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Attachments Flashcards

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1
Q

THE LEARNING THEORY OF ATTACHMENT

What does the learning theory of attachment assume?

A

Attachments are learnt, acquired, we learn to be attached to a primary caregiver

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2
Q

THE LEARNING THEORY OF ATTACHMENT

What conditioning did Dollard and Miller put forward?

A

Operant conditioning

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3
Q

THE LEARNING THEORY OF ATTACHMENT

What did Dollard and Miller, 1950, suggest?

A

When an infant is hungry it feels discomfort, the creates a drive to reduce the discomfort. When the discomfort is reduced they feel a reward.

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4
Q

THE LEARNING THEORY OF ATTACHMENT

Describe operant conditioning, direct rewards

A

Food produces a response of pleasure and reduces the uncomfortable drive state caused when an infant is hungry.

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5
Q

THE LEARNING THEORY OF ATTACHMENT

What type of love is the learning theory?

A

Cupboard love

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6
Q

THE LEARNING THEORY OF ATTACHMENT

Describe classical conditioning

A

Food to pleasure
Food plus mother to pleasure
Mother to pleasure, an attachment is formed

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7
Q

THE LEARNING THEORY OF ATTACHMENT

What was Schaffer and Emerson’s criticism?

A

The person who fed you may not be the primary attachment figure, fewer than half the infants in their study attached to the person who fed them

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8
Q

THE LEARNING THEORY OF ATTACHMENT

Give two A03 negatives

A

Harlow’s monkeys: creature comfort

Reductionist: overly simplistic explanation for complex human behaviours

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9
Q

THEORIES OF ATTACHMENTS: NATURE

What does this theory assume?

A

Attachments are instinctive, adaptive for survival

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10
Q

THEORIES OF ATTACHMENTS: NATURE

What was Bowlby’s evolutionary theory?

A

Emergence of homosapiens at least 250000 years ago, we form monotropic reciprocal attachments

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11
Q

THEORIES OF ATTACHMENTS: NATURE

Define MISS

A

Monotropy
Internal working model
Social releases
Sensitive period

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12
Q

THEORIES OF ATTACHMENTS: NATURE

Define monotropy

A

A child has an innate (i.e. inborn) need to attach to one main attachment figure. This is called monotropy. This concept of monotropy suggests that there is one relationship which is more important than all the rest.

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13
Q

THEORIES OF ATTACHMENTS: NATURE

Define monotropy

A

A child has an innate (i.e. inborn) need to attach to one main attachment figure. This is called monotropy. This concept of monotropy suggests that there is one relationship which is more important than all the rest.

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14
Q

THEORIES OF ATTACHMENT: NATURE

Define an internal working model

A

According to Bowlby, an internal working model is a mental representation of our relationship with our primary caregiver that becomes a template for future relationships and allows individuals to predict, control and manipulate their environment.

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15
Q

THEORIES OF ATTACHMENT: NATURE

Define an internal working model

A

According to Bowlby, an internal working model is a mental representation of our relationship with our primary caregiver that becomes a template for future relationships and allows individuals to predict, control and manipulate their environment.

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16
Q

THEORIES OF ATTACHMENT: NATURE

Define social releases

A

Babies are born with the tendency to display certain innate behaviors (called social releasers) which help ensure proximity and contact with the mother or attachment figure (e.g., crying, smiling, crawling, etc.) – these are species-specific behaviors.

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17
Q

THEORIES OF ATTACHMENT: NATURE

Define the sensitive period

A

Bowlby believed that if development of an attachment did not take place in the first 2.5 years of life it wouldn’t be possible thereafter

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18
Q

THEORIES OF ATTACHMENT: NATURE

What is the continuity hypothesis?

A

The continuity hypothesis suggests that infants who have a secure relationship with their caregiver will grow up being more emotionally and socially competent than infants with insecure attachments.

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19
Q

THEORIES OF ATTACHMENT: NATURE

Give two positives of this theory

A

RWA: adoption procedures

Harlow’s monkeys

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20
Q

THEORIES OF ATTACHMENT: NATURE

Give one negative of this theory

A

Non falsifiable: speculative and retrospective, memory can be flawed

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21
Q

HARLOW AND HARLOW CONTACT COMFORT

Is it nature or nurture?

A

Nurture

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22
Q

HARLOW AND HARLOW CONTACT COMFORT

What did Harlow believe?

A

Comfort and security rather than food were crucial for factors involved in attachment

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23
Q

HARLOW AND HARLOW CONTACT COMFORT

What monkeys did Harlow use?

A

8 rhesos monkeys

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24
Q

HARLOW AND HARLOW CONTACT COMFORT

What did Harlow do?

A

Separate the monkeys from their mother and isolate them in separate cages, each were provided with two surrogate mothers made of wire cylinders, one made of soft towelling ‘contact comfort’ and the other left bare

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25
Q

HARLOW AND HARLOW CONTACT COMFORT

What did four off the monkeys receive?

A

Milk from a bottle attached to a wire mother and four from a cloth mother. The groups drank the same amount and gained weight at the same weight.

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26
Q

HARLOW AND HARLOW CONTACT COMFORT

What did Harlow conclude?

A

Comfort and security were the basis for attachment rather than food

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27
Q

HARLOW AND HARLOW CONTACT COMFORT

What happened to the monkeys later in life?

A

They became indifferent or abusive to other monkeys, which supported the continuity hypothesis

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28
Q

HARLOW AND HARLOW CONTACT COMFORT

What did the monkeys have difficulty doing?

A

Mating, and neglected their children, caused privation

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29
Q

HARLOW AND HARLOW CONTACT COMFORT

Give two negatives of this theory

A

Extrapolation: humans more complicated than monkeys

Ethics

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30
Q

KONRAD LORENZ 1935

Define imprinting

A

A permanent bond

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31
Q

KONRAD LORENZ 1935

What did Lorenz do?

A

He divided a group of goose eggs into two, one group saw their mother first, the other Lorenz, he marked each group to know which where which

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32
Q

KONRAD LORENZ 1935

What did Lorenz goslings do?

A

Followed him around and became distressed without him

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33
Q

KONRAD LORENZ 1935

Give two negatives of this theory

A

Cannot generalize onto humans

Ethics: playing with nature

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34
Q

CAREGIVER - INFANT ATTACHMENTS

Define an attachment

A

An attachment is a strong, enduring, emotional and reciprocal bond between two people, particularly infant and caregiver

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35
Q

CAREGIVER - INFANT ATTACHMENTS

Non verbal communication: describe research into reciprocity

A

Research in the 1970s demonstrated infants coordinated actions w caregivers in a kind of conversation. Smiling is an example

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36
Q

CAREGIVER - INFANT ATTACHMENTS

Reciprocity: What was Trevathen’s suggestion?

A

These actions were important for the development of social and language skills

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37
Q

CAREGIVER - INFANT ATTACHMENTS

Reciprocity: Describe Tronick et al’s experiment

A

Tronick asked mothers to enjoy dialogue with their babies, then stop and maintain a static face. Babies would try tempt their mothers into interactions by smiling, and then become distressed when she didn’t join in.

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38
Q

CAREGIVER - INFANT ATTACHMENTS

Give the two types of non verbal communication

A

Reciprocity and interactional synchrony

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39
Q

CAREGIVER - INFANT ATTACHMENTS

What is interactional synchrony?

A

When baby and caregiver mirrored facial and body movements. This includes imitation of emotion.

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40
Q

CAREGIVER - INFANT ATTACHMENTS

Describe Meltzoff and Moore’s observations

A

They observed the beginnings of interactional synchrony in infants as young as two weeks

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41
Q

CAREGIVER - INFANT ATTACHMENTS

Describe Meltzoff and Moores experiment

A

An adult displayed one of three distinct behaviours or gestures, the child’s response was then filmed an associations were made with the actions of the infants

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42
Q

CAREGIVER - INFANT ATTACHMENTS

What was Isabella et al’s positive?

A

Securely attached mothers and infant pairs showed more instances of interactional synchrony in the first year of life. This suggests strong emotional attachments associated with high levels of synchrony.

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43
Q

CAREGIVER - INFANT ATTACHMENTS

Describe one positive

A

Filmed observations: information is static, no recall failure, reliability

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44
Q

CAREGIVER - INFANT ATTACHMENTS

Give one negative

A

Ethics: baby distress

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45
Q

STAGES OF ATTACHMENT

Who and when conducted the Glasgow Baby Study?

A

Schaffer and Emerson: 1964

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46
Q

STAGES OF ATTACHMENT

Describe the Glasgow baby study

A

A longitudinal study, observed babies for 18 months. Looked at interactions between baby and caregivers.

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47
Q

STAGES OF ATTACHMENT

Describe children used in Glasgow baby study

A

60, aged 5 to 23 weeks, observed every four weeks until they are one, then again at 18 months

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48
Q

STAGES OF ATTACHMENT

What are the four stages of attachment

A
  • Asocial
  • Indiscriminate
  • Specific attachment
  • Multiple attachment
49
Q

STAGES OF ATTACHMENT

Describe asocial

A

0-6 weeks, baby recognising and forming bonds with parents, little observable social behaviour, few produce protest

50
Q

STAGES OF ATTACHMENT

Describe indiscriminate

A

2-7months, more observable social behaviour, will accept company from any adult, generally happy in others company

51
Q

STAGES OF ATTACHMENT

Describe specific attachment

A

7-9 months, no start to display signs of anxiety with strangers, has formed a specific bond w primary caregiver

52
Q

STAGES OF ATTACHMENT

Describe multiple attachment

A

10 months plus, children begin to attach to others. By 18 months many attachments formed

53
Q

STAGES OF ATTACHMENT

What happened within one month?

A

29% of infants formed an attachment

54
Q

STAGES OF ATTACHMENT

What happened by 6 months

A

This rose to 78%

55
Q

STAGES OF ATTACHMENT

Describe responsiveness

A

This appeared to be the key to attachment. Intensely attached infants had mothers who responded quickly to their demands and interacted w their child. Infants were weakly attached to mothers who failed to interact.

56
Q

STAGES OF ATTACHMENT

Describe the role of the father (Schaffer and Emerson)

A

Schaffer and Emerson found that dads were far less likely to be the primary attachment figure

57
Q

STAGES OF ATTACHMENT

Describe Frank et al’s research

A

Both parents often share the role of primary attachment figure. Dad’s can be the primary attachment figure but this is not common.

58
Q

STAGES OF ATTACHMENT

What do women have which men do not?

A

Maternal instincts

59
Q

STAGES OF ATTACHMENT

Describe Gehar’s research

A

Asked a series of questions relating child, mum’s are more hardwired to put child first whereas dad’s become more stressed and have to place thought

60
Q

STAGES OF ATTACHMENT

What was concluded about the role of the father?

A

Men are not psychologically equipped to form intense attachments

61
Q

STAGES OF ATTACHMENT

Give one positive of this theory

A

Influential: long lasting

62
Q

STAGES OF ATTACHMENT

Give two negatives of this theory

A
  • Population validity: generalization of British families, small sample sizes
  • Temporal validity: men less house orientated, 60 years ago, careers orientated
63
Q

AINSWORTH’S STRANGE SITUATION

What is a strange situation

A

An observational technique that places an infant in different situations in order to research the quality of attachment to their caregiver

64
Q

AINSWORTH’S STRANGE SITUATION

Describe Ainsworth’s strange situation

A

A controlled observation of around 100 middle class infants and their mothers, observed in a purpose built laboratory and recorded on tape

65
Q

AINSWORTH’S STRANGE SITUATION

What were the four things Ainsworth was wanting to assess?

A
  • Exploration behaviour
  • Separation anxiety
  • Reunion behaviour
  • Stranger anxiety
66
Q

AINSWORTH’S STRANGE SITUATION

Describe the method

A

Mother and infant go into a room
The infant is free to explore and the mother sits
A stranger enters and tries to engage w the infant through play and talk
The mother leaves the room, stranger tries to comfort and play w child
The mother returns and stranger leaves
Mother leaves room
The stranger re enters the room and tries to comfort and play w infant
The mother re-enters room and stranger leave

67
Q

AINSWORTH’S STRANGE SITUATION

What did the procedure provide to Ainsworth?

A

A means of looking at stranger anxiety, separation anxiety and the infants behaviour towards the mother. This led to Ainsworth developing three types of broad attachment.

68
Q

AINSWORTH’S STRANGE SITUATION

What were Ainsworth’s three types of broad attachment?

A

Securely attached, insecure avoidant, Insecure resistant

69
Q

AINSWORTH’S STRANGE SITUATION

What percentage made up each attachment type in Ainsworth’s strange situation?

A

Secure - 66%
Avoidant - 22%
Resistant - 12%

70
Q

AINSWORTH’S STRANGE SITUATION

Describe secure attachments

A

Infant would explore unfamiliar room, subdued when mother left and greeted her positively on return, moderate avoidance of stranger but friendly when mother was present, mothers were described as sensitive

71
Q

AINSWORTH’S STRANGE SITUATION

Describe insecure - avoidant

A

Did not orientate towards mother and unconcerned by her absence, showed little interest when mother returned, avoided the strangers but not as strongly as they avoided their mother, mothers sometimes ignored infants

72
Q

AINSWORTH’S STRANGE SITUATION

Describe insecure resistant

A

Showed intense distress, particularly when mother was absent, rejected mother when she returned, showed ambivalent attitudes towards stranger, mothers appeared to behave ambivalently towards infants

73
Q

AINSWORTH’S STRANGE SITUATION

Describe insecure resistant

A

Showed intense distress, particularly when mother was absent, rejected mother when she returned, showed ambivalent attitudes towards stranger, mothers appeared to behave ambivalently towards infants

74
Q

AINSWORTH’S STRANGE SITUATION

What did this study show?

A
  • Significant individual differences between infants
  • Distinct correlation between mothers behaviour and attachment type
  • Most US children securely attached
  • Sensitive mothers were the most securely attached
75
Q

AINSWORTH’S STRANGE SITUATION

Give two positives of this experiment

A
  • Influential

- Controlled observations

76
Q

AINSWORTH’S STRANGE SITUATION

Give one negative of this experiment

A

Ethics: purposeful infant distress

77
Q

CROSS CULTURAL DIFFERENCES IN ATTACHMENT STYLES

In a 16 marker, what must you mention first?

A

Ainsworth, four behaviour categories, 3 attachment types

78
Q

CROSS CULTURAL DIFFERENCES IN ATTACHMENT STYLES

Describe Ijzendoom and Kroonenburg’s research

A

Meta analysis of 32 studies of attachment behaviour, secure attachment highest in every country, insecure - resistant highest in Israel and Japan, insecure - avoidant highest in Germany

79
Q

CROSS CULTURAL DIFFERENCES IN ATTACHMENT STYLES

Describe Grossman and Grossman’s research

A

German infants tended to be classified as insecure rather than secure, different childrearing practices, infants do not engage in proximity seeking behaviour, appear insecurely attached

80
Q

CROSS CULTURAL DIFFERENCES IN ATTACHMENT STYLES

Describe Takahashi’s research

A

Conducted his own situation, 60 Japanese infants, same levels of secure as Ainsworth but no evidence of insecure - avoidant. High levels of insecure resistance, so distressed on being alone 90% of infants had to be stopped

81
Q

CROSS CULTURAL DIFFERENCES IN ATTACHMENT STYLES

Give two biases of these studies

A
  • Cultural bias: portraying American ideas onto rest of the world, ethnocentric western assumption, affects validity
  • Subcultural bias: use middle class rather than working or upper class, different parenting styles
82
Q

CROSS CULTURAL DIFFERENCES IN ATTACHMENT STYLES

Give one negative of this theory

A

Rothbaum: parachute effect, sweeping generalizations, not a valid population depiction

83
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

Describe what Bowlby’s study was

A

A study in Maternal Deprivation and Juvenile Delinquency 1946: a disruption to an attachment

84
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

Describe Bowlby’s sample

A

An opportunity sample of 88 children selected from the clinic where Bowlby worked. He picked up suitable children from consecutive referrals.

85
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

What were 44 of these children?

A

Juvenile thieves, referred to Bowlby because of their stealing

86
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

What were the other 44 of the children?

A

A control group who had been referred to him due to emotional problems, rather than asocial behaviour

87
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

Describe the types of children in study

A

Half the children in each group aged 5-11, the other half 12-16. All children roughly matched for IQ.

88
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

Define the phrase ‘affectionless psychopathy’

A

Lacking the ability to emphasise w other people

89
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

Of the thieves diagnosed w affectionless psychopathy, what had 86% of them experienced?

A

A long period of maternal separation before the age of 5 years

90
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

What did Bowlby conclude?

A

Maternal separation/deprivation in a child’s early life caused permenant emotional damage

91
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

Give one positive of this theory

A

Influential w RWA: hospital procedures, after WW2 this research was used to encourage women to stay at home and not go to work

92
Q

BOWLBY’S THEORY OF MATERNAL DEPRIVATION

Give two negatives of this theory

A

Deterministic: early childhood experiences

Non falsifiable and retrospective: memory can be flawed and cannot scientifically test

93
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Define privation

A

A failure to form attachments

94
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Define an institution

A

A place dedicated to a given task, people may live in these for weeks, months, or years

95
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
What was Rutter et al’s study?

A

A longitudinal one, comparing Romanian orphans adopted by UK families against UK born adoptees placed w families before they were 6 months old

96
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Describe Romanian orphanages

A

Poor, children in there as old as 1-2 weeks

97
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
How many children were used from Romania

A

165: 111 adopted by the age of two, 54 between two - four

98
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
How big was the UK group?

A

54, adopted before 6 months old

99
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Give four characteristics of the orphans in the Romanian condition

A
  • Disinhibited attachment
  • Deprivation dwarfism
  • Lower IQ
  • Poor parenting
100
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Define disinhibited attachment

A
  • More likely to attention seek
  • Lack of fear of strangers
  • Inappropriate physical contact
  • Lack of proximity seeking behaviour
101
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Describe deprivation dwarfism

A

Gardener: malnourished physically and mentally

102
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Describe lower IQ

A

Skodak and Skeels: 30 points lower than average

103
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
At what points were the follow ups?

A

4, 6, 11 and 15 years

104
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Give two positives

A
  • Case study: rich, qualitative data

- RWA: care in institutions

105
Q

THE EFFECTS OF INSTITUTIONALISATION: THE ROMANIAN ORPHAN STUDY
Give one negative of this study

A

Generalization

106
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS

Define the continuity hypothesis

A

The idea that early childhood attachment and experience shapes relationships w peers and then later romantic relationships

107
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Childhood relationships
Describe the Minnesota study

A

Followed pps from infancy to late adolescence and found continuity between early attachments and later emotional and social behaviour.

108
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Childhood relationships
Describe the findings of the Minnesota study

A

Securely attached children were rated most highly for social competency. Later in childhood they were more popular than securely attached children.

109
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Childhood relationships
Describe the Myron-Wilson and Smith study

A

Found I-A children most likely to be bullied, and I-R most likely to be the bullies. Questionnaire of 196 children aged from 7-11.

110
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Childhood relationships
What did Hartup et al argue?

A

Children w a S-A are more sociable and popular a nursery than insecurely attached children, who tend to be reliant on teachers

111
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Later romantic relationships
Who conducted “the love quiz” and what did it investigate?

A

Hazen and Shaver, designed to test the internal working model

112
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Later romantic relationships
Describe the procedure

A

Analysed 620 replies to a love quiz printed in a local newspaper, the quiz had three sections: current relationships, general love experiences, attachment types

113
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Later romantic relationships
Describe avoidant

A

Avoid long term attachments, don’t believe in soulmates, relationships unnecessary

114
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Later romantic relationships
Describe avoidant

A

Avoid long term attachments, don’t believe in soulmates, relationships unnecessary

115
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Later romantic relationships
Describe secure

A

More successful long term relationships, believe in soul mates, love and commitment

116
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS
Later romantic relationships
Describe resistant

A

Very quickly in and out of relationships, prone to be jealous and possessive

117
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS

Give one positive

A

Positive correlation established w continuity hypothesis

118
Q

INFLUENCE OF EARLY ATTACHMENT ON LATER RELATIONSHIPS

Give two negatives

A

Doesn’t consider individual differences, eg learning difficulties
Questionnaires, self report technique, validity

Psychology (11 decks)

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