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Psychology > Chapter 3 - Attachment > Flashcards

Chapter 3 - Attachment Flashcards

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1
Q

Define interactional synchrony

A

when the mother and infant reflect both action and emotion of the other

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2
Q

define reciprocity

A

when each person responds to the other and elicits a response

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3
Q

give a positive for the observation of infant interactions in attachment

A

good control- lab studies, filmed for close observation and babies unaware of being filmed

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4
Q

give 2 negatives for the observation of infant attachment

A
  • can be hard to tell what is going on from infants perspective, or if they are even conscious of their actions
  • the observations don’t suggest any purpose for the interactions despite the fact that (Feldman showed) these interactions can be reliably observed
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5
Q

outline 3 studies of infant attachment

A
  • Schaffer and Emerson, attachment to mother first
  • Grossman, found the role of mother/father attachments e.g. fathers play affecting adolescent attachment
  • Field, showed fathers can be more nurturing figures, key is responsiveness not gender
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6
Q

evaluate research onto attachment figures (4)

A
  • inconsistent findings on role of father - looks at either primary of secondary attachment not the role
  • children without fathers develop normally
  • gender roles or hormones?
  • socially sensitive - working mums, suggests parenting style could be detrimental to infant development
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7
Q

outline the method used by Schaffer and Emerson (3)

A
  • mothers + infants visited every month for the first year then again at 18 months
  • asked mothers reactions of infants to everyday separation
  • 60 babies
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8
Q

outline the findings of Schaffer and Emerson’s Glasgow babies (3)

A
  • 25-32 weeks 50% showed separation anxiety, meaning specific attachment
  • not always person who spent most time with infant
  • 40 weeks 30% showed multiple attachments
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9
Q

state the stages of attachment (ages and behaviour)

A
  • Asocial stage up to 8 weeks; behaviour towards humans and objects is similar
  • indiscriminate attachment 2-7 months; more preference to humans than objects but not yet separation anxiety
  • specific attachment 7 months plus; stranger anxiety and attachment to primary caregiver/ primary attachment figure
  • multiple 7 months plus; secondary just after specific, majority by the age of 1
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10
Q

state 2 positives of Schaffer and Emerson’s stages of attachment

A
  • good external validity - own homes

- longitudinal study - no participant variables

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11
Q

state 4 negatives of Schaffer and Emerson’s stages of attachment

A
  • limited sample - all from the same area and class, only 60 may lack generalisability
  • asocial stage is difficult to study - not much observable behaviour
  • collectivist cultures - form multiple attachments from outset
  • measured behaviour too simplistic, may show similar behaviour in response to separation from playmates
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12
Q

Outline Lorenz’s research into attachment

A
  • randomly divided clutch of goose eggs and raised one half
  • control group followed mother
  • followed attachment figure even when groups mixed
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13
Q

outline the findings of Lorenz’s research into attachment

A
  • identified a critical period for imprinting after which it could not occur
  • birds raised by humans later displayed courtship towards humans
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14
Q

evaluate Lorenz’s research into animal attachment (2)

A
  • generalisability - research conducted on birds, mammals form a strong emotional bond to young and attachments don’t only form within a critical period
  • questionable observations - the impact on mating behaviour is not permanent, they learn
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15
Q

outline Harlow’s research into attachment (3)

A
  • 16 baby rhesus monkeys reared with 2 wire model mothers
  • 1 condition milk dispensed from one or other (soft or wire)
  • monkeys always chose comfort regardless of which had food
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16
Q

outline Harlow’s findings (4)

A
  • wire mother monkeys - highly dysfunctional adult monkeys
  • both conditions developed poor social skills and more aggression
  • were bad parents themselves
  • concluded critical period for normal development
17
Q

evaluate Harlow’s research (4)

A
  • theoretical value - highlights the importance of early relationships
  • practical value - helps prevent child abuse and deprivation e.g. institutions
  • ethics - human-like suffering of monkeys, was it really worth it?
  • limited application to humans - much disagreement
18
Q

who proposed that infant attachments could be explained by learning theory?

A

Dollard and Miller

19
Q

what was the reasoning behind the idea that infant attachment can be explained by learning theory? (3)

A
  • hunger thought to be primary drive
  • drive reduction, motivated to reduce hunger
  • attachment is therefore secondary drive, learned by association with comfort of food
20
Q

evaluate learning theory as an explanation of attachment (5)

A
  • counter evidence from animal studies e.g. Harlow
  • counter evidence form human studies e.g. Schaffer and Emerson
  • ignores other factors e.g. interactional synchrony
  • attachment is atleast partly conditioning, associate caregivers with comfort e.g. crying for mum when hurt
  • SLT, parents teach children to love them by modelling attachment behaviour
21
Q

outline Bowlby’s theory of monotropy (4)

A
  • primary attachment figure most important, accumulated separation (suggested should be no separation), contunuity (consistent reliable care = stronger attachment)
  • social releasers - cute behaviour
  • suggests critical /sensitive period of about 2 years
  • internal working model for all future relationships
22
Q

evaluate Bowlby’s theory of monotropy (5)

A
  • mixed evidence - Schaffer and Emerson monotropy yet minority form multiple attachments from outset
  • social releasers - existence of interaction synchrony - Brazleton found babies lie motionless when they find their actions elicit no response from caregivers
  • IWM passed through generations
  • socially sensitive nature of monotropy
  • ignores temperament - overemphasis on early attachment yet ignores biology
23
Q

What was Ainsworth’s strange situation designed to test?

A

the security of attachment with caregiver

24
Q

what were the behaviours observed by Ainsworth’s strang situation?

A
  • proximity seeking
  • secure-base behaviour
  • stranger anxiety
  • separation anxiety
  • reunion behaviour
25
Q

outline the sequence of Ainsworth’s strange situation (7)

A
  • child encouraged to explore
  • stranger enters and interacts with child
  • caregiver leaves
  • caregiver returns and stranger leaves
  • caregiver leaves child alone
  • stranger returns
  • caregiver returns
26
Q

what were the findings of Ainsworth’s strange situation

A
  • secure attachment 60-75%
  • insecure avoidant 20-25%
  • insecure resistant 3%
27
Q

evaluate Ainsworth’s strange situation (5)

A
  • validity, predictive of future development
  • inter-rater reliability, easily observable behavioural categories
  • culture bound findings, parents behaved most differently in cultural variations e.g. Japanese mothers scooped up infants
  • may be a measure of anxiety rather than attachment and therefore temperament
  • atleast 1 more attachment type known as disorganised but also disinhibited
28
Q

what did Ijzendoorn research?

A

cultural variations in attachment

29
Q

outline Ijzendoorn’s method and findings (4)

A
  • strange situation 32x in 8 countries
  • 30% resistant in Israel (highest)
  • Germany highest avoidant, values independence in children
  • cultural variations most observable within countries (rather than between them)
30
Q

evaluate Ijzendoorn’s variations in attachment

A
  • large samples = good reliability
  • samples may not be representative - measured between countries not cultures
  • biased assessment - imposed etic
  • attachment is innate universally - shows biology
  • ignores temperament (SS)
31
Q

outline Bowlby’s theory of maternal deprivation (3)

A
  • negative effects of separation can be counteracted by substitute emotional care
  • critical period is 30 months in humans, separation during this time results in inevitable psychological harm
  • development, delayed intellectual development, stunted emotional development can lead to affectionless psychopathy and criminality
32
Q

outline the procedure of Bowlby’s thieves study (3)

A
  • 44 thieves interviewed for signs of A.P.
  • families also interviewed to establish prolonged separation when younger
  • control group with no criminality
33
Q

state the findings of Bowlby’s 44 thieves study (2)

A
  • 14 showed signs of A.P.

- 12 out of 14 had experienced prolonged separation in the first two years of life

34
Q

evaluate Bowlby’s theory of maternal deprivation (5)

A
  • poor validity of evidence e.g. children may have been traumatised
  • counter evidence from Lewis, larger sample showed separation did not predict criminality
  • critical period more of a sensitive period if the children are given appropriate aftercare e.g. Czechoslovakian twins recovered after 7 years old
  • animal studies show affects
  • doesn’t distinguish between deprivation and privation
35
Q

outline Rutters research into Romanian orphans

A
  • studied children adopted into the UK from institutions in Romania
  • those adopted at 6 months to 2 years had a significantly lower IQ in later life
  • those adopted after 6 months showed disinhibited attachments
  • before 6 months developed normally
36
Q

outline the research of the Bucharest early intervention project and its findings (4)

A
  • used strange situation on institutionalised orphans (95 kids + control group of 50)
  • 19% secure attachment
  • 65% disorganised
  • 44% disinhibited
37
Q

evaluate Romanian orphan studies into attachment (5)

A
  • real-life application in institutions
  • few extraneous variables, less trauma than other studies of institutionalised orphans
  • Romanian orphanages not typical of institutions, therefore findings may not be generalisable
  • ethics, Bucharest project randomly allocated orphans to conditions whereas Rutter merely observed them
  • more long term effects not yet clear
38
Q

outline the influence of attachment on later relationships (5)

A
  • internal working model, passed down
  • Smith (1998) suggested IR are bullies and IA are victims
  • romantic partnership, love quiz by McCarthy, secure attachments most likely to have success in romance
  • parenting style, most women have the same attachment as mother to own baby
39
Q

evaluate research into attachment and later relationships

A
  • little relationship between quality of infant attachment and adolescent attachment
  • validity issues e.g. questionnaire social desirability bias
  • correlation not causation
  • exaggerated influence of early attachment - more conscious of actions later
  • self-report is conscious yet attachment is unconscious

Psychology (11 decks)

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