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psychology year 1 > attatchments > Flashcards

attatchments Flashcards

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1
Q

what is an attachment

A

two way emotional bond which essential for own emotional security

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2
Q

examples of good interactions between an infant and carer

A

-seeking proximity
-distress on seperation
-joy on reunion

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3
Q

what is reciprocity

A

doing an action then it elicits a response from each other.

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4
Q

what can reciprocity be compared to.

A

a dance, reacting to partners movements.

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5
Q

what is interactional synchrony

A

reflect each others actions/emotion in coordinated and synchronised way.

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6
Q

what does high rates of interactional synchrony mean

A

better quality attachments

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7
Q

what is the procedure of melt zoff + moore

A

video recording of 2 week old babies. mother displayed 3 expressions
-tounge out
-mouth open
-pout

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8
Q

what is the findings of melt zoff + moore

A

positive correlation between adult gestures and baby actions.

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9
Q

what is the conclusion of the melt zoff + moore

A

infants pay attention and copy any interactions.

other study with 3 day old babies same result

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10
Q

what are some strengths and weaknesses of melt zoff + moore

A

Strengths
-provided evidence (controlled observation)

Weaknesses
-difficult to distinguish between reciprocity and interactional synchrony
-doesnt tell us the purpose of these interactions

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11
Q

what is the aim of Schaffer + Emerson

A

how attachment develops with age

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12
Q

what is the procedure of Schaffer + Emerson

A

was longitudinal study (over 1st year of baby life)
observation/questionairres on 60 Glasgow babies+mothers.
visited mother every 4 weeks until 1 year old.
returned 18 months
Asked about separation/stranger anxiety

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13
Q

findings of Schaffer + Emerson

A

-separation anxiety 6-8 months.
-stranger anxiety 9 months
-1st attachment (usually mother) (3% father first)
-attachment linked not physical care but emotional care

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14
Q

what is the conclusion of Schaffer + Emerson

A

attachment develops in stages

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15
Q

what is the 4 stages of attachment

A

-Asocial stage
-Indiscriminate attachment
-specific attachment
-multiple attachments

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16
Q

what is the asocial stage

A

0-6 weeks
-attachments with any human.
-no bias towards particular human but prefer human like stimuli

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17
Q

what is indiscriminate attachment

A

6 weeks-6 months
-babies more sociable
-tell people apart so begin to form stronger attachments
-these attachments dont progress much

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18
Q

what is specific attachment

A

7- usually 12 months
-show separation anxiety and protest by usually crying when primary attachment figure leaves
-fear of strangers

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19
Q

what is multiple attachments

A

1 year onwards
-begin form multiple attachments
-usually with people close with

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20
Q

what are some strengths of Schaffer + Emerson

A

-in own home (eco validity)
-longitudinal study (same children)
-observations/interviews used

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21
Q

what are some weaknesses of Schaffer + Emerson

A

-Demand characteristics
-sample too small (60 babies)
-families from same area/social class
-60 years ago
-cultural bias
-at asocial stage difficult to make judgements

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22
Q

what are some social reasons babies don’t usually attach to father first

A

-Father breadwinner
-mother maternity leave
-Father not nurturing
-FMLA leave
-Father physically strong

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23
Q

what are some biological reasons babies don’t usually attach to father first

A

-Father no breasts
-Mother births childs

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24
Q

what is the procedure of fields study

A

filmed 4-month old babies in face-face interactions with father as primary caregiver.

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25
Q

what is the findings of fields study

A

Fathers which were considered first attachment figure spent more time smiling/imitating and holding infants than fathers considered secondary attachment figure

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26
Q

what is the conclusion of fields study

A

These behaviours (smiling,holding baby) appear important in building attachment with infant.

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27
Q

what is the aim of harlow

A

worked with Rheus monkeys to study attachment

28
Q

what did harlow observe about new born monkeys

A

when kept alone usually died but survived if given something to cuddle

29
Q

what is the procedure of harlows study

A

-8 infant monkeys 165 days
-2 mothers made (wire and cloth)
-4 recieved milk from cloth +4 from wire
-Measured time spent with each mother
-also observe when they are frightened by metal object

30
Q

What is the findings of harlows study

A

-spent most time with cloth mother. Even if fed by wire mother would just return to cloth mother. When scared by metal object returned to cloth
-Adulthood saw maternal deprivation. fed by wire monkey most dysfunctional. aggressive, less sociable, unskilled at mating
-Neglected and sometimes even killed babies when became mothers

31
Q

What is the conclusion of harlows findings

A

-Contact comfort essential for attachment not food
-critical period where if passed develop maternal deprivation (90 days for attachment figure to be introduced)
-If critical period passed attachment impossible+damage ireversable

32
Q

what is the procedure of lorenz

A

-Experiment
-randomly divided goose eggs
-(Control) 1/2 hatched with mother (Natural)
-(Experimental) 1/2 in incubator and saw lorenz as first moving thing

33
Q

what is the findings of lorenz

A

-Incubator group followed lorenz
-control group followed other everywhere
-when both groups mixed up:
.Experimental group still followed Lorenz
.Control group still followed mother goose
-Imprinting limited to 2 days, if doesnt take place no attachment formed

34
Q

what is the conclusion of Lorenz

A

-Imprinting irreversible/long lasting
-early imprinting has an effect on later mate preferences
-Irreversible
-Mate preferences based on what they imprinted on

35
Q

What did Guiton do

A

had baby chicks imprint on yellow washing up gloves.

36
Q

what were Guiton findings

A

-Try to mate with them when older.
-Found if chicks spent time around own species mating preferences returned to normal.

37
Q

What are some strengths of Lorenz

A

-help understand attachment as need for survival
-Supported by Guiton

38
Q

What are some weaknesses of Lorenz

A

-Guiton proved imprinting was reversible
-Not generalisable
-Goslings not similar to humans
.Not mammals
.dont eat food directly body
-No higher level thinking

39
Q

What are some strengths of Harlow

A

-Monkeys are similar to humans so generalizable
-Practical application - social workers, and better care for monkeys

40
Q

What are some weaknesses of Harlow

A

-Unethical- separated from mother, purposely scared them, living conditions (cage)
-confounding variable (different head on mothers)

41
Q

What does the learning theory suggest about attachment

A

-children are blank slates
-learn through operant/classical conditioning
-also called ‘cupboard love theories’
-believes attached through food

42
Q

How is attachment formed through classical conditioning

A

caregiver continually associated with UCS, until eventually caregiver provides pleasure food does

43
Q

How does operant conditioning relate to attachment formation

A

-crying leads to reaction from caregiver (food) and if correct response provided crying is reinforced. (positive)
-Caregiver is also reinforced because crying stop (negative)

44
Q

what does the learning theory suggest the primary drive is

A

hunger, as caregiver provides food primary drive become associated with them.

45
Q

what does the learning theory suggest the secondary drive is

A

attachment which is learnt by association.

46
Q

What does Bowlby’s theory of evolution suggest

A

attachment behaviors are instinctive and will be activated by things that may threaten proximity.

47
Q

What are the 4 components to Bowlby’s theory

A

-Monotropy
-Social releasers
-Critical period
-Internal Working Model (IWM)

48
Q

What does monotropy mean

A

attachment to one caregiver is different/ more important than others.

49
Q

what are the two laws in monotropy

A

Law of accumulated separation
Law of continuity

50
Q

what does the law of continuity say

A

more constant/predictable child’s care is better quality attachment

51
Q

what does the law of accumulated separation say

A

effects of being separated from mother add up, can lead to later issues

52
Q

What does Bowlby’s theory mean by social releasers

A

baby born with innate (cute) behaviors and their purpose is to encourage attachment/attention.

mother and baby have predisposition to become attached

53
Q

what does Bowlby’s theory mean by critical period

A

around 2.5 year when infant attachment system is active

if attachment not formed in this time find it much harder to form one later.

54
Q

What does Bowlby’s theory mean by IWM.

A

relationship with primary caregiver serve as template for future relationships.

55
Q

What are some strengths of Bowlby’s theory

A

-Gosling imprinting
-evidence for IWM-Bailey et al
-Harlow support critical period

56
Q

What are some weaknesses of Bowlby’s theory

A

-Law of accumulated separation is socially insensitive and doesn’t consider economic implications and guilt is may cause
-Ignore nurture
-Shaffer + Emerson suggest stranger anxiety at 9 months

57
Q

What was Ainsworth’s aim

A

Understand attachment styles of infants towards their mothers

58
Q

What were some behavioral categories Ainsworth had

A

-Proximity seeking
-Stranger/Separation anxiety
-Secure base behavior
-Joy on reunion

59
Q

What was Ainsworth’s procedure

A

-100 middle class USA families
-mother and infants (12-18 months)
-9ftx9ft room, into 16 squares
-one way mirror

60
Q

What are the 8 stages of Ainsworth’s strange situation

A

1- Child and Caregiver enter unfamiliar environment
2- Child encouraged to play
3- Stranger enter and try interact with infant
4-Caregiver leave and stranger try interact with infant
5-Caregiver return and stranger leave
6-Caregiver leave
7. Stranger return and try interact with child
8.caregiver return and reunited with child

61
Q

What are the 3 types of attachment types Ainsworth found

A

-Secure
-Insecure Resistant
-Insecure Avoidant

62
Q

What did children with the secure type attachment experience

A

-explore freely but check in on mother
-moderate levels of stranger/separation anxiety
-accept comfort when mother return

63
Q

What did children with the Insecure Avoidant type attachment experience

A

-Explored freely and don’t seek proximity
-Little to none Stranger/Separation anxiety
-Don’t seek comfort

64
Q

What did children with the Insecure Resistant type attachment experience

A

-Explored less, seek higher proximity
-very high amounts of stranger/separation anxiety
-resisted comfort

65
Q
A

psychology year 1 (11 decks)

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