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Pyschology > Attatchment - Paper 1 > Flashcards

Attatchment - Paper 1 Flashcards

1
Q

What is Attachment

A

Emotional bond with people around you

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2
Q

What is Reciprocity

A

A description of how two people interact. Caregiver-infant interaction is reciprocal on that both the caregiver and baby respond to each other signal s

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3
Q

Example of Reciprocity

A

Caregiver responding to a baby’s smile, such as saying something which makes the baby know that it can elicit something from this response

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4
Q

What can reciprocal interaction also be called

A

‘Turn Taking’

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5
Q

What is a Alert Phase

A

Signal which means that baby’s are ready for a spell of interaction

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6
Q

How often do mothers pick up on their babies alert phases and which study proved it?

A

2/3 of the time. Feldman and Eidman 2007

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7
Q

What can affect a mothers response to a Alert Factor

A

Stress

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8
Q

What is Active Involvement

A

Both babies and caregivers can initiate interactions between each other

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9
Q

What is Interactional Synchrony

A

‘the temporal co-ordination of micro-level social behaviour (Feldman 2007). It takes place when caregiver and baby interact in such a way that their actions and emotions mirror the other

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10
Q

At what age does a baby start their synchrony

A

2 weeks

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11
Q

Why is synchrony important for attachment

A

Develops their caregiver infant attachment.

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12
Q

Experiment which proves that synchrony is important for attachment

A

Russel Isabella eg al (1989) - tested 30 baby’s attachment with their mother. High levels of synchrony were associated with better quality mother baby attachment

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13
Q

How many babies in glagsgow baby study?

A

60

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14
Q

What happened during the glasgow baby study

A

Bbaies were studied in their own homes, every month for 12 ad then once again at 18 months.

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15
Q

How was reporting happened at the glasgow baby study

A

Self report - Diary kept by the mother
Researchers also interviews the mother with how the baby reacted.

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16
Q

The four stages of attachment

A

Asocial
Indiscriminate Attachment
Specific attachement
Multiple Attachment

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17
Q

When does the asocial stage of attachment occur?

A

0-8 weeks

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18
Q

What is the babies behaviour during the Asocial stage

A

Behaviour towards humans and objects are similar. Babies tend to show a preference for the company of familiar people and is more easily comforted by them

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19
Q

When does the Indiscriminate stage of attachment occur?

A

2-7 months

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20
Q

What is the babies behaviour during the Indsicriminate attachement

A
  • More observable social behaviours
  • prefers being around with human
  • Still accept cuddles from anyone
  • No stranger or separation anxiety
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21
Q

When does the Specific stage of attachment occur?

A

7-12 months

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22
Q

What is the babies behaviour during the specific attachement

A
  • Shows signs attachment usally towards one person
  • Start developing stranger anxiety
  • Bond with a primary attachment figure
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23
Q

When does the Multiple attachments occur?

A

1 years+

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24
Q

What is the babies behaviour during the mutliple attachement

A

Extened there behaviour to more than one person. Clled a secondary attachment

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25
Q

Stranger anxiety

A

Feeling upset when around someone who they do not know

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26
Q

Seperation anxiety

A

Being away from the primary attachment figure causes distress

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27
Q

Who carried out the glasgow baby study

A

Schaffer and Emerson 1964

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28
Q

Limitations is the glasgow baby study

A

Mothers being the observers means they could be bias in their reporting.

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29
Q

Poor evidence in the Asocial stage

A

Young babies have poor co-ordination which means there reactions would be subtle and hard to observe.

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30
Q

Positives of the Glasgow baby study

A

Good external validity
And good generalizability

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31
Q

Attachment to Fathers according to Schaffer and Emerson

A
  • Fathers were the sole attachment for 3% of cases
  • 27% of cases, the father was the joint first attachment with the mother
  • Fathers were more likely the second attachment
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32
Q

Grossman et al (2002) - Fathers role (what type of study was it)

A

Longitudinal study

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33
Q

Grossman et al (2002) - Fathers role (what were they trying to find out)

A

Quality of a relationship between parents and children from infancy to the teenager years.

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34
Q

Grossman et al (2002) - Fathers role (how manay participants??)

A

44 families

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35
Q

Grossman et al (2002) - Fathers role (What was the main difference between the mothers and fathers interaction?)

A

The mother was more based on survivial such as feeding and comfort
Father was more playful, challenging and interactive

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36
Q

Grossman et al (2002) - Fathers role ( What does it show)

A
  • Early attachment is better with the mother
  • Fathers role is less important in comparison
  • Fathers role is more to do with Stimulation
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37
Q

Geiger (1996) - Fathers Role (What did it show?)

A
  • Fathers have a different role to mothers
  • Mum is associated with care and nurturing
  • Dad is more fun.
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38
Q

Evaluation of Grossman et al (2002) - Fathers role

A
  • Inconsistent results
  • Traditional + social roles if Men and women
  • Longitudinal study
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39
Q

Evaluation of Geiger (1996) - Fathers Role

A
  • Different family structures
  • Cultured based
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40
Q

Field (1978) - What happened?

A

Conducted research which compared the behaviours of primary caretaker mothers with primary caretakers fathers

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41
Q

Field (1978) - What did it show?

A

When a father becomes a primary attachment the tend to have ore ‘motherly’ behaviour (such as significantly more smiling)

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42
Q

Field (1978) - Evaluation

A

Women can be less nuturing
- social factors

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43
Q

Animal studies Of Attachment

A

Animal studies have looked at the formation of early bonds

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44
Q

who was Konrad Lorenz

A

A scientist who studies the behaviour of animals in their natural enviroment.

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45
Q

Lorenz (1935) - Animal studies Of Attachment (Method)

A
  • 2 batches of equal goose eggs
  • One control group with mother
  • experimental group in incubator
    Experimental group - Lorenz made sure he was the first thing they saw
    Lorenz imitated mother duckling sounds
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46
Q

Maternal Deprivation

A

The emotional and intelligence consequences of separation between a child and his or her mother substitute.

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47
Q

What did Bowlby propose in regards to maternal deprivation

A

That continuous care from the mother to the child is essential for normal psychological development.

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48
Q

Maternal deprivation - What effects on development does this have? (2)

A

Intellectual development
Emotional development

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49
Q

Maternal deprivation - Intellectual development

A
  • During the critical period they would experience delayed intellectual development’s characterised by an abnormally low IQ.
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50
Q

Maternal deprivation - Intellectual development (proven?)

A
  • William GoldFarb 1947
  • Found lower IQ in children who had reminded
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51
Q

Lorenz Findings

A
  • Naturally hatched goslings followed the mother goose
  • incubator goslings followed Lorenz
  • Icubator goslings did not follow mother
  • Lorenz found that imprinting had occurred
  • CRITICAL PERIOD - 4-25 hours after hatching
  • Proved to be irreversible
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52
Q

Loren - Conclusion (Animals in attachment)

A
  • imprinting is a form of attachment that is exhibited by birds.
  • they imprint onto the first large moving object they counter while hatching
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53
Q

Support for Lorenz

A

Guiton 1966 - Found that using chicks henpresented them a rubber glove to feed the, during the critical period. The chicks imprinted on the glove
- Suggests young animals imprint on any moving thing present during their critical period

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54
Q

Support for imprinting - Animal Attachment

A
  • Hess 1958
  • strongest response to imprinting occurs between 12-17 hours after hatching
  • Lorenz and Hess believed that once imprint occurred it could not be reversed
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55
Q

Evaluation for imprinting - Animal attachment (Lorenz)

A
  • Lorenz Stated that it is irreversible change in the nervous system
  • Hoffman 1976 suggests that it is not irreversible
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56
Q

What was Harlow Study 1958 trying to find out?

A

To examine the extent to which contact, comfort and food influences attachment behaviour in baby monkeys

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57
Q

Harlow 1958 - Method

A
  • Constructed two surrogate mothers
  • One was a harsh monkey with wire
  • One monkey was a soft towelling mother
  • ## 16 monkeys used
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58
Q

Harlow 1958 - What was recorded

A
  • The amount of time the monkeys spent with each mother
  • how long they spent feeding each other
  • Tested monkey pretence in a time of stress by being startled with a loud noise
59
Q

Harlow 1958 - Results

A
  • When given a choice the monkeys most of the time made contact with the soft cloth covered mother irrespective of she dispensed milk
  • Was observed that the monkeys would stretch over to the wire mother for milk while holiding the soft towelled onwn
60
Q

Harlow 1958 - Conclusion

A
  • Harlow found that the mothers appear to seek comfort from their parents suggesting that attachment is formed through an emotional need for security rather than food
  • Opposed to learning theory
61
Q

Harlow 1958 - long term effects of maternal deprived monkeys - Animal attachement

A
  • Monkeys who were reared to the wire mother were more dysfunctional
  • Those who reared with cloth ,other for not develop normal social behaviour
  • deprived monkeys were more aggressive less sociable and less likely to mate
  • when they became mothers they neglected their young and sometimes killed them
62
Q

Harlow 1958 - Evaluation

A

Limitations:
- Monkeys are similar to humans as mammals share similar behaviours in attachment. However thr human brain is more complex
- Ethical issues, it caused the monkey significant and long term harm.
- Monekys became deprived and more aggressive.

Strengths:
- Real world application- Social workers and health professionals understand the importance of early binding experience for human babies.

63
Q

Learning Theory Of Attachment - Two types of ways Babies learn to attach to their primary caregiver

A

Classical or Operant conditioning

64
Q

Learning Theory Of Attachment - ‘Cupboard Love’

A

Main theories of this theory is that attachment focuses solely on food

65
Q

Learning Theory Of Attachment - Classical Conditioning

A

Attachment is learned when an association between food and the primary caregiver is made

66
Q

Learning Theory Of Attachment - Operant conditioning

A

Attachment is learnt when the primary caregiver reduces the discomfort of hunger with ‘drive reduction’ rewards

67
Q

Learning Theory Of Attachment - Classic Conditioning (4 steps)

A
  1. Caregiver is a neutral stimulus
  2. Food (Unconditioned stimulus) produces pleasure (unconditioned response)
    3.Through repetitive feeding, the child ASSOCIATES the caregiver who feeds them as the neutral stimulus with food (unconditioned stimulus)
  3. Caregiver becomes conditioned stimulus, associated with pleasure from feeding
68
Q

Learning Theory Of Attachment - Operant conditioning ( 5 steps)

A
  1. A baby will cry when hungry because they have a ‘drive to reduce’ hunger
    2.When the caregiver provides food thr baby experiences pleasure (positive reinforcement)
  2. The caregiver experiences a reward when infant stops crying (negative reinforcement) so the caregiver behaviour will be repeated
  3. Hunger is called the PRIMARY DRIVE and the food is the PRIMARY REINFORCER
    5.The caregiver who provided it is called the secondary reinforcer and attachment is the secondary drive
69
Q

Learning Theory Of Attachment - Evaluation

A

Reductionist- Attachment is a complex concept and cannot be explained by just food alone. There are many other things that may influence attachment such as survival and cognitions

Research - Challenged as many studies disprove that food is the main source of attachment such as the Harlow Monkey study

Nomothetic approach- That there is not just one overall everyone has with attachment, there are individual experiences

70
Q

Bowlby’s Evolutionary Theory of Attachment - Definitions

A

Behaviours that help us survive become part of our biology. We become pre-programmed with those behaviours

71
Q

Bowlby’s Evolutionary Theory of Attachment - How many steps

A

6

72
Q

Bowlby’s Evolutionary Theory of Attachment - What are the names of the 6 steps

A
  1. Monotropy
  2. Universally Innate
  3. Social Releasers
  4. Internal working model
  5. Critical Period
  6. Survival
73
Q

Bowlby’s Evolutionary Theory of Attachment - 6 steps Nemonic

A

MUSICS

74
Q

Bowlby’s Evolutionary Theory of Attachment - Monotropic Attachment

A

Babies form one main attachment that is more important than all the others

75
Q

Bowlby’s Evolutionary Theory of Attachment - Universally Innate

A

You are born with it, Everyone has it

76
Q

Bowlby’s Evolutionary Theory of Attachment - Social Releasers

A

Traits that babies are born with they help them form attachments and interact with adult

Eg. Cute

77
Q

Bowlby’s Evolutionary Theory of Attachment - Internal Working Model

A

The first attachment will form a template for all future relationships

78
Q

Bowlby’s Evolutionary Theory of Attachment - Critical period

A

The Monotropic attachment must form within the first 2 1/2 years of life

Sensitive period of 5 years

79
Q

Bowlby’s Evolutionary Theory of Attachment - What happens if they don’t have a attachment (Critical Period)

A

Suffer privation - The loss or absence of a attitude that should be there normally

80
Q

Bowlby’s Evolutionary Theory of Attachment - Survival

A

This theory aids the natural survival process

81
Q

Learning Theory - Who created it and what year?

A

Dollard and Miller 1950

82
Q

Learning theory - How does it believe that we are born?

A

Blank Slate

83
Q

Learning Theory - Positive reinforcement

A

Doing something and receiving a positive consequence

84
Q

Learning Theory - Negative reinforcement

A

Avoiding something and receiving something positive

85
Q

The Strange Situation - Who created it and what year?

A

Mary Ainsworth - 1970

86
Q

The Strange Situation - What kind of observation research was used to measure the quality of attachment

A

Structured Observations

87
Q

The Strange Situation - How many stages were conducted

A

8 predetermined stages

88
Q

The Strange Situation - How many criteria’s were created

A

4

89
Q

The Strange Situation - The first 4 pre-determined stages

A
  1. Observer introduces mother and baby to the room and leaves
  2. Mother does not participate, baby explores.
  3. Stranger enters. First minute silent. Second Minute stranger talks with mother. Third minute stranger approaches baby and mother leaves
  4. Stranger is alone with baby and interacts with it
90
Q

The Strange Situation - The last 4 pre determined stages

A
  1. Stranger is gone. Mother and baby together. Mother attends to the needs of baby. Mother leaves
  2. Baby is alone
  3. Stranger enters and interacts with baby
  4. Second reunion episode, mother is back with baby. Stranger leaves
91
Q

The Strange Situation - How many mothers/babies and what were their social class

A

100 middle class Americans mothers and infants

92
Q

The Strange Situation - The four criteria being tested

A
  1. Separation Anxiety
  2. Stranger Anxiety
  3. Reunion behaviour
  4. Willingness to explore the room
93
Q

The Strange Situation - How many attachment styles did she find

A

3

94
Q

The Strange Situation - What are the three different attachment styles

A
  1. Secure
  2. Insecure Avoidant
  3. Insecure Resistant
95
Q

The Strange Situation - Secure Attachement

A
  • Has Separation Anxiety
  • Has stranger anxiety (Only if alone with stranger)
  • Positive Reunion behaviour
  • Uses mother as a safe base to explore their environment
96
Q

The Strange Situation - Insecure Resistant

A
  • Extreme Sepeearuo
  • Extreme Separation Anxiety
  • Extreme stranger anxiety (ignore the stranger at all cost)
  • Negative reunion behaviour (pushes mother away)
  • Cries more and explores less
97
Q

The Strange Situation - Insecure Avoidant

A
  • No separation anxiety
  • No stranger anxiety (plays happily)
  • Little positive reunion behaviour (little interest in mother)
  • Mother and stranger are equally able to comfort baby
98
Q

The Strange Situation - % of Infants with Secure Attachment

A

70%

99
Q

The Strange Situation - % of Infants with Insecure Resistant

A

15%

100
Q

The Strange Situation - % of Infants with Insecure Avoidant

A

15%

101
Q

The Strange Situation - 1 Strengths Evaluation

A
  • Highly controlled: As it is highly operationalised the observers have a clear view on how securely attached the infant should behave.
  • Replicabls
102
Q

The Strange Situation - 2 limitations

A
  • Low ecological validity - restricted to 100 middle class Americans mothers and their infants
  • Unethical (Babies can’t consent)
103
Q

Maternal Deprivation - Difference between seperation and deprivation

A

Breif periods of seperation is not that that detrimental in a child

Prolonged speration was seen as detrimental as it may lead to the child eing deprived

104
Q

Maternal Deprivation - Continuity in care

A

warm innate and continuoes relationship with a mother figure

105
Q

Maternal Deprivation - Whrn should continuity i care be provided?

A

Critical period (before 2.5 years)

106
Q

Maternal Deprivation - 4 types of consequences

A

affectionless psychopath
Social development issues
Cognitive development issues
behavioural issues

107
Q

Maternal Deprivation - Affectionless psychopath (why?)

A

deprivation in the critical period meaning lack of emotional development

108
Q

Maternal Deprivation - Affectionless psychopath (behaviour)

A

lack of remorse, empathy and guilt for others

109
Q

Maternal Deprivation - Social development issues (why)

A

Lack of opportunity to form social skills and relationships resulting from separation

110
Q

Maternal Deprivation - Social development issues (behaviour)

A

Struggles to build relationships and friendships

111
Q

Maternal Deprivation - Cognitive development issues (why)

A

Lack of continous separation and damage to the brain

112
Q

Maternal Deprivation - Cognitive development isssues (behaviour)

A

Low IQ, struggles with tasks)

113
Q

Maternal Deprivation - Behavioural Issues (why)

A

Lack of development of coping strategy, disrregards consquences

114
Q

Maternal Deprivation - Behavioural Issues (behaviour)

A

Delinquency

115
Q

Maternal Deprivation - Bowlby 44 thieves study (Aim)

A

To examine the link between affectionless psychopathy and maternal deprivation

116
Q

Maternal Deprivation - Bowlby 44 thieves study (Method)

A

Sample o 44 criminal teenagers stealing and a group of 44 non crminals but emotionally disturbed group

All interviewed to see signs of affectionless psychopathy

Familes were also interviewd to see whether they had seperation from primary caregiver ine arly years

117
Q

Maternal Deprivation - Bowlby 44 thieves study (findings)

A

14 out of the 44 thieves were affectionless psychopsths and 12 of them had experienced prolonged separation.

2 particpants in the control group had prolonged separation.

118
Q

Maternal Deprivation - Bowlby 44 thieves study (conclusion)

A

Disrputed seperation in childhood does have a link to crime, emotinal maladjustments and lower academic achievemnt

119
Q

Evaluation Maternal Deprivation - Strengths

A

Supported by the 44 theives study
Has led to good positive implications for change in society
Has led to government changes - such as in sweden offeres 480 days of parental leave

120
Q

Evaluation Maternal Deprivation - Limitations

A

Rutter - MD is more likely to cause the consquence proposed by bowlbly

121
Q

Institutionalisation

A

Behaviour patterns of children who have been raised outside of their family homes and in a institution such as an orphanage

122
Q

Orphan studies

A

Concerned children placed in care because their parents can no longer look after them. Orphan is a child who has been permentaly abandoned or both parents which has died

123
Q

Who were Romanian Orphans

A

Communist regime, parents in Romania were forced to have 5 children, many of them could not afford to have so mnay kids so many orphanages were built with very poor conditions

124
Q

Romanian Orphans - Rutter et al (procedure)

A

Followed a group of 165 orphans as part of the English adopting Romanian orphans. Trying to find out if different ages of being adopted will affect their emotional, psychical and cognitve development

125
Q

Romanian Orphans - Rutter et al (Ages)

A

4, 6, 11, 15 and 22-25 years

126
Q

Romanian Orphans - Rutter et al (findings)

A

When they first arrived in the uk:
- Half of the adoptees had signs of delayed intellectual development
- Majority were unmalnourtised

  • The mean IQ of those adopted before 6 months has normal development and an IQ 102
  • The mean IQ of those adopted after 6 moths was 86
127
Q

Romanian Orphans - Rutter et al (what type of attachment did orphans have if adopted after 6 months)

A

Dishinibited attachment

128
Q

What behaviour is assocatied with Dishibited attachment

A

attention seeking, clinginess and soical behaviour indiscriminatlry towards all adults bot familiar and unfamiliar

129
Q

Two effects of instituionalisation

A

intellectual disabilities
disinhibited attachment

130
Q

Evaluation of the Romanian orphans (strengths)

A

Real life application - Used to improve conditions for children growing up outside their family home

Few confonding variables - Most of the children had been given away not because

131
Q

Culture Variations

A

“Refers to the norms and values that exist within any group of people.

132
Q

Culture Variations - Who carried out the experiment

A

Van IJzendoorn and Kroonenbergs

133
Q

Culture Variations - Procedure

A
  • LOOKED at 32 Studies of attachment using MAry Ainsworth Strange Situation
  • Conducted in 8 countries
  • 15 were in the US
134
Q

Culture Variations - Meta Analysis

A

The results from the studies were combined and analysed together

135
Q

Culture Variations - findings

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  • In all countries Secure attachment was the most common
  • China, Japan had rates above 25% of insecure resistant due to collectivist cultures
136
Q

Culture Variations - Conclusion

A
  • Secure Attachment was the norm in most countries, supoorting Bowlbys idea that attachement is innate.
  • However cultural practices have a influence on attachment type
137
Q

Culture Variations - Evaluation (STRENGTH)

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  • Conducted by indeginous researchers
  • Resduces any cross-cultural biases
138
Q

Culture Variations - Evalutaion (WEAKNESS)

A
  • Confounding Variables
  • Due to them all being conducted in different countries there are different traits and sample sizes (such as poverty, class and societal norms)
139
Q

Attachment and later relationships - Relationships in Childhood

A
  • Rowan Myron- Wilson and Peter Smith (1988) assesed attachment types and bullying involvement using a standard questionarre in 196 aged (7-11). Secure children were unlikey to be involved in bullying. Insecure-avoidant were more likely to be bullied and insecure-resistant were more likey to be the bullies
140
Q

Attachment and later relationships - Relationships in adulthood

A
  • Hazan and Shaver LOVE QUIZ
  • analysed 620 replies to their quiz
  • Three sections; respondants most important relationship, assessed the general love experience and third to describe their feelings
  • FOUND that 56% were securely attached
  • 25% insecure avoidant
  • 19% insecure resistant
141
Q

Attachment and later relationships - Evaluation (STRENGTH)

A

Research support - concluded that early attachment does infact affect later relatuinships (especially mary ainsworth three attachment types)

142
Q

Attachment and later relationships - Evalutaion (WEAKNESS)

A
  • Validity
  • Most of the studies are not longitutdinal which means there are two problems
  • Trust the participant is answering honsetly about their youth/etc
  • Hard to know whether what is being assesed is early atatchment
143
Q

Attachment and later relationships - Confounding variables

A
  • Parent style may affect early attachment
  • persnoality may affect factors
144
Q
A

Pyschology (7 decks)

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