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Attatchment Flashcards

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1
Q

What is attatchment

A

An emotional tie/relationship between 2 people
An infant and caregiver
Attachment is needed for survival for a baby

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2
Q

(A01)

What is interaction synchrony in caregiver infant interactions

A

Relates to timing and pattern of interactions
Rhythmic interaction = mirroring emotions and behaviour
Behaviours and effects are in sync
Metzoff and Moore
- 2+ weeks observes interaction synchrony
- adult displayed either of 3 gestures
- filmed child’s response and was identified by independent observers
- associations were found between the child and adult

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3
Q

(A01)

What is reciprocity in care giver infant interactions

A

Reciprocal = 2 way or mutual
Infant and caregiver are both active contributors in interaction and response
In a conversation like manner
Tonrick et al
- when people smile it triggers an infant to as well
- asked mothers interacting with their child to stop and be static
- child would try and tempt mother into interaction and smiling
- when no response the child was puzzled and distressed

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4
Q

(A03)

What were the problems testing infant behaviour in caregiver infant interactions

A

Infants faces are in constant motion and can’t distinguish emotions
Metzoff and Moore filmed and asked observers who didn’t know the experiments what behaviour is being imitated

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5
Q

(A03)

What is the effect of failure to replicate in caregiver infant interactions

A

Other studies failed to replicate the finishing of metzoff and Moore

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6
Q

(A03)

What is the strength of having controlled observations in caregiver infant interactions

A

Metzoff and Moore filmed from multiple angles to catch fine details
Good validity as Babis don’t change reaction or aware of recording

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7
Q

(A03)

What is the effect of individual differences in caregiver infant interactions

A

Every infant is different some have stronger attachments therefore react differently
Isabella et al found that infants with stronger attachments have more interaction synchrony

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8
Q

(A01)

What did Schaffer and emmerson study about the development of attatchment

A

60 infants from 5-23 weeks in working class homes in Glasgow
Every 4 weeks the mother described the infants response to separation
Findings
Attachments were quality over quantity
60% mum first attachment
3% dad first attachment
27% both first attachment

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9
Q

(A01)

What is stage 1 in the development of attachment

A 
Indiscriminate attachment 
Birth to 2 months 
Similar response to all subjects
Near the end is greater response to social stimuli 
I’m
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10
Q

(A01)

What is stage 2 in the development of attachment

A 
Beginning of attachment 
2 months to 4 months 
More social and prefer humans to objects 
Distinguish between familiar or not 
No stranger anxiety
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11
Q

(A01)

What is stage 3 in the development of attachment

A

Discriminate attachment
4 months to 7 months
Separation anxiety joy on reunion
Specific attachment

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12
Q

(A01)

What is stage 4 in the development of attachment

A

Multiple attachment
7 + months
Wider circle of attachment
1/3 infant have 5+ attachments by 1 years old

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13
Q

(A03)

Why was the effect of unreliable data in stages of attachment

A

Findings were based off of the mother’s reports
Northern and fathers importance of ideas differ
Systematic bias

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14
Q

(A03)

Why were the results of Schaffer and Emerson in development of attachment ungeneralisable

A 
Biased sample 
Working class 
- only generalise to that social group
1960’s research
Mums stayed at home 
- only formed attachment with mum
- modern day = fathers who’s stay at home quadrupled 
Findings would alter if conducted now
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15
Q

(A03)

What was the effect of individual differences in the stages of attachment development

A

All babies develop at different stages

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16
Q

(A01)

What was Lorenzes study in animal studies of attachment (geese)

A

Procedure = 2 groups of geese eggs to test imprinting,
One group was raised with Lorenze and the other with the mother
When the geese were born, they saw Lorenze face first
- started to follow him and imprinted on him
Tested it by having Lorenze and and the mother on either side of the geese
- lorenze geese went to him
- mother geese went to mother
Repeated of herlews only imprinted on the mother
Imprinting = irreversible effect on mate preference

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17
Q

(A01)

What was harlows study of animal studies of attachment (monkeys)

A

Procedure = 8 monkey placed in a cafe with 2 wire monkeys, one who had a cloth and one without a cloth for 165 days
The monkeys stayed with the clothed mother even if the other one had milk and used as safe base
Only went to the other one if necessary to feed
Monkeys developed abnormally
Suggest we form attachment through comfort not food providers

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18
Q

(A03)

What is supporting evidence for lorenzes study

A

Many repeated studies testing imprinting
Guitton with chicks
Similar results

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19
Q

(A03)

What were the ethical issues in lorenzes study

A

Imprinting is irreversible and permanent

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20
Q

(A03)

What was the effect of confounding variable in harlows study

A

Lacks internal validity

Monkeys could find the clothes mother attractive

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21
Q

(A03)

Why were the ethical issues on harlows study

A

Monkeys had lasting emotional harm

Later find it hard to interact with peers

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22
Q

(A03)

What are the issues with animal studies

A

Ungeneralisable to humans

Different psychological makeup

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23
Q

(A01)

How does classical conditioning in babies work in learning theory of attachment

A

Babies learn to form attachments with their mother
Baby forms association between mum (ns) and feeling of pleasure with being fed (ucr)
Whenever baby is fed, the mum is present associating the mum with food
Mum stimulates feelings of happiness
Leading to attachment
UCS milk = pleasure UCR
NS mother = no response
During
UCS milk = pleasure UCR
NS mother + UCS milk = pleasure UCR
CR mother = pleasure CR

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24
Q

(A01)

How does operant conditioning in babies work in learning theory of attachment

A

Mother reward baby with food
- baby associates mother with food
Baby repeats action that brings her lost
Food = primary reinforce, immediately removes discomfort
Mother = secondary reinforcer, even without food the mother’s presence removes discomfort

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25
Q

(A03)

What is the effect on the learning theory being based on animal studies

A

Pavlovs dogs and skinners rats
Can’t generalise to human as were more advance and social and have different psychological makeup
Invalidates the approach as animal studies aren’t a true representation of attachment in babies

26
Q

(A03)

Why might the learning theory of attachment invalidated

A

Contact concord is more important than food
Harlows monkeys spent more time with clothes mother
Learning theory= food > comfort
However monkeys aren’t generalisable to humans

27
Q

(A03)

What is an alternative explanation for learning theory of attachment

A

Food may not be the only reinforcer enabling attachment
‘Infants may become distressed when mother responds quickly’ Schaffer and emmison
Quality > food
Several factors are important to form and attachment
Bowlbys evolutionary theory ‘attachment to survive’

28
Q

(A01)

What was the aim of Ainsworths sss

A

Test 9-18 month infants behaviour in different environments

Observed separation anxiety, joy on reunion, stranger anxiety, secure base concept

29
Q

(A01)

What was the procedure for Ainsworths sss

A 
9x9 ft room 
8 episodes each 3 mins 
1. P and I play 
2. P watched I play
3. S enters and talks to P 
4. P leaves 
5. P returns and S leaves 
6. P leaves I all alone 
7. S returns 
8. P returns S leaves
30
Q

(A01)

What were the findings of Ainsworths sss

A

Secure = 66%
Avoidant = 22%
Resistant = 12%
Separation anxiety: 1 (+) 2 (++) 3 (-)
Stranger anxiety: 1 ( avoid stranger when alone, friendly when mother is there) 2 ( avoid/fear) 3 (normal)
Joy on reunion: 1 (+) 2 (approaches mother but resists contact) 3 (little interest)

31
Q

(A01)

What did Ainsworth conclude about her sss study

A

Attachment depends on sensitivity of caregiver
Sensitive mother’s = generally secure
Less responsive mother’s = insecure resistant
Babies attachment affected by quality of care

32
Q

(A03)

How is sss allied as a tool to investigate cultural attachment styles

A

Gain insight into difficult child rearing practices
Can ljzendoorn and kroonenberg
Meta analysis of 32 sss studies
Compared attachments styles across cultures

33
Q

(A03)

What effect does high inter rated reliability in the sss have

A

More than 1 observed = rating between observers compared
0.95 - 1.00 agreement between raters
More reliable results f

34
Q

(A03)

What effect does a biased sample have on the sss results

A

106 working class American babies
Difficult to generalise
Low population validity

35
Q

(A03)

What effect does low internal validity have on sss results

A

May not only measure attachment style of infants
Could measure quality of relationship
Main and Weston
- ‘behaviours differ depending on mum or dads behaviours’

36
Q

(A03)

What effect did controlled conditions have on the sss

A

Standardised procedure
Other studies repeatable
High replicabity high reliable results

37
Q

(A01)

What did van ljzendoorn and kroonenberg study about cultural variations

A

Meta analysis of 32 sss studies, 2000 kids, 8 counties (most American)
Aim to find if inter/intra cultural differences exist
Found secure attachment is most common
- seen as best as innate and biological
Insecure accountant = 2nd except Israel and Japan
USA
- 18% resistant
- 22% avoidant
- 68% secure

38
Q

(A01)

What did grossman and grossman find about Germany attachment styles

A

High insecure resistant

German culture = interpersonal distance between parent and child

39
Q

(A01)

What did Takashi find about japan attachment styles

A 
60 middle class infants, similar  rates of attachment 
No evident on insecure avoidant 
High secure = 68%
90% sss stopped due to distressed participants
40
Q

(A03)

What supporting evident did Tonrick provide for cultural variations

A

Studies efe tribe in Africa
Where infants were looked after and breastfed by others bus slept with their mother’s
Despite child rearing difference
- at 6 months the child’s mother was their primary attachment

41
Q

(A03)

What was the effects of global culture on cultural variations

A

According to Bowlby, attachment is inborn and natural
Ljzendoorn and kroonenberg found cultural similarities
- parenting idea spread through mass media
Suggesting cultural similarities aren’t does to innate biological influences but global culture
I’m

42
Q

(A03)

What was the effect of cornrows rather than cultures in cultural variations

A

Countries have subculture therefore it is wrong to conclude attachment is dues to subcultures
Urban Tokyo = similar attachment to western countries
Rural Tokyo = insecure resistant
First conclusion is an overrepresentation of countries attatchment

43
Q

(A01)

What did Spitz and Wolf find about bowlbys theory of maternal deprivation

A

100 psychology normal children in long term hospital care
Most became depressed within a few months
If stayed in hospitalisation for less than 3 months then the recovered quickly and was reversible
Length of separations is important in attachment

44
Q

(A01)

What did Skodak and Skeel find about bowlbys theory of maternal deprivation

A

Holden in institutions scored poorly on intelligence tests
Some children transferred institutions where more emotional care was available
- they scored higher

45
Q

(A01)

What is bowlbys theory of maternal deprivation

A 
‘Young children should experience warm, innate continuous relationship with the mother were they both find satisfaction and enjoyment’
3 strands 
- value of maternal care
- critical period 
- long term consequences
46
Q

(A01)

What was bowlbys 44 thieves study in bowlbys theory of maternal deprivation

A

44 children were caught stealing and 44 children didnt steal (control group)
Suggested that thieves were emotionless psychopaths who lacked affection, shame or responsibility
Found
- affectionless thieves had early seperations from their mother
- 86% of AT experiences frequent separation again 17.5% of control group
Suggest early separation is linked to affectionless psychopathy

47
Q

(A01)

What is the value of maternal care in bowlbys theory of maternal deprivation

A

Previously assumed that good food and physical care is key for good care
Bowlby = ‘isn’t enough what child is well fed and safe, they need warm, innate, and continuous relationship to ensure normal mental health

48
Q

(A01)

What is the critical period in bowlbys theory of maternal deprivation

A

Only emotionally disturbed if 2.5 years + and no substitute mother available
Damage is avoided if substitute mother provides emotional care

49
Q

(A01)

What are the long term consequences in bowlbys theory of maternal deprivation

A

Ltc of deprivation = emotional maladjustment and poor mental health

50
Q

(A03)

What real life applications support bowlbys theory of maternal deprivation

A

In the past children’s who were in hospital care the parents were discourage or forbidden to visit
This led to change in theirs mental health and emotions
Now changed the way children are cared for in hospitals

51
Q

(A03)

Why did Rutter conclude that bowlbys theory of maternal deprivation was too simplistic

A

Doesn’t show weather attachment broke or was never formed
Decided on
- privation = failure to form attachment
- deprivation = formed but broke

52
Q

(A03)

What did Barrett find about bowlbys theory of maternal deprivation

A

Individual differences

53
Q

(A03)

What supporting evidence did Bilfuro find

A

Maternal deprivation had long term effects
Studies women who had early separation from their mothers for a year
Found 25% had depression / anxiety later on compared to 15% of the control group
Supports long term effects and critical period

54
Q

(A01)

What is an institute

A

Place dedicated to a particular task

Eg : children waiting adoption, baring for mentally ill

55
Q

(A01)
What was the procedure for theRoman orphanages study
Rutter and soniya

A

165 roman orphans in the early 1990’s who spent their early lives in institutions
111/165 adopted before 2 years old
54/165 adopted before 4 years old
Compared with 52 British children adopted at 6 months
Tested at 4,6,11,15 years old to assess physical, cognitive and social development

56
Q

(A01)

What were the finding for the Roman orphanage study by Rutter and soniya

A

At first : Romans lacked physical cognitive and social development and weighed less and were mentally retarted
4 years = some Romans’ equal to British who were adopted at 6 months
Children adopted after 6 moths = disinhibited attatchment and problems with peer relationships
Suggests lte are less severe of the child had the chance to form attachments

57
Q

(A01)

What did le mare and audet conclude about roman orphanages

A

Studies growth and health in 36 roman orphaned
by the age of 4 = physically smaller than the control group
By the age of 10 they had the same physical health
Suggest recovery is possible

58
Q

(A01)

What did zeanon find about roman orphanages

A

136 roman orphans from 12-36 months
90% lived in institutions
Assessed strange situation
Institutionalised students showed signs of disinhibited attatchment

59
Q

(A03)

What is supporting evidence to show institutionalisation has long term effects

A

Quinton et al
Compared 100 women where halved loved in institutions
Ex institutionalised experienced difficulty as a parent

60
Q

(A03)

What are the problems generalising information from roman orphanages

A

Lacked basic hygiene and had intellectual malfunction as lack of cognitive simulation and disinhibited attachment
Finding can’t be applied to understanding of impact of better quality care

61
Q

(A03)

What is evidence to show the effects of institutionalisation can be overcome by adequate substitute care

A

Hodges and Tizard
65 children in institutionalised before attatchment (4 months)
Studied at 4,8,16 years and compared with control group of living at home
The earlier attachment then less negative effects

Psychology (6 decks)

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