Attachment with hints

Question 1

Explain learning theory of attachment: how attachment occurs through classical conditioning

Answer 1

Pairing, mother + food, association, food relief from hunger, mother cs

Question 2

Describe learning theory of attachment: how operant conditioning can explain attachment

Answer 2

Behaviour, reinforcement, consequences, positive, neg, egs

Question 3

Evaluate learning theory of attachment: primate research & comfort contact

Answer 3

Harlow and Harlow, isolated rhesus monkeys, terry, wire + food, comfort contact, ‘cupboard love’

Question 4

Evaluate learning theory of attachment: what does it ignore?

Answer 4

Evidence from evolutionary theory

Question 5

Describe Bowlby’s theory of attachment: evolutionary & monotropy

Answer 5

evolution, survival, monotropy

Question 6

Describe Bowlby’s theory of attachment: sensitive responsiveness &
the internal working model

Answer 6

Sensitive responsiveness, prompt, approriate, learn trust, blueprint future relationships, trust, interdependence

Question 7

Evaluate Bowlby’s theory: evolutionary and monotropy

Answer 7

Post hoc, but support, extended contact group, Efe tribe, monotropy

Question 8

Evaluate Bowlby’s theory of attachment: the internal working model

Answer 8

Individual differences in coping with poor attachment, temperament, weak correlation peers

Question 9

Evaluate Bowlby’s theory: support for the internal working model

Answer 9

Love quiz findings

Question 10

Evaluate Bowlby’s theory of attachment: the temperament hypothesis

Answer 10

Kagan temperament hypothesis, Belsky & Rovine, fretful and calm newborns

Question 11

Describe the strange situation procedure

Answer 11

1-18 months, controlled observation, two-way mirror, together,stranger, mother leaves, 3 mins later stranger & mum swap, 3 mins later mum leaves infant alone, returns

Question 12

What did Ainsworth et al observe specifically?

Answer 12

safe base, separation anxiety, fear, reunion

Question 13

Describe the three types of attachment

Answer 13

B 75%, safe base, fear, sep anx, comfort; A 22.2, ignore, no anx, closeness; C 2.8% anx+++ torn close/distance

Question 14

Describe behaviour of mother for each category

Answer 14

B sensitive responsiveness, A misunderstand (teens), C lack interest (depressed) rigid, self-centred

Question 15

Evaluate the strange situation procedure – reliability & validity

Answer 15

Reliability, 6 years, 100% if secure, 75% avoidant, validity, secure at two, popular peers, less aggressive, later social

Question 16

Evaluate the strange situation in terms of weaknesses

Answer 16

Temperament hyp not mother, not fixed/determined, problems procedure, middle class, white, western, generalisability

Question 17

Outline cultural variations in attachment

Answer 17

meta analysis 8 countries, 2000 babies, Japan, Germany

Question 18

What do cross cultural differences in attachment show?

Answer 18

Japan rarely left, Germany value independence, not mother but culture, customs, value judgements, imposed etic

Question 19

Can short-term disruption of attachment cause permanent damage?

Answer 19

Robertsons, Little John 18 months, 10 days, PDD, angry, difficult

Question 20

Can the negative effects of short-term disruption of attachment be avoided/ reduced?

Answer 20

Substitute emotional care, links with attachment figures, visits, grandparents, routines similar, reminders, less rejecting of mother

Question 21

What are the effects of long-term disruption of attachment?

Answer 21

Long-term separation anx, detachment, demanding, poor rel with peers, approval seeking, disinhibited attachment

Question 22

Are some children more vulnerable than others to the negative effects of long-term separation?

Answer 22

Age of child when separated (12-18 mths worse), secure better able to cope, boys worse, quality of care when separated, presence of other attachment figure, experience of previous separations

Question 23

Failure to form attachment (privation) – what did Bowlby think the consequences would be if an attachment was never formed at all?

Answer 23

Sensitive period for attachment formation, no change later, permanent damage, emotional, social, intellectual

Question 24

Was Bowlby right? Give evidence that privated children can recover

Answer 24

Koluchova twins, tlc, happy, sociable, normal rels and education

Question 25

Evaluate case study evidence of privation (ethical & methodological problems)

Answer 25

Case study, ethical issues, no inf consent, ongoing follow-ups intrusive
methodological, lack of control, separation of effects of different types of abuse, no cause-effect, retrospective, can’t generalise

Question 26

Describe the procedure of a natural experiment which show that children can recover from privation

Answer 26

Tizard & Hodges, 65 children, in ch home till 4, no attachments, no cognitive effects, all disinhibited attachment at 2 yrs, at 4 25 restored, 33 adopted, followed up at 8 and 16.

Question 27

Describe the findings of a natural experiment on privation

Answer 27

nearly all adopted close bond, peers good, restored less well, teachers’ ratings attention-seeking, argumentative, oriented to please adults

Question 28

What do the results of Tizard & Hodges study show regarding the effects of privation - can a child recover?

Answer 28

Can recover if early intervention, problems in restored families

Question 29

Outline problems with natural experiments into privation

Answer 29

no controls, adopted more sociable, attrition rates high in longitudinal studies, ethically sensitive, family relationships sensitive, confidentially, value judgements

Question 30

Describe Rutter’s longitudinal study of institutionalised children

Answer 30

100 Romanian orphans adopted at -6mths, 6-24 or 2yrs+. Assessed at four, 6 and 11, if adopted after 6 months signs of disinhibited attachment, later the more noticeable, 11 years over half of late adopted still same symptoms despite tlc, conclusion, longer before adoption the worse they fared.

Question 31

Evaluate longitudinal studies of institutionalisation

Answer 31

Natural exp, high ecological v, but lack of control, generalisability, ethical issues, invasion of privacy, lack of informed consent

Question 32

Can children recover from institutional care?

Answer 32

Recovery possible, depends on care level at institution, age when removed, quality of care after, experiences in later life

Question 33

Outline the practical applications of all research into attachment

Answer 33

Work of Robertsons - short term disruption
Klaus and Kennel & Bowlby - comfort contact, hospital practice
Bowlby, Rutter - early adoption
Quality of care in institutions

Question 34

What is meant by daycare?

Answer 34

Outside family home, nursery, child minders, nurseries

Question 35

Outline the possible positive effects of day care on social development (peer relations & aggression)

Answer 35

Peers, inc+ interaction, social skills, sharing, turn-taking

Question 36

Provide support for this theory

Answer 36

Andersson, Sweden, sociable, outgoing, play with peers

Clarke-Stewart, 150 ch–> nursery / 150 no nursery - better social dev, but may be looking at high quality care

Question 37

Provide evidence against the idea that day care leads to better social development

Answer 37

Research, neg- correlation quantity of day care and pro-social behaviour, large-scale, 5 year study, more time in day care higher aggressivenss, assertiveness and disobedience (NICHD 03), if full-time 3xmore likely to show behaviour problems, arguing, temper, hitting, disobedience.
But bias, interpretation of independence as aggression

Question 38

How did Campbell et al (2000) explain the conflicting evidence regarding day care and social development?

Answer 38

Longititudinal study. previous research no account of quality of day care

Question 39

Outline Campbell et al’s overall conclusions

Answer 39

long hours before 3 1/2 less social competence, but shorter days more (less tired, can touch base), if higher quality care before 3 1/2 definite social benefits, social competence fairly stable between 3 1/2 - 15 yrs. Shows importance of good quality care early on as social development effects long-lasting

Question 40

According to the NICHD, what is a better predictor of a child’s social development?

Answer 40

Mother’s sensitivity to child’s needs better predictor of problem behaviours, more sensitive fewer probs; higher maternal education and family income predicted lower levels of prob, so factors at home not day care. also any link day care and dev only correlation not cause-effect, other influence not accounted for, esp home env.