Attatchment Flashcards

1
Q

What is an attachment bond?

A

A strong lasting emotional bond formed between a baby and their main caregiver

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2
Q

What is reciprocity?

A

A reciprocal reaction is when each person responds to the other and elicits a response from them

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3
Q

What kind of behaviours strengthen the caregiver infant attachment bonds?

A

Reciprocity and interactional synchrony

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4
Q

What type of role do infants traditionally have in developing attachment relationship?

A

A passive role

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5
Q

What is the relation between reciprocity and attachment

A

the more reciprocity caregiver and infants show in their actions the stronger the attachment bond

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6
Q

What type of role do infants recently have in developing attachment relationship?

A

An active role as they expect a response

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7
Q

Who conducted the study for the active infant role?

A

Murray and Trevarthens

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8
Q

What was Murray and Trevarthens study called?

A

Frozen Face

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9
Q

what was the frozen face study?

A
  • mothers deliberately adopt a frozen face expression with their babies, the infants became upset and tried to get their mothers attention and interaction.
  • this showed that infants played an active role in developing attachment relationships
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10
Q

Interaction synchrony is when…

A

they perform similar actions in time with one another

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11
Q

What is intersectional synchrony?

A

A parent, infant interact and their actions and emotions mirror each other in a co-ordinated, synchronised way

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12
Q

Who conducted the study for intersectional synchrony?

A

Isabella et al

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13
Q

What does interactional synchrony do?

A

Develops a flow of mutual connections

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14
Q

What was Isabella et al study?

A
  • 30 mother, infant pairs were assed on the quality of interactional synchrony and the quality of mother attachment
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15
Q

What was the findings of the study for interactional synchrony?

A
  • high levels of synchrony were associated with better quality mother infant interactions
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16
Q

What is my first evaluation point for Caregiver infant interactions?

A

Strength:

  • important for the development of mother infant attachments
  • cross cultural evidence to support - vine
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17
Q

What is my second evaluation point for Caregiver infant interactions?

A

Weaknesses:
A weakness of the studies is that they are correlational studies, making it hard to infer a cause and effect.

  • is the behaviour of the infant intentional
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18
Q

What is my third evaluation point for Caregiver infant interactions?

A

Weaknesses:
- Due to ethics it is difficult to precisely identify the caregiving behaviour
- Questions the validity are they actually testing what they want to test

  • counter argument,t that babies dont know they are being testes, and it is conducted in a lab controlled environment so the controlled conditions increase the validity
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19
Q

What are the stages of attachment identified by Schaffer and Emerson?

A

Stage 1: Asocial stage
Stage 2: Indiscriminate attachment
Stage 3: Specific attachment
Stage 4: Multiple Attatchments

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20
Q

What is the first stage of attachment?

A

Asocial stage - early weeks

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21
Q

What is the asocial stage?

A

Babies show no preference for any adult, and is in the early weeks of life, they begin to show preference for social stimuli (with faces)

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22
Q

What is stage 2 of attachment?

A

Indiscriminate attatchment 2-7

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23
Q

What is indiscriminate attatchment?

A
  • babies cant discriminate between different people, however they prefer familiar people, they dont form a strong attachment to one particular person
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24
Q

What is the third stage of attatchment?

A

Specific attachment - from 7 months

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25
Q

What is specific attachment?

A
  • infants separation protest towards one person, they form an attachment and a preference to
  • joy at reunion and most comforted by this person
  • they show stranger anxiety
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26
Q

What is the fourth stage of attatchment?

A

Multiple attachments - from 12 months

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27
Q

What is the multiple attachment stage?

A
  • Children are able to form attachments with several people
  • They have at least one other attatchment
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28
Q

Who investigated how babies develop attachment to their mothers over time?

A

Schaffer and Emerson

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29
Q

What type of study did Schaffer and Emerson conduct?

A

A longitudinal, naturalistic, observational study

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30
Q

What was the method for Schaffer and Emersons study?

A

Observer 60 Glasgow infants, the mothers were visited at home and interviewed about the infants responses to seperation (separation anxiety) and unfamiliar adults (stranger anxiety).

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31
Q

What were the findings of Schaffer and Emersons study?

A

The mothers self reports of infant protests showed between 25 and 32 weeks of age, about half of the babies showed separation anxiety towards a particular adult usually the mother

By 40 weeks, 80% of babies had specific attachments and almost 30% displayed multiple/ simultaneous attachments

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32
Q

What was found at 18 months in Schaffer and Emersons study?

A

At 18 months only 13% of the infants were attached to just one person and 75% of infant had formed an attachment with the father

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33
Q

What were Schaffer and Emerson measuring?

A

The strength of attachments formed by babies with their caregiver, by observing the babies behaviour when they were separated from caregivers and put in the presence of strangers

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34
Q

What is my first evaluation point for staffer and Emersons attachment stages study?

A

A strength is that the results had high ecological validity because the study was a naturalistic observation.

  • Good external validity, naturalistic observation have high ecological validity and generalise how babies and their caregivers behave in everyday life - mundane realism
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35
Q

What is my second evaluation point for Schaffer and Emersons study of attachment?

A

A weakness of the study is that the research may have been prone to observer bias.

  • Observer bias - the tendency for researchers to see what they expect when conducting the observation,

they had an established hypothesis, greater sensitive responsiveness lead to stronger attachments, so they may have incorrectly rates sensitive mothers to have strong attachments to their babies - questions the validity of the study

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36
Q

What is my third evaluation point of Schaffer and Emersons attachment study?

A

A weakness of the study is that the results may be prone to social desirability bias due to the use of an interview.

  • interview technique, they may give inaccurate answers they think are socially desirable (social desirability bias)
  • caregivers may not have been honest, and said babies cried less than they did
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37
Q

What are the two explanation of attachment?

A

Learning theory and Bowlbys mono tropic theory of attachment

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38
Q

What is learning theory also known as according to Dollard and Miller?

A

Cupboard love they

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39
Q

What does the learning theory of attachment suggest?

A

children learn to love whoever feeds them

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40
Q

What is classical conditioning in the learning theory of attachment?

A
  • Food is the unconditioned stimulus
  • Being fed brings pleasure: an unconditioned response
  • The caregiver starts as a neutral stimulus but by providing food over time, this person becomes associated with the food, so becomes a conditioned stimulus
  • Once the conditioning has taken place, the sight of the caregiver produces a conditioned response of pleasure
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41
Q

How do babies learn to associate their caregivers with food?

A

Attachments are learnt through the process conditioning according to the learning theory

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42
Q

What does the learning theory of attachment suggest?

A

That attachments are learned through the experience of being fed by caregivers

The reason babies form attachments with their caregivers is because their caregiver feeds them

And the way attachments are learned is through the process of classical and operant conditioning

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43
Q

What is operant conditioning?

A

If an action has a pleasurable outcome, it will be repeated (positive reinforcement)

Babies cry and their cry receives positive reinforcement (food) so babies cry

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44
Q

What happens to attachments with operant conditioning?

A

Mutual reinforcement strengths attachment.

Caregivers become associated with the reward of pleasant feelings

Attachment occurs because the infant seeks the person who can supply the reward

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45
Q

What is a simple way to explain operant conditioning?

A

when we learn to associate our actions with outcomes.

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46
Q

What are 2 ways behaviour can be enforced

A

positive and negative reinforcement

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47
Q

What is negative reinforcement?

A

When we learn to repeat a behaviour to avoid an unrewarding outcome

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48
Q

What is positive reinforcement?

A

When we learn to repeat a behaviour to get a rewarding outcome

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49
Q

What does the learning theory of attachment say about attachments?

A

that attachments are learned by experience through classical and operant conditioning and are driven by the infant’s desire for food.

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50
Q

What is my first evaluation point for learning theory of attachment?

A

Strengths: Dollard and Millers observations indicate that the learning theory of attachment is believable

Researches Dollard and Miller, found that in the first year of their life babes get fed over 2000 times by their caregivers, which gives baby plenty of opportunity to form an association between caregivers and getting fed.

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51
Q

What is my second evaluation point for learning theory of attachment?

A

Weakness: A limitation of the learning theory is that it suggests that food is the key element on the formation of attachment. It is not supported by Harlows monkey study, this doesn’t support the learning theory of attachment

Harlows study found that babies prefer surrogate mothers who provide comfort over the mothers that provide food suggesting attachments are driven by comfort and not food. This undermines the learning theory as the basis of attachment formation

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52
Q

What is my third evaluation point for learning theory of attachment?

A

Weakness: It is not supported by findings from the metapelets in Israel.

The metapelets feed the babies, however the mother gives the comfort, and the infants still form a close relationship attachment bond with the mothers.

This is also rejected in favour of Bowlby theory which can explain why attachments form as an evolutionary mechanism that ensures survival

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53
Q

What study is an example of contact comfort?

A

Harlows monkey study

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54
Q

What is the methods of Harlows monkey study?

A

8 Baby monkeys were taken from their mothers and kept alone and raised in cages in isolation in a controlled laboratory

they were divided into two groups, in both groups, instead of real mothers they were given 2 surrogate mothers, one mother made of an uncomfortable wire material, and the other made of soft towel material

In One condition, milk was dispensed from the wire mother and in another condition, milk was dispensed from the cloth mother

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55
Q

What was Harlow testing for in the monkey study?

A

He tested the effects of separation on infant rhesus monkeys and whether they attach for comfort or for food

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56
Q

What was the findings from Harlows monkey study?

A

Baby monkeys cuddles the soft cloth mother in preference to the wire mother and sought comfort from the cloth mother when frightened regardless of which dispensed the milk

This showed that contact comfort was when frightener important for monkey attachment that food

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57
Q

How did Harlow find out what fake mother the babies preferred?

A

How much time the babies spent with each mother

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58
Q

What did Harlow hypothesise?

A

If the learning theory of attachment was correct and babies attachment are really driven by food, then monkeys would always prefer the mum providing the food

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59
Q

What theory did Harlow conclude from this study?

A

Infants do not develop attachment to the one who feds them, but the one who provides contact comfort

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60
Q

What is my first evaluation point for Harlows monkey study?

A

Strength: lab study so controlled conditions, cause and effect relationship can be established between the type of surrogate mother proving milk and the monkeys behaviour

Could control all Extraneous variables that could have influenced the baby monkeys development: living conditions, amount of milk produced

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61
Q

What is my second evaluation point for Harlows monkey study?

A

Weakness: The study was conducted on monkey and not human babies, therefore the results might lack generalisability and not tell us much about how humans form attachments

Whilst psychologist accept that rhesus monkeys are similar to humans, they are not human and psychologist disagree on the extent to which studies of non human primates are not representative

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62
Q

What is my first evaluation point for Harlows monkey study?

A

Weakness: It has been said that it is unethical, separated baby monkeys from mothers and raised them in social isolation, been distressing to both baby and mother

could not give conformed consent to the study and could have caused emotional stress to the monkeys and physiological harm in the distressing situation

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63
Q

What did Bowlby say about mother love?

A

‘Mother love in infancy is as important for mental health as are vitamins and proteins for physical health’

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64
Q

What did Bowlby draw his theory on?

A

Psychoanalytic and evolutionary theory to suggest that innate, instinctive drives motivate infant behaviours to maintain proximity with the mother.

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65
Q

What theory did Bowlby come up with?

A

The mono tropic theory of attachment

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66
Q

Why did Bowlby create his own theory?

A

As he believed food was not the only reason attachment was created

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67
Q

What did Bowlby think attachment were?

A

He thought they were so incredibly important to a babies development, and also determine the babies survival

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68
Q

What did Bowlby think about attachment?

A

That attachment is biological preprogrammed into us from birth, babies are born with an instinctive need to form a strong attachment to their caregiver

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69
Q

What does Bowlbys mono tropic theory say about attachment?

A

Attachments are biologically preprogrammed into use from birth and serve to protect babies from danger

And caregivers are biologically preprogrammed instate to attach to their babies - deep desire to love and look after

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70
Q

What is monotropy?

A

Monotropy is the concept that infants have an innate capacity and drive to attach to one primary caregiver or attachment figure.

A SINGLE EXCLUSIVE BOND

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71
Q

What is monotropy according to Bowlby?

A

The attachment bond is unique, between infant and the main caregiver, they can’t form an attachment bond with anyone else.

The infant should receive constant and predictable care from this caregiver, ideally not experiencing any separation from them

Bowlby did accept that there would be other attachments fro a child but he believed that there should be a primary bond which was more important than any other

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72
Q

What is evidence for monotropy?

A

Lorez found that goslings followed the first single moving thing usually their mother, from an early age as they are imprinted on her. This is reflected in human attachment to one primary caregiver

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73
Q

What is evidence against monotony?

A

Schaffer and Emerson found that multiple attachments was the norm for babies

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74
Q

What is the critical period suggested by Bowlby?

A

Bowlby originally suggested a child should receive continuous care of this single most important attachment figure for about the first two and a half years of life. If the attachment is not formed by this time, a child will find it much harder to form an attachment relationship later on.

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75
Q

In simple terms the critical period of attachment is…

A

The time window during which babies can form an attachment to their main caregiver

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76
Q

What is evidence for the critical period?

A

Lorenz found that geese had a window of opportunity to imprint (a few hours). Bowlby used this information to develop the critical period for human attachment as 2 1/2 years

Harlow also found that monkeys development was impaired if they did not have maternal care in the critical period

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77
Q

What is evidence against the critical period?

A

Hodges & Tizard found children adopted as late as 7 years old established string affectionate relationships with adoptive parents. At 16, these relationships were found to be as strong as those children who were raised continuously in their own families

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78
Q

What is the internal working model?

A

A mental representation of the relationship with the primary caregiver; a child with a secure and loving attachment would have a mental representation of the caregiver as responsive and sensitive

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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79
Q

An internal working model is…

A

A schema built from relationships with main attachment figure that guides the Childs expectation and future beliefs about relationships

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80
Q

What are schemas?

A

Frameworks that we build based on experience

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81
Q

What is the continuity hypotheses?

A

The idea that early relationships with caregivers predict later relationships in adulthood.

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82
Q

Why do babies cry?

A

Crying attracts the attention of their caregivers and helps the babies get what they want

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83
Q

What are social releasers?

A

Behaviour that attracts attention of caregivers, they don’t happen by coincide, the are biologically preprogrammed

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84
Q

What are some examples or social releasers?

A

Crying, smiling, following in order to get what they need

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85
Q

What did Bowlby think about social releasers in caregivers?

A

Social releasers are behaviours that babies perform to attract the attention of their caregivers

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86
Q

What is part of the innate predisposition for attachment to develop?

A

babies instinctively exhibit social releasers to elicit responses from adults

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87
Q

Who did the imprinting study?

A

Lorenz

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88
Q

What was Lorenz study?

A

He conducted a study on baby geese to see the effects of imprinting

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89
Q

What was Lorenz’s method?

A

Lorenz split the eggs into two groups. One group was left to hatch normally, in the presence of the mother goose, the way the geese are normally born.

The second group were hatched in an incubator, away from their mother. Lorenz made sure to be the first thing these baby geese saw when they hatched.

The group that were hatched normally were the control group.

The group that were hatched in the incubator were the experimental group.

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90
Q

What were the long lasting effects of Lorenz imprinting study?

A

He also found that early imprinting affects later meeting preferences, called sexual imprinting. Birds will choose to mate with the same kind of object upon which they were imprinted

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91
Q

What were the findings of Lorenz geese study?

A

The incubator group followed Loren everywhere whereas the control group followed their mother. When the two groups were mixed, the control group continued to follow their mother and the experimental group followed Lorenz

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92
Q

What could Lorenz conclude?

A

Baby geese form an attachment to the first thing they see when they’re born.

Baby geese form attachments immediately after birth, suggesting the attachment is biologically pre-programmed.

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93
Q

What did Lorez identify in his theory?

A

Lorenz identified a critical period in which imprinting needed to take place which could be as brief as a few hours for some species

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94
Q

Lorenz also found that once a baby goose had imprinted onto someone, they couldn’t form attachments with anyone else.

This supports Bowlby’s idea of

A

Monotropy

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95
Q

Lorenz found that there was only a short time window during which geese would imprint onto an attachment figure, which supports Bowlby’s idea of the

A

critical period

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96
Q

What does imprinting occurring immediately from birth support?

A

Supports the idea that attachments are biologically preprogrammed

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97
Q

What does imprinting happening in a narrow time window support?

A

Supports the idea of the critical period

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98
Q

What is my first evaluation point for Lorenz geese study?

A

Guiton found that, although baby chickens imprint onto the first object they see, this imprinting can be reversed. For instance, if a chicken imprinted onto a spade, it could still form an attachment to its mother.

Guiton’s findings provide counter-evidence for the idea that attachments are monotropic

didn’t complete replicate Lorenz study, which is a weakness as it suggest the results were not completely replicated in later studies

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99
Q

What is my second evaluation point for Lorenz geese study?

A

The results may not generalise to humans because the study was conducted on baby geese who may have different mechanisms of attachment to human babies.

Baby geese are very different, baby geese are pretty fully functioning geese when humans are born we can’t walk or feed ourself, we are totally dependent on our parents.

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100
Q

What is my first evaluation point for Bowlbys mono tropic theory of attachment?

A

Strength: Observations of metapelets in Israel support the idea that attachments are formed to the main caregiver who provides emotional support and comfort, and that attachments are monotropic

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101
Q

What is my second evaluation point for Bowlbys mono tropic theory of attachment?

A

Weakness: The idea that attachments are monotropic are not supported by Schaffer and Emerson’s study of stages.
attachment doesn’t support Bowlby’s theory, because they found that in the multiple attachment stage, 87% of babies formed an attachment to two or more caregivers.

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102
Q

What is my third evaluation point for Bowlbys mono tropic theory of attachment?

A

A strength of Bowlby’s monotropic theory of attachment is the clear evidence it provides for the role of social releasers in triggering caregiver interactions.

Social releasers are innate baby behaviors, such as crying or smiling, that encourage caregivers to respond, promoting emotional bonding.

T. Berry Brazelton, who observed that when babies’ social releasers were ignored by their primary caregivers, the infants became increasingly distressed and some even lay motionless.

This supports the idea that these behaviors are crucial in the development of attachment, as they prompt the caregiver to provide comfort and security, reinforcing emotional bonds.

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103
Q

Bowlby mono tropic theory…

A

sees attachments as biologically pre-programmed through evolution.

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104
Q

The learning theory…

A

of attachment says attachments are learnt through conditioning.

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105
Q

What were some real life benefits from Bowlbys mono tropic theory?

A

It had some positive everyday applications such as longer visiting hours for hospitals and longer parental leave.

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106
Q

What did Bowlby say to show about what he believed about attachment?

A

‘What is believed to be essential for mental health is that an infant and young child should experience a §warm, intimate and continuous relationship with his mother’

107
Q

What is Bowlbys theory of maternal deprivation?

A
108
Q

Where did Bowlby believe mental health problems and behavioural problems came from?

A

Directly attributed to early childhood

109
Q

What was Bowlbys hypothesis?

A

That there would be negative long term consequences for children deprived of contact with their mother when the first attachments are being formed (critical period)

110
Q

What was the rule in Bowlbys maternal deprivation theory?

A

If the child does not have continuous, unbroken care from the mother during the critical period, their social, emotional and cognitive development will be impaired

111
Q

What was the acceptation in Bowlbys theory of maternal deprivation?

A

Brief separations with suitable substitute care are not problematic for development but exuded separations can lead to deprivation which, by definition causes harm

112
Q

What did Bowlby think were the consequences of maternal deprivation?

A
  • Delinquency
  • increased aggression
  • ‘affectionless psychopathy’
  • impairments in the ability to form later relationships
  • reduced intelligence
  • separation anxiety
113
Q

What was the consequence if Bowlbys theory was not follow?

A

If the child does not have continuous care fromONE main attachment figure in the CRITICAL PERIOD they will suffer the consequences of maternal deprivation

114
Q

What is delinquency?

A

Anti social behaviour

115
Q

What is affectionless psychopathy?

A

inability to experience guilt or emotions for others

116
Q

What is reduced intelligence?

A

abnormally low IQ

117
Q

What is separation anxiety?

A

fear that the separation will happen again

118
Q

According to Bowlby, which of the following are correct of when children are deprived of an attachment figure?

A

They never have a loving attachment figure during the critical period.

They are separated from their loving attachment figure during the critical period.

119
Q

What was Bowlbys theory of maternal deprivation based on?

A

On studies conducted in the 1930’s and 1940’s of children brought up in residential nurseries

120
Q

What is the main study used as evidence for Bowlbys theory of maternal deprivation?

A

Goldfarb

121
Q

What type of study did Goldfarb conduct?

A

A longitudinal study of 15 pairs of children aged 10-14

122
Q

Bowlbys maternal theory of deprivation

A

When children are deprived of an attachment figure during the critical period, they suffer psychological damage and the psychological damage caused by deprivation is long-lasting and irreversible.

123
Q

What was Goldfarb’s study?

A

15 pairs of children aged 10-14

One group were posted soon after birth, the other group spent 3 years in an institution, then were fostered

The institutionalised group performed less well in a range of emotional and cognitive measures. These deficits could be attributed to a lack of attachment figure during the institutionalised years.

124
Q

What is a limitation of Goldfarb study?

A

However this was not a randomised sample, it simply possible that the brighter or more sociable children were more likely to have been fostered.

125
Q

What are the 3 main consequences of deprivation?

A
  • impaired cognitive development
  • impaired emotional development
  • impaired behavioural development
126
Q

What is impaired cognitive development?

A
  • low IQ
  • poor language skills
  • difficulty with attention and memory
127
Q

What is impaired emotional development?

A
  • struggle to control emotions
  • struggle to form relationships with others
128
Q

what is impaired behavioural development?

A
  • delinquency
  • deprived children behave badly
129
Q

What was the case study used to support Bowlbys theory of maternal deprivation?

A

Genie

130
Q

What was Genies case study?

A

Genie was severely neglected, isolated and maltreated by her parents in their home, given a minimal amount of food and had virtually no communication directed at her. When she was discovered aged 13, she was malnourished, underdeveloped, could not speak and showed inappropriate emotional responses.

Despite fostering and intellectual stimulation, little progress was made in her social or cognitive development; she never recovered from her years of privation.

131
Q

What does the Genie case study show?

A

This shows that the effects of privation are permanent

132
Q

What is a limitation of Genies case study?

A

It is possible that Genie had learning difficulties before she was isolated and privation may not have been the cause of her difficulties

133
Q

What is a case study?

A

A case study is a detailed investigation of a single individual, or a small group of individuals.

134
Q

What study did Bowlby conducted that supported his maternal deprivation theory?

A

44 thieves study

135
Q

Who did Bowlbys conduct the 44 thieves study on?

A

44 criminal teenagers accused of stealing

136
Q

What was Bowlbys method for his study of 44 thieves?

A

He interviewed the adolescents about their childhood and looked for signs of affectionless psychopathy (characterised by lack of affection, guilt and empathy).

Their families were interviewed to establish whether the ‘theives’ had prolonged early separation from their mothers. He compared them to a control group of 44 non criminal but emotionally disturbed children to see how often material separation occurred in the children who were not thieves

137
Q

What were the findings of Bowlbys 44 thieves study?

A

He found that 14 thieves could described as affectionless psychopaths. Of these 12, 12 had experienced prolonged separation from their mothers in their first 2 years of life.

In contrast only 5 of the remaining 30 thieves had experienced similar separations. Only 2 of the 22 in the control group had experienced long separations.

138
Q

What did Bowlby conclude from his 44 thieves study?

A

That prolonged early separation/deprivation caused affectionless psychopathy

139
Q

Where did Blowsy create the term affectionless psychopathy?

A

In the group of thieves Bowlby found that 32% of them had serve difficulties forming relationship with other people

140
Q

What’s about the adolescent was Bowlby interested in?

A

Why they had turned to a life of crime

141
Q

What was Bowlby hypothesis for the children in his study of 44 theives?

A

The children behaved delinquent children in his clinic behaved that way because they had experienced deprivation in his early childhood

142
Q

What is the evaluation point for the 44 thieves study?

A

A limitation of Bowlby’s study is that it relied on retrospective data and clinical interviews, which are susceptible to memory bias and inaccuracy.

since Bowlby himself designed and conducted the study, there is a risk of experimenter bias, where his personal beliefs or interpretations could have influenced both the diagnosis of affectionless psychopathy and the overall findings. This could undermine the objectivity and validity of the conclusions drawn from the study.

143
Q

What is my first evaluation point for Bowlbys 44 thieves study?

A

One limitation of the study is tat bowl by used interviews that are not reliable. Using self-report people aren’t always accurate and objective when describing their feelings, attitudes and behaviours.

Memory of past events is always very accurate - memory can be bias by leading questions and post event discussion - bowl by asked them to recall events from when they were young infants

144
Q

What is my second evaluation point for Bowlbys 44 thieves study?

A

Rutter agreed with Bowlby that maternal deprivation is linked to antisocial behavior, but argued that there is no simple cause-and-effect relationship between maternal deprivation and delinquency.

One limitation of natural experiments is Researchers have little control over extraneous variables that could influence the results.

145
Q

What are the key features of Bowlby’s maternal deprivation theory?

A

If children are separated from their attachment figure during the critical period they will experience severe, long-term irreversible psychological damage.

If children don’t have a loving attachment figure during their critical period they will experience severe long-term irreversible psychological damage.

146
Q

What is a limitation of maternal deprivation that Bowlby did not consider?

A

That the effects of maternal deprivation can be reversed

147
Q

According to Bowlby’s maternal deprivation theory, the … effects of the deprivation the twins experienced in their childhood should have been …

A
  • negative
  • irreversible
148
Q

Who suggested that several factors can help to reduce the effects of deprivation?

A

Schaffer

149
Q

What is my first evaluation point for Bowlbys maternal deprivation theory?

A

A strength of Bowlby’s theory is that it has had significant practical applications, particularly in the areas of daycare and hospital care, which have been influenced by his ideas about the importance of early attachment for later mental health.

150
Q

What is my second evaluation point for Bowlbys maternal deprivation theory?

A

A limitation of Bowlbys theory is that they are usually other confounding variables that can cause their psychological damage such as poverty and abuse, this makes it hard to establish cause and effect relationship between the deprivation and the psychological damage

151
Q

What is my third evaluation point for Bowlbys maternal deprivation theory?

A

Bowlby’s idea of deprivation is overly simplified

Rutter criticised Bowlbys theory of deprivation as he argued Bowlby confused deprivation with privation. It is privation which leads to delinquency, when a child never experienced love of a care giver and never forms attachment. Hawlow’s rhesus monkeys were private they did not have the opportunity to develop a relationship with their mother. He argued the psychological effects of privation are much worse than deprivation

152
Q

What is privation according to Rutter?

A

Privation is when a child never experiences an attachment figure

153
Q

What is deprivation according to Rutter?

A

Deprivation is when a child forms an attachment to a caregiver, which is then removed

154
Q

What is institutionalisation?

A

the effects of growing up in an orphanage or children’s home.

155
Q

Why are children placed into care?

A

unloving, neglectful parents - they experience privation

156
Q

When children grow up in institutions, like orphanages and foster homes, we say that they have been

A

institutionalised

157
Q

Why are orphan children studied?

A

Because they very often experience privation, to understand the consequences of privation

158
Q

What was the method of Hodges & Tizard’s study ?

A

conducted a natural experiment investigating 65 children who had been placed in a residential nursery before they were four months old after being placed in the nursery. Some of the children were adopted at a young age into new homes with adopted parents. Some of the children were subsequently returned to their biological parents and some of the children simply stayed in the residential nursery

They studied the children’s behaviour and development once they reach the age of 16 years later, in addition all three groups of children were compared to a control group who had not been institutionalised

159
Q

What did Hidges and Tizard want to investigate?

A

They were interested in whether these three different experiences had different effects on the children’s long-term development and future relationships.

160
Q

What were the findings of Hodges and Tizards study?

A

Hodges and Tizard found that children who are adopted as young age had the best outcome overall compared to the control group these children were able to form strong loving relationships with their adopted parents despite the earlier probation. The children who remained in the institution until the age of 16 experienced impaired emotional development and struggle to form strong relationships with others. The children who are returned to their biological parents also displayed impaired emotional development and also struggled to form loving relationships.

161
Q

What do the findings of Hodges and Tizard suggest?

A

The results support the idea that probation can have long lasting negative effect on a child’s emotional development but these effects can be reversed if the children are placed and loving caring environment when they are still young. This also provides more evidence against Bowlby’s claim that the effect of being privatised of an attachment figure during the critical period leads to irreversible psychological damage.

162
Q

Who conducted the Romanian orphan study?

A

Rutter

163
Q

What was the Romanian orphanage study?

A

ERA - England and Romanian Adoptee by Rutter

164
Q

What was going on in Romanian in the 1960?

A

Romania was governed by a strict dictator called Nicola Charles School who believe that to become a richer country Romania needed a large population so he needed to increase the size of Romania’s population.

Nicolai decided to ban contraception and tax people who didn’t have children
Romania started to have more and more children and Romania is population group bigger but the people of Romania were too poor and couldn’t afford to feed and care for all those children instead thousands of children were packed off and sent to orphanages which were also too poor to feed or care.

Other countries realised how bad the situation had become in Romanian orphanages families across the UK

165
Q

What did the inhumane conditions in Romania do?

A

Large numbers of children were being held in Romanian orphanages, children were malnourished, had no toys and experienced minimal social interaction.

This gave developmental psychologists in the UK unique opportunity to examine the long-term consequences of severe probation so Michael and his team began to study the Romanian orphans adopted in British families.

166
Q

What was Rutters method for the ERA?

A

165 Romanian orphans, ages 4,6,11 and 15

Comparing 165 Romanian orphans to 52 British orphans Michael Rutter investigated the children’s cognitive emotional and behavioural development through a series of observations tests and interviews

167
Q

What were the findings for Rutters ERA study?

A

found that the children who are adopted from British orphanages displayed good emotional and cognitive development.

These children were able to form loving secure relationships with their adopted parents and friends.

The Romanian orphans who were adopted at a very young age before they were six months old displayed good emotional development despite the abusive conditions of the Romanian orphanages

The Romanian orphans that were adopted after they were six months old experience severe psychological damage and struggled to form loving secure relationships with their families and also had behavioural and cognitive problems

168
Q

What was the conclusion of Rutters ERA study?

A

Rutter found that the negative effects of long-term deprivation can be reversed if children are placed in a loving environment from a young age. However, he also discovered that British children adopted from orphanages after six months didn’t experience the same psychological damage as Romanian orphans, suggesting that the key factor in developmental outcomes was not just the age of adoption, but also the level of abuse, neglect, and overall treatment the children experienced in the orphanages.

169
Q

What was the hypothesis for Rutters ERA study?

A

The quality of attachment that the children develop depended in the age of adoption

170
Q

In simple terms what were the findings of Rutters ERA?

A

Adopted under 6 months = rarely displayed disinhibited attachment

Adopted over 6 months = displayed disinhibited attachment

171
Q

What were the two effects of institutionalisation?

A

Disinhibited attachment and Mental retardation

172
Q

What is my first evaluation point for the effects of institutionalisation?

A

A weakness of adoption studies is the unknown long-term effects of early institutionalization. While some studies have followed the outcomes of children into their mid-teens, it is still too early to draw definitive conclusions about the lasting impact. Some children may “catch up” later in life, while others could develop emotional difficulties in adulthood. Although research suggests that the effects of deprivation may be irreversible, it is too soon to confirm this, and future studies may reveal a more complex picture.

173
Q

What is my second evaluation point for the effects of institutionalisation?

A

Firstly, one weakness of the design is that there is a significant risk of attrition, where many participants may drop out of the study over time. This loss of participants is problematic because it can influence the results, as we don’t know what the outcomes were for the children and families who chose not to continue. It is likely that those who dropped out were the families whose children were struggling psychologically or exhibiting problematic behavior, meaning that the effects of deprivation may have been underestimated in the study.

174
Q

What is my third evaluation point for the effects of institutionalisation?

A

A weakness of studies on institutionalization is that they may be prone to social desirability bias in interviews, where participants provide answers they believe are more socially acceptable rather than truthful. For example, adoptive parents may have wanted to appear as though their children were doing better than they actually were, potentially downplaying psychological issues. This could result in the effects of deprivation being underestimated. Therefore, there are two key limitations to the institutionalisation research: first, attrition in longitudinal studies, where families who likely had struggling children were more likely to drop out, leading to an underestimation of the negative effects of deprivation; and second, the possibility of social desirability bias, where adoptive families may have reported overly positive outcomes, further skewing the results.

175
Q

What are the 3 attachment styles?

A
  • secure attachment
  • insecure avoidant attachment
  • insecure resistant attachment
176
Q

Children can have different attachment styles with their caregivers meaning that

A

Children can display different patterns of feelings, behaviours and expectations towards their caregivers.

177
Q

What is a secure attachment?

A

Children display high stranger anxiety

Children show happy reunion behaviour

Children use their caregiver as a safe base

Children display high separation anxiety - proximity seeking

178
Q

What are the caregivers like to a child with a secure attachment?

A

Caregivers are sensitive to their child’s needs

Children have formed a close, trusting relationship with their caregivers

179
Q

What is an insecure avoidant attachment?

A
  • low separation anxiety/no proximity seeking
  • low stranger anxiety
  • Indifferent reunion behaviour
  • Children are happy to explore without using their caregiver as a safe base

doesn’t depend on caregiver, goes off and does his own thing, doesn’t care when Caregiver is gone, is happy to explore

180
Q

What are the caregivers like to a child with a avoidant attachment?

A
  • not sensitive to infants
  • caregivers aren’t very responsive to their Childs needs
181
Q

What is a insecure resistant attachment?

A
  • high separation anxiety
  • high stinger anxiety as she is unsure how they will behave
  • angry at reunion with caregiver
  • unwilling to explore
182
Q

What are the caregivers like to a child with a resistant attachment?

A

Inconsistent care - Sometimes nurturing, sometimes cold, leading to insecurity.

Conditional love - Care and affection are based on behaviour, not consistent.

Needy behaviour - Children become clingy to gain attention and affection.
Attachment issues:

183
Q

Who conducted the strange situation?

A

Mary Ainsworth

184
Q

What was the strange situation?

A

Ainsworth observed and categorised the behaviours of children aged 12 to 24 months while interacting with their mothers in a controlled laboratory setting.

Visited 26 mother infant pairs at home every 3-4 weeks for the first year of life

Both the mothers and children were aware of being observed, and Ainsworth used a non-participant observational method, where all interactions were videotaped for analysis. To ensure consistency, a script with standardised instructions was followed to expose all children to the same situations.

The procedure involved several stages: first, the mother and child were together, then the mother left, and the researcher observed the child’s separation anxiety and stranger anxiety. When the mother returned, the researcher noted the child’s reunion behaviour. The study aimed to assess attachment through these behaviours, including how children coped with separation and reunion.

185
Q

What study first used the 3 attachment styles?

A

The strange situation

186
Q

What were the findings of Ainsworths strange situation?

A

Ainsworth classified the babies in 3 types of attachment

15% = insecure avoidant
70% = secure attachment
15% = insecure resistant

187
Q

What did Ainsworth conclude from The Strange Situation?

A

Attachment style was related to sensitive responsiveness of the mother

188
Q

What attachment style did responsive mothers have?

A

Secure attachment

189
Q

What attachment style did indifferent mothers have?

A

insecure avoidant

190
Q

What attachment style did inconsistent mothers have?

A

insecure resistant

191
Q

What attachment style was added by Main and Soloman?

A

Disorganised attachment

192
Q

What was disorganised attachment?

A
  • erratic pattern of response
  • cried at reunion
  • played when mother absent
193
Q

In Ainsworth’s original study, all of the children and mothers were American and came from a similar, white middle-class background. This might be a problem because…

A

We can’t be sure that the results generalise to infants and mothers from other backgrounds and The sample had low population validity.

194
Q

What was Van Ijzendoorn and Kroonenbergs study?

A

A meta analysis of Strange situation data from 32 studies in 8 countries that found differences within cultures in the distribution of attachment types

195
Q

What were the findings for type A attachment in the Ijzendoorn and Kroonenberg study?

A

Although there was a wide variation in proportions of attachment types in different studies.

Type A (anxious avoidant) was most common in Germany and least common in Japan

196
Q

What were the findings for type B attachment in the Ijzendoorn and Kroonenberg study?

A

Type B (secure) most common cross culturally

197
Q

What were the findings for type C attachment in the Ijzendoorn and Kroonenberg study?

A

Type C (anxious resistant) was least common cross culturally but Israeli and Japanese infants showed highest percentage of type V (anxious resistant) attachments

198
Q

What does the Ijzendoorn and Kroonenberg study support?

A

The idea that attachment is innate at 65% of infants were securely attached.

It shows that Ainsworth’s results using an American sample were no universal and attachment differences appear to be associated with different child rearing practices

199
Q

Why might the sample in Ainsworth’s study lack validity?

A

The findings may not be generalisable to children from different cultural or social backgrounds.

200
Q

How do attachment and parenting expectations differ in Western cultures (e.g., UK, France, America)?

A

Individualism is emphasised, encouraging independence, self-reliance, and creativity.

201
Q

How are attachment and parenting expectations different in collectivist cultures (e.g., many African and Asian countries)?

A

Emphasis on family support, community, and interdependence, with a focus on shared responsibility and family bonds.

202
Q

What is meant by population validity?

A

A study has population validity if the results generalise to other members of the population.

203
Q

What limitation did Ainsworth’s findings have in relation to non-Western societies?

A

Ainsworth’s study may not fully capture attachment styles in non-Western societies, where family dynamics and societal values differ significantly from Western cultures.

204
Q

What characterises collectivist cultures?

A

Collectivist cultures emphasise the importance of family, community, and working together.

205
Q

What characterises individualistic cultures?

A

Individualistic cultures value independence, uniqueness, and self-reliance.

206
Q

What attachment styles are typically observed in individualistic cultures?

A

In individualistic cultures, attachment styles tend to be more generalised, with variations such as insecure-avoidant and insecure-resistant.

207
Q

What other factors can influence attachment styles within a culture?

A

Factors such as poverty can further influence attachment patterns within a culture.

208
Q

What is my first evaluation point for Van Ijzendoorn and Kroonenberg research?

A

One strength of cross-cultural attachment studies is that many were conducted by indigenous psychologists, meaning they share the same cultural background as the participants.

209
Q

What is my counter point to my first evaluation point for Van Ijzendoorn and Kroonenberg research?

A

However, this is not true for all cross-cultural attachment research. For instance, Gilda Morelli and Edward Tronick were American researchers studying attachment in the Efé people of Zaire (now the Democratic Republic of Congo).

Despite their expertise, the researchers’ cultural background likely influenced the data collection process, as they were studying a group outside their own cultural context.

210
Q

What is my first evaluation point of the strange situation?

A

One strength of the Strange Situation research is that it was conducted using standardised procedures.

211
Q

What is my second evaluation point of the strange situation?

A

A final strength of the Strange Situation is its reliability across time.

212
Q

What is my third evaluation point of the strange situation?

A

One key weakness of the Strange Situation research is that it may be culturally biased, as it was originally developed in a Western context.

213
Q

What is my fourth evaluation point of the strange situation?

A

A final weakness of the Strange Situation research is its ecological validity, as it was conducted in a controlled laboratory setting.

214
Q

What does the continuity hypothesis say about the IWM?

A

The continuity hypothesis says the internal working model continues to influence our behaviour in our adult relationships.

215
Q

What is the internal working model?

A

a schema we build up from our attachment to our parents, consisting of our attitudes and beliefs about relationships

216
Q

What does the continuity hypothesis say about relationships?

A

We imitate our relationships with our parents in our future relationships with friends, romantic partners, and our own children.

217
Q

What were Hazan and Shavers study?

A

A love quiz

218
Q

Who conducted a study of nematic adult relationships for the continuity hypothesis?

A

Hazan and Shaver

219
Q

What was Hazan and Shavers love quiz aim?

A

Conducted a questionnaire-based correlational study to investigate whether childhood attachments influence later romantic relationships.

220
Q

What method did Hazan and Shaver use in the love quiz?

A

Self report method, they put it in a local newspaper, which people could choose to fill in and send back to the researchers using volunteer sampling

221
Q

What was the method of the love quiz?

A

2 questionnaires
1st questionnaire asked ppts about their romantic relationships and their attachment styles to their romantic partners

2nd Asked ppts questions about their childhood relationship with their parents and their attachment styles to their parents

222
Q

What were the sample population for Hazan and Shavers love quiz study?

A

1st sample men = 205 and women = 415 age 14-82

2nd sample = men = 38 and women = 70 - students

223
Q

What did the results of Hazan and Shavers love quiz show?

A

Suggests that 3 types of attachment found in Ainsworths strange situation were carried through into later relationship patterns

56% of respondents were identified as securely attached 25% of respondents were identified as avoidant
19% of respondents were identified as resistant

224
Q

What were Hazan and Shaver testing?

A

whether there was a correltation between participants’ responses on the first questionnaire and participants’ responses on the second questionnair

225
Q

What are the 4 influences of early attachment on later relationships?

A
  • childhood attachment - IWM
  • Childhood relationships
  • Romantic Adult relationships
  • parenting relationships
226
Q

What was Main’s study that supports the continuity hypothesis called?

A

The Adult Attachment Interview

227
Q

What did Main want to investigate in the Adult Attachment interview?

A

how the participants childhood attachment affected the attachment style they had with their own children

228
Q
A

Main asked the ppts a serious of questions about their attachment style, and how they thought it influence their future relationships

Ppts responses were the classified and coded by researchers, who categorised each of the participants attachment to their parents into one of the 3 attachment styles

The researchers applied the same coding system to categorise the attachment style that puts had with their own children

229
Q

What were Mains findings for the AAI?

A

Main found that the percentage of adults displaying each of the three attachment styles was very similar to the percentages first described by Mary Ainsworth.

The participants’ attachment styles to their parents correlated with the attachment patterns they had with their own children

230
Q

What does intergenerational continuity suggest?

A

People base their parenting style on the IWM, so it is passed on through generations of a family; the IWM affects a child ability to parent their own children

231
Q

Why was the role of the father not investigated?

A

Bowlby believed that mothers form the mono tropic bond - weren’t naturally good at caregiving

232
Q

Why has there been more research into the role of the father?

A

Because of societal change

233
Q

Research into attachment focused for a long time on the role of the mother, because…

A

60-70 years ago, Mothers took on the main caregiving responsibilities.

234
Q

What are the 3 main theories about the role of the father?

A

Provider
Playmate
Carer

235
Q

What is the role of the father as a provider?

A

Traditionally the role of the fathers was to provide financial support and stability for the mother and the family

236
Q

What is the role of the father as a playmate?

A

Many researchers consider the father less of a caregiver instead engaging in physical, unpredictable and exciting play, they are more likely to encourage toddlers to take risks and be brave

237
Q

What is the role of the father as a carer?

A

When fathers adopt the role of primary caregiver, they adopt behaviours typically associated with he mother

The role of the father is similar to the role of the mother

238
Q

What did Bowlby believe about the father?

A

Bowlby believed that children have one primary attachment figure typically the mother, but conceded that this could be the father

239
Q

What study supports the theory that fathers are playmates?

A

Grossman longitudinal study

240
Q

What study supports the theory that fathers are carers?

A

Field

241
Q

Who conducted the Glaswegian study for the role of fathers?

A

Schaffer and Emerson

242
Q

What did Schaffer and Emerson find in the Glaswegian study?

A

At 40 weeks of age, 30% of babies formed simultaneous attachments to two people (usually mother and father)

At 18 months 75% of infant had formed an attachment with the father

At 18 months only 13% of the infants were attached to just one person

243
Q

What did Emerson’s study of attachment reveal about fathers?

A

Emerson’s study revealed that babies form multiple attachments, including attachments to their fathers, which challenges Bowlby’s view that only the mother is the primary attachment figure.

244
Q

What does Emerson’s study suggest about monotropy in attachment theory?

A

Emerson’s study suggests that attachment is not necessarily monotropic and that fathers, too, can form attachments with their children.

245
Q

How does Emerson’s research challenge Bowlby’s theory of attachment?

A

Emerson’s research challenges Bowlby’s theory by showing that babies form multiple attachments, including to their fathers, contrary to Bowlby’s view that attachment is typically monotropic and forms only with the mother.

246
Q

What did Bowlby believe about multiple attachments?

A

That children have on primary attachment figure and other minor attachment relationships

247
Q

What was the aim of Grossman’s study on attachment?

A

The aim of Grossman’s study was to investigate the relationship between children and their parents, particularly focusing on the role of fathers and the differences in attachment to mothers and fathers.

248
Q

What type of research design did Grossman use in his study?

A

Grossman used a longitudinal design, following the same participants over several years to assess how attachment and internal working models develop as children grow.

249
Q

What did Grossman’s study find about the role of mothers in child development?

A

Grossman’s study found that the child’s internal working model was strongly associated with the strength of their attachment to their mother. This suggests that mothers have a significant role in shaping the child’s early emotional development.

250
Q

What key variables did Grossman measure in his study?

A

Grossman measured attachment strength between children and both parents, parental sensitivity, and internal working models of the children.

251
Q

What did Grossman’s study find about the role of fathers in child development?

A

The study found that the child’s internal working model was associated with the sensitivity of the father, indicating that fathers play an important role in emotional development, particularly in providing playful interactions.

252
Q

What was the main conclusion of Grossman’s study?

A

The main conclusion was that fathers and mothers play different roles in the emotional and attachment development of children. Fathers are more likely to provide playful interactions, while mothers are more likely to provide caregiving and emotional support.

253
Q

What is a limitation of Grossman’s study’s findings?

A

A limitation is that the study was correlational in nature, so it could not establish a cause-and-effect relationship between attachment style and later behaviour, only showing an association.

254
Q

What is a strength of Grossman’s study’s design?

A

A strength of the longitudinal design is that it allowed researchers to track the same participants over time, providing more reliable data about how attachment and internal working models develop as children grow.

255
Q

What was Field et all study?

A

Observational study looking at the interactions between parents and their children

256
Q

What was the Field Et Al study method?

A

Field et al recorded the interactions that mothers and fathers had with their children and then watched through the videos, making observations of each frame. So Field et al were using frame by frame analysis.

257
Q

What two things did Field et al measure?

A

1 - sensitive responsiveness
2 - how much the parents played with their child

258
Q

What is sensitiveness responsiveness?

A

How sensitive they were to their child’s needs.

259
Q

the difference between mothers and fathers is

A

Mothers play a caring role, fathers play the role of playmate.

260
Q

What were the findings of Field et al study?

A

The found similar behaviours in primary caregiving mothers and fathers, both sent more time holding Hans, smiling and imitating than secondary caregivers.

They found that dads who were the primary caregiver displayed as much sensitive responsiveness as mothers.

They found that dads usually play more with their children and mums displayed more sensitive responsiveness.

261
Q

What did the findings of the field et al study suggest?

A

Dads can take on the caring, nurturing role that is often associated with mothers.

262
Q

What was the conclusion of Field et al study?

A

The more time fathers spend looking after their babies, the more their role becomes like that of the mother

263
Q
A