments himself and he knew what he was looking for decreases internal validity

66
Q

Bowlby’s Theory of Maternal Deprivation

A

Supporting evidence in Bowlby’s 44 thieves study, increases reliability
Counter evidence from Hilda Lewis 1954- replicated 44 thieves on a larger scale with 500 young people. Found a history of prolonged separation from mother didn’t predict criminality or relationship issues, decreases reliability
Research focuses on children who were put in temporary foster care due to family issues or illness- trauma could have been the factor causing affectionless psychopathy, not maternal deprivation, decreases internal validity.

67
Q

Rutter et al Aim

A

Investigate to what extent good care makes up for poor early experiences in institutions

68
Q

Rutter et al Sample

A

165 Romanian orphans were adopted to Britain. Group of British children adopted at same time

69
Q

Rutter et al Procedure

A

Physical, cognitive and emotional development assessed at ages of 4, 6, 11 and 15 years

70
Q

Rutter et al Findings

A

Adopted before 6 months, IQ= 102, adopted 6 months-2 years, IQ= 86, adopted after 2 years, IQ= 77
Adopted after 6 months= disinhibited attachment, adopted before 6 months= rarely show disinhibited attachment

71
Q

Rutter et al Conclusion

A

Internalisation affects IQ levels and attachment

72
Q

Rutter et al Evaluation

A

Not random allocation, so less individual differences, increases internal validity

73
Q

Bucharest Early Intervention Project

A

Zeanah et al

74
Q

Zeanah et al Aim

A

Differences in development and attachment between children in high quality care, and those left in institutions

75
Q

Zeanah et al Sample

A

136 children. 95 in institutions, 50 community control

76
Q

Zeanah et al Procedure

A

Randomly allocated those in the institution to high quality care or to remain in institution
Strange situation assessment and carers asked about social behaviour. Assessed at 30, 42 and 54 months and at 8 years old.
Development of foster care group compared to institutions and community control

77
Q

Zeanah et al Findings

A

Community= 74% secure, 20% disinhibited and institutionalised= 19% secure, 65% disorganised and 44% disinhibited
Foster care was broadly effective in enhancing development and attachment

78
Q

Zeanah et al Conclusion

A

Institutionalisation often causes disinhibited attachment, mental retardation.
The earlier placed in foster care, the better the recovery

79
Q

Zeanah et al Evaluation

A

Random allocation causes major ethical issues- deliberately disadvantage one group of institutionalised children, decreases reliability.

AS AQA Psychology (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions