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13A > Child > Flashcards

Child Flashcards

1
Q

What is the acronym to help remember Bowlby’s concepts about attachment?

A

ASCMI

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2
Q

What is the ‘A’ in ASCMI?

A

Adaptive

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3
Q

What is the ‘S’ in ASCMI?

A

Social Releaser

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4
Q

What is the ‘C’ in ASCMI?

A

Critical period

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5
Q

What is the ‘M’ in ASCMI?

A

Monotropy

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6
Q

What is the ‘I’ in ASCMI?

A

Internal Working model

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7
Q

A social releaser is?

A

Things like crying which make a parent stay close and care for the baby

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8
Q

What does Adaptive mean?

A

Something which is beneficial to our survival e.g. having parents who love us when we are babies

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9
Q

Monotropy is?

A

a single bond considered more important than any other

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10
Q

The critical/sensitive period is?

A

where attachment needs to occur for a healthy, normal human to emerge

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11
Q

How long is the critical/sensitive period?

A

Around 2.5 years

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12
Q

A secure base is?

A

using your parent as a base from which to explore and interact with the world

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13
Q

An internal working model is?

A

where your early relationship becomes a schema for future relationships, how they treat you is stored in our memory

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14
Q

What is the continuity hypothesis?

A

The idea that our future relationships when we are older are similar to those we had with our parents when young

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15
Q

Which part of ASCMI does Robertson and Robertson specifically disagree with?

A

Monotropic bond/Critical period- They showed as long as their was good care it didn’t need to be with the monotropic figure

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16
Q

How many of Bowlby’s 44 thieves were considered affectionless Psychopaths?

A

14

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17
Q

What did Lorenz show?

A

Critical periods and attachment in general are adaptive and evolved

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18
Q

Hazan and Shaver show?

A

IWM is supported- childhood attachment does match adult attachment types

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19
Q

Spitz Shows?

A

The critical period is supported, children raised in an institution showed depressiona and behavioural issues

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20
Q

Evolutionary theories like this are a problem because?

A

Retrospective and post-hoc, you cannot measure our ancestors and so cannot make concrete judgements about it’s validity

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21
Q

Rutter criticised Bowlby for

A

Over focus on the mother and focusing on the separation rather than the cause of separation

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22
Q

Schaffer and Emerson found what % of children had multiple bonds (disproving monotropic bonds)

A

27%

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23
Q

Why is Bowlby seen as socially controlling and socially sensitive (or lacking temporal validity at least)?

A

Reinforcing gender roles of women staying at home for childcare

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24
Q

What is a problem of the concept of the IWM/Schemas?

A

The IWM is not empirical because you cannot directly test them

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25
Q

What is attachment?

A

The loving bond between two people where they are not interchangable with others

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26
Q

What is the aim of Ainsworth’s study?

A

To see if there are different types of attachment, what behaviours each shows and how parents influence the type?

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27
Q

What was the sample in Ainsworth?

A

Mothers and babies from USA (sample size varies depending on which study)

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28
Q

What type of observation is carried out in the stranger situation?

A

Controlled, non-participant

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29
Q

How many stages are in the strange situation and how long did they last?

A

Eight 3 minute stages but they could be cut short if mother wanted

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30
Q

What is separation anxiety?

A

If the chid gets upset when the parent leaves them

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31
Q

What is a secure base?

A

If the child uses the parent for comfort before exploring/needing them to explore

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32
Q

What is stranger anxiety?

A

If the chid gets upset when interacting with a stranger

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33
Q

What is reunion behaviour?

A

How easily they are comforted when their parent returns

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34
Q

What is the first and second stage of stranger situation?

A

Mother and child are together in the room playing together with toys

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35
Q

What is the third stage of stranger situation?

A

A stranger comes into the room, talks to the mother and attempts engagement with the child in the mothers presence.

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36
Q

What is the fourth stage of stranger situation?

A

Mother leaves the room leaving the child and stranger together, the stranger tries to engage and console the child, stranger anxiety is measured.

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37
Q

What is the fifth stage of stranger situation?

A

The mother returns and the stranger leaves the room. We look at reunion behaviour

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38
Q

What is the sixth stage of stranger situation?

A

The mother then leaves the child alone in the room, separation anxiety is measured.

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39
Q

What is the seventh stage of stranger situation?

A

The stranger enters the room with the child alone and attempts to play with the child.

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40
Q

What is the eights stage of stranger situation?

A

The mother returns and reunion behaviour is measured.

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41
Q

What % of children were insecure avoidant?

A

20

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42
Q

What % of children were secure?

A

70

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43
Q

What % of children were resistant?

A

10

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44
Q

The study concluded that type of attachment is caused by?

A

The level of sensitivity and responsiveness of the parent

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45
Q

Secure attachment is caused by?

A

Responsive parenting

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46
Q

Avoidant attachment is caused by?

A

Neglectful parenting

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47
Q

A secure child shows which behaviours

A

Stranger anxiety, parents as a secure base, separation anxiety and easily comforted on reunion

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48
Q

An Avoidant child shows which behaviours

A

No stranger or separation anxiety, explore without needing comfort (not using parents as a secure base), no need for comfort

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49
Q

A Resistant child shows which behaviours

A

No secure base,They’re clingy and don’t explore, strong stranger and separation anxiety, difficult to comfort on reunion and may lash out

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50
Q

Kagan criticised Ainsworth saying

A

Attachment type is due to a child’s temperament rather than parental behavious

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51
Q

Main and Solomon criticised Ainsworth saying

A

There is at least one other type of attachment (disorganised) so her study/theory ignores this

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52
Q

What is a strength of Ainsworth for reliablity?

A

It can be replicated to test for reliability in the results about attachment types because it is standardised with the same 8 steps for each child

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53
Q

Can you give a weakness (and a however) for the generalisablity of the study?

A

The sample is only american mothers so might not be representative of attachment types in other cultures or father and child interactions, it however did include both male and female infants

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54
Q

The study was done covertly on the children using a one-way mirror, this is a strength because?

A

It is more valid as the children don’t know they’re taking part so show no demand characteristics in their interactions with the stranger

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55
Q

What is a weakness of conducting the strange situation as a structured observation?

A

It is low in ecological validity because the situation the children are in is artificial and might not apply to how they’d really be separated from mother

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56
Q

The study was a controlled environment (in the artifical playroom) we controlled meaning?

A

It is more valid as situational variables like the setting and stranger behaviour don’t influence the children’s behaviour

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57
Q

Which EV might effect the results on this study about attachment type

A

whether the child is used to being with others i.e. going to daycare

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58
Q

What is the main ethical issue we could say about Ainsworth?

A

Protection from harm as the babies were upset by their mother leaving

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59
Q

What is the 3 point procedure for a cross-cultural study?

A

Conduct research in one culture and then do the same procedure in another. Compare the results to see if they’re the same or different. If they’re the same it means it is a universal behaviour and due to nature

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60
Q

What was the most common type of attachment around the world-every culture, in all but 1 study, according to Vanijzendoorn?

A

Secure

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61
Q

Which culture in Vanijzendoorn had the highest rate of secure children?

A

Great Britain 75%

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62
Q

Which culture in Vanijzendoorn had the lowest rate of secure children?

A

China 50%

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63
Q

Which culture in Vanijzendoorn had the highest rate of avoidant children?

A

West Germany 35.3%

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64
Q

Which culture in Vanijzendoorn had the lowest rate of avoidant children?

A

Japan 5.2%

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65
Q

Which culture in Vanijzendoorn had the lowest rate of resistant children?

A

UK 2.8

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66
Q

Which culture in Vanijzendoorn had the highest rate of resistant children?

A

Israel 28.8%

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67
Q

The difference within cultures in Vanijzendoorn was greater than the difference between cultures?

A

True, 1.5x greater

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68
Q

The strange situation procedure used by Vanijzendoorn is ethnocentric?

A

True, It is a westernised procedure and has been theorised not to work in Japan

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69
Q

Takahashi and Miyake both found what percentage of avoidant attachment in Japan?

A

0%

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70
Q

Sagi found what % of resistant attachment in Israeli kibbutz?

A

50%

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71
Q

Grossman and Grossman found what % of Avoidant attachment in Germany?

A

49%

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72
Q

What did Durrett (1984) find?

A

In Japanese families where the mother has to leave the child to work attachment types are similar in percentage to Ainsworth’s study

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73
Q

What did Sagi (1991) find?

A

In Kibbutz where parents and children live together we see similar attachment percentage to Ainsworth

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74
Q

What are strengths of cross-cultural studies in terms of generalisablity?

A

It is less ethnocentric and will apply to more cultures making it more generalisable

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75
Q

What is the purpose of cross-cultural research?

A

It lets us see what behaviours are due to nature or nurture

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76
Q

What is a problem with conducting research in another culture (in terms of sample)?

A

You might not get a representative sample of that culture, missing subcultures, which might make the results less representative

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77
Q

What is a problem of cross-cultural procedures in terms of methods?

A

The procedure might not apply equally in all cultures and impact the results making them less valid

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78
Q

What is a problem of cross-cultural procedures in terms of researcher ethnocentrism?

A

There may be bias (or at least misunderstanding) the results from those cultures which reduces the validity.

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79
Q

What is the aim of Vanijzendoorn

A

To look for cross-cultural differences in attachment types

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80
Q

What was the sample size of Vanijzendorn

A

1990

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81
Q

How many cultures were involved in Vanijzendoorn

A

8

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82
Q

How many studies were used in Vanijzendoorn?

A

32

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83
Q

What method was vanijzendoorn?

A

Meta-analysis

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84
Q

What study method was vanijzendoorn looking at across cultures?

A

Strange Situation

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85
Q

What filters were put in place to select the studies in Vanijzendoorn?

A

only mothers and children, samples had to be larger than 35, no SEN kids and only studies looking at the 3 types of attachment

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86
Q

What was the most common type of attachment around the world-every culture (in all but 1 study)?

A

Secure

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87
Q

Which culture had the highest rate of secure children?

A

Great Britain (75%)

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88
Q

Which culture had the lowest rate of secure children?

A

China (50%)

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89
Q

Which culture had the highest rate of avoidant children?

A

West Germany (35.3%)

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90
Q

Which culture had the lowest rate of avoidant children?

A

Japan (5.2%)

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91
Q

Which culture had the lowest rate of resistant children?

A

Great Britain (2.8%)

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92
Q

Which culture had the highest rate of resistant children?

A

Israel (28.8%)

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93
Q

Which culture had the highest rate of resistant children?

A

Israel (28.8%)

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94
Q

The difference within cultures was greater than the difference between cultures?

A

True- 1.5x greater

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95
Q

The strange situation procedure used by Vanijzendoorn is ethnocentric?

A

True- It is a westernised procedure and has been theorised not to work in Japan

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96
Q

What is a strength of the sample of Vanijzendoorn?

A

It included 8 different cultures so we can say it isn’t ethnocentric

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97
Q

Which of these is a problem with the sample of Vanijzendoorn?

A

Despite using 8 cultures there is still an imbalance i.e. collectivist vs individualistic AND it only included mothers

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98
Q

A problem with a meta-analysis?

A

Publication bias of the chosen studies

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99
Q

What effect do the filters have on the validity of this study?

A

Makes it more valid as it eliminates evs e.g. learning disabilities, relationships with others etc

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100
Q

Kagan criticised Ainsworth saying

A

Attachment type is due to a child’s temperament rather than parental behavious

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101
Q

Main and Solomon criticised Ainsworth saying

A

There is at least one other type of attachment (disorganised) so her study/theory ignores this

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102
Q

What is a strength of Strange Situation for reliablity?

A

It can be replicated to test for reliability in the results about attachment types because it is standardised with the same 8 steps for each child

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103
Q

Is Vanijzendoorn reliable?

A

Yes the meta-analysis procedure and the filters etc are replicable because they are standardised

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104
Q

What is a weakness of conducting the strange situation as a structured observation?

A

It is low in ecological validity because the situation the children are in is artificial and might not apply to how they’d really be separated from mother

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105
Q

The study was a controlled environment (in the artifical playroom) we controlled meaning?

A

It is more valid as situational variables like the setting and stranger behaviour don’t influence the children’s behaviour

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106
Q

Which EV might effect the results on this study about attachment type

A

whether the child is used to being with others i.e. going to daycare

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107
Q

What is the main ethical issue we could say about Ainsworth?

A

Protection from harm as the babies were upset by their mother leaving

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108
Q

What is deprivation?

A

Having had an attachment form and then losing it

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109
Q

What can cause deprivation?

A

Death, hospitalisation, divorce, daycare/work

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110
Q

Signs of short term deprivation include:

A

Protest, Despair, Detachment

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111
Q

What is Protest?

A

The child gets upset, cries etc

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112
Q

Despair is?

A

When the child shows low emotions, sadness and mopiness

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113
Q

Detachment is?

A

The bond between parent and child is and takes time to recover

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114
Q

What can long term deprivation lead to?

A

A poor/damaged internal working model

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115
Q

What is a problem with a damaged internal working model?

A

It can lead to Affectionless Psychopathy, Delinquency & relationship issues

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116
Q

What is affectionless psychopathy?

A

A lack of remorse, guilt for actions and caring for others

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117
Q

What can help to reduce deprivation effects?

A

Substitute care like Robertson, Key workers in daycare as an alternative attachment, Being part time at nursery, Seeing both parents, visiting hours at hospital, Maintain routines

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118
Q

What did Robertson discover?

A

They discovered children in hospital went through PDD

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119
Q

What did Bowlby 44 thieves do/find?

A

Interviewed 44 criminal teens and 44 controls about childhood and clinical interviews. They found 17 of the criminals had separations vs 2 in control. 14 were Affectionless vs 0 in control.

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120
Q

What did Olsvasky do/find?

A

fMRI scanned 33 instutionalised children and a control. The parents assessed their child for indiscriminate friendliness. He found that the institutionalised children did show less difference in amygdala functioning between mothers and strangers compared to the control group.

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121
Q

What did Spitz do/find?

A

Institutionalised children were more likely to show depression, especially after 3 months and it took months for bond to record

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122
Q

What did Goldfarb do/find?

A

studied 15 children who had stayed in an institution up to the age of 3 before being fostered. He compared them to a group of children who had been fostered from 6 months of age. He found that those who were fostered later showed more problems in adolescence compared to those who were fostered early

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123
Q

What did Rutter do/find?

A

Studied boys and found . He found that the majority did not become delinquent, but for those who did the separation usually involved other stressful factors such as a parent in prison, mental health issues, and family breakdown. This was what caused the issues

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124
Q

What did Skeels and Dye do/find?

A

Compared children from a care home to those from an institution Children looked after in the care home had an improved IQ over an 18 month period, where as children from institute had a reduced IQ

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125
Q

What did Follan and Minnis do/find?

A

Relooked at the 44 thieves and decided that affectionless psychopathy would nowadays be classed as reactive attachment disorder and it is the mistreatment rather than separation which causes it.

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126
Q

What is an issue with many studies like Robertson and Robertson, Goldfarb etc

A

They are case studies with small samples so are not representative of a wider population

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127
Q

What are applications of research into deprivation?

A

They can inform care e.g. using key workers and named nurses to reduce deprivation

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128
Q

What is an issue with studies like Goldfarb which Rutter highlights?

A

It might be the mistreatment/institutionalisation which causes the issues not the separation itself

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129
Q

What is a strength of Olsvasky?

A

It is empirical as measures brain activity

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130
Q

What is a weakness of Bowlby 44 thieves using interviews?

A

Bowlby used retrospective interviews and so bias/social desirability is an issue even though they gather large amounts of data

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131
Q

What is an issue with much of the research looking at institutions etc?

A

They lack temporal validity as institution and hospital policies have changed

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132
Q

What is a strength of using a control group like many deprivation studies do?

A

They allow for a comparision with the deprived group which allows for a more valid comparison to see the effects of deprivation

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133
Q

Privation is?

A

Having never had an attachment figure/attachment made

134
Q

Briefly describe Genie’s upbringing

A

She was locked up, rarely spoken to, strapped to a potty chair, discovered at 13

135
Q

Briefly describe The Czech twins upbringing

A

They were locked up by their dad and step mam, found at age 7 and were malnourished

136
Q

Briefly describe the case of Bulldog banks/Freud and Dann

A

They had been brought up in concentration camps throughout the war and then brought to the UK

137
Q

What were the Czech twins like when found?

A

They hadn’t been taught to speak, had no knowledge, of eating habits and were very frightened of people, and of the dark

138
Q

What is evidence from Genie privation can be overcome

A

She was able to learn some language and formed bonds with her carers

139
Q

What is evidence from Genie privation cannot be overcome

A

She never developed normal grammar and syntax and was easily set back losing the language she had

140
Q

What tests were conducted on Genie

A

EEG scans, observations and language tests

141
Q

What evidence did the Czech twins provide that privation can be overcome?

A

They had normal IQ development by 14, had normal lives and careers

142
Q

What behaviours were shown by the children of Bulldog Banks

A

They showed very strong attachments with one another, were distrusting of adults and would bite them

143
Q

How does Bulldog Banks show that privation can be somewhat overcome?

A

improved after they were found i.e. made bonds with adults, though one had later emotional issues

144
Q

Why isn’t Genie a good case to look at Pirvation?

A

EEG scans show that she may have had learning disabilities from birth

145
Q

What did Tizard find about privation?

A

He looked at institutionalised children who were either adopted or restored. At 16 the majority of the adoptive mothers felt that their child was deeply attached to them vs only a half of the restored children. However, ex-institutional children had poorer relationships with peers than a comparison group

146
Q

What did Rutter find about privation?

A

He looked at Romanian Orphans and found Romanian children adopted after 6 months old made progress, they still continued to experience significant problems, such as difficulties forming attachments and social interaction. These behaviours included indiscriminate friendliness, a lack of selectivity in attachment figures, and an inappropriate willingness to approach and interact with strangers

147
Q

What could an issue be with generalisability of these studies?

A

They are case studies, so are unique

148
Q

Other than generalisability what is an issue with all these case studies?

A

They have control issues with extraneous variables making them less valid i.e. age, learning disabilities etc

149
Q

What criticism could be levelled at the studies about Czech twins & Bulldogbanks

A

They might be deprivation rather than privation as they had a chance to form bonds with each other

150
Q

What additional issue did Genie have that the other individuals didn’t which makes it difficult to figure out if privation can be overcome?

A

Learning difficulties

151
Q

Which of the studies has issues with Temporal validity because the situation it was studying would be unlikely to occur nowadays due to changes in ‘institutional’ care i.e. encouraging staff not to bond with children?

A

The likes of Rutter and Tizard because they look at institutions which are very different now than what they were at the time

152
Q

What is daycare?

A

Care provided to a child by someone other than a parent, usually in the form of a day nursery

153
Q

What is the correct ratio for children under 2 to members of staff and why is this good?

A

3:1 so they can provide enough attention and cognitive stimulation?

154
Q

What is a key worker and why are they neeeded?

A

The named member of staff responsible for the wellbeing of specific students who they are to attach to

155
Q

What level of qualification do nursery staff need to be classed as ‘good quality’ in Campbell?

A

at least Level 2 so that they’re trained in proper methods of childcare and cognitive stimulation

156
Q

Why is low staff turnover good for children?

A

It lets children form attachments and the children to understand the children better

157
Q

What are the benefits of daycare?

A

Improved confidence, possibly improved cognition/language, more sociable (or understand social rules e.g. sharing)

158
Q

What are the drawbacks of daycare?

A

Effects attachment style, makes children more aggressive

159
Q

What did EPPE/Sylva (2004) find about disadvantage background?

A

Daycare was more important/effective for these children

160
Q

What did EPPE/Sylva (2004) find about hours in daycare?

A

Part-time provides no significant difference to children than full-time

161
Q

What did Andresson find about daycare?

A

children who went to high quality day care before the age of one were more socially and cognitively advanced by the age of 8.

162
Q

What did Li find out about Daycare?

A

Children in high quality daycare improved their academic abilities, memory abilities and language abilities

163
Q

What did Belsky and Rovine find about daycare?

A

that children who were put into day care for 20 hours a week, before they were one, had an insecure avoidant attachment

164
Q

What did Campbell find out about daycare hours?

A

Children who spent long days in day care (e.g. from 8am to 6pm) under age 3 were less socially competent. Children who spent more days in day care, but shorter days, were more socially competent

165
Q

What did Clarke & Stewart find about daycare?

A

Children who had attended nurseries could cope better in social situations, and were able to interact better with peers, compared with children previously looked after in family settings. They also found it didn’t effect attachment style

166
Q

What did Sammons find about daycare?

A

Analysed data and showed that there is a slight risk of antisocial behaviour when children spend more than 20 hours per week in nurseries.

167
Q

What did DiLalla find about daycare?

A

negative correlation between the amount of time spent in day care and pro-social behaviour

168
Q

What did Shea find about daycare?

A

Children became more sociable the longer they were in day care

169
Q

What did EPPE find about cognitive and social development?

A

high quality day care benefitted cognitively and socially and they showed more independence

170
Q

What did Pennebaker find about daycare?

A

Shy children do less well in daycare settings and will receive less benefits

171
Q

What did ALSPAC show about daycare?

A

Looking at 14,000 children daycare had no impact on antisocial behaviour or aggression

172
Q

What did Tizard find about daycare?

A

It had less cognitive benefits than being at home due to greater attention and enrichment in conversations from mothers

173
Q

What did the NICHD find about daycare?

A

Children in daycare had more aggression and 3 times the amount of temper tantrums

174
Q

The aim of Li was?

A

To see the effects of high and low quality care on children’s cognitve abilities

175
Q

What was the sample of Li?

A

1364 families from USA

176
Q

At one month old the children were assessed on things like ethnicity, birth order, maternal age, parental education etc- why?

A

To account for those as extraneous/confounding variables

177
Q

What was the observation conducted in Li?

A

O.R.C.E 44mins given in both infant and preschool ages

178
Q

On the observation scores above what were deemed as ‘high quality’ (and below as ‘low quality’)

A

3

179
Q

What traits did they look for to label something as ‘high quality’

A

Sensitivity to needs, cognitive stimulation and fostering exploration

180
Q

When was the end of the infant period?

A

24m

181
Q

What tests were conducted during the infant period?

A

Bayley mental development index

182
Q

When was the end of the pre-school phase?

A

54m

183
Q

What tests were conducted during the infant period?

A

Woodcock & Johnson cognitive achievement battery and Preschool Language scale

184
Q

What result was found about high quality infant care?

A

Those in high quality infant care had improved cognitive scores

185
Q

What was found about preschool?

A

High-quality preschool causes improvement in cognitive and language, reading, and maths results.

186
Q

What was found about the children who went from high quality care in infancy to low quality care in pre-school

A

They lost out on the cognitive advantages they had (compared to the low-low kids) other than in memory

187
Q

Where did Li get her data from?

A

The NICHD

188
Q

A strength and a weakness of Li’s sample is?

A

Relatively large (so more generalisable) but ethnocentric (so less generalisable)

189
Q

What is a strength for the reliablity of Li?

A

The various measures like ORCE, Bayley Developmental index etc were standardised making the study more reliable

190
Q

This study has triangulation and so is more valid because?

A

There were various measures like Bayley Development index and Woodcock Johnson to compare the results against each other

191
Q

Why did they look at things like birth order and maternal age at 1 month?

A

By looking for the confoudning variables like birth order they can be ruled out as a factor making this studies results about the impact of daycare

192
Q

What is an issue with li using Secondary data?

A

The data wasn’t gathered by her so she cannot be fully sure it was gathered correctly and it might not have been fully operationalised in the best way for this study

193
Q

Is Li high in ecological validity?

A

Yes- they are children in their normal daycare setting, so the results about the impact should apply to real life

194
Q

Why would this study have low validity?

A

There will be lots of Extraneous Variables over the years of daycare which impact on the children’s development which cannot be accounted for

195
Q

Why is Li reductionist?

A

It used 3.0 as a cutoff for high quality rather than anything more nuanced and only looked at cognitive development

196
Q

This study mainly collects quantiative data, why is this good?

A

It allows for comparison of the effects of daycare which can be statistically analysed to see if it significant and it’s more objective

197
Q

Which gender does autism effect more often?

A

Males

198
Q

What % of autistic people are male?

A

75 percent

199
Q

What do we mean by Autism Spectrum?

A

Autism is a spectrum disorder going from low end (not requiring much support/high functioning) to a high end

200
Q

What % of autistic people have savant abilities?

A

Only approximately 10 percent of people with Autism

201
Q

Autistic people will often like?

A

Routine, rules and order

202
Q

What abilities can autistic people often have issues with?

A

Reading and understanding emotions in others AND social interactions

203
Q

What is true about the speech of autistic people?

A

They have delayed speech (speaking years late or not at all in some cases) and speech difficulties

204
Q

What are sensory issues we see with autistic people?

A

Unusual responses to sensory experiences, such as indifference to pain/temperature, adverse responses to specific sounds or textures, or excessive smelling or touching of objects

205
Q

The EMB theory of autism states that autism develops as a result of?

A

Excess exposure to testosterone in the womb

206
Q

EMB is more common in males than females. The ratio is?

A

a 3 to 1 ratio

207
Q

What is the effect of exposure to testosterone in the womb?

A

Brain structure takes on more masculine qualities in its structure

208
Q

What is a brain difference we see with autistic people?

A

The amygdala is already larger by around 3 years of age and continues to expand faster than in nonautistic control children for several years thereafter, this was suggested to be linked with increased social impairment

209
Q

What ‘type’ of person are autistic people?

A

Extreme Systemisers to a greater extent than an average male

210
Q

A systemiser is?

A

Someone who looks for rules, patterns and structure

211
Q

This theory can explain why there is a greater ratio of males with autism to females

A

True- as they already have male brain/testosterone exposure

212
Q

How can this explain some of the abilities and focuses seen by some autistic people?

A

This theory explains why special abilities tend to be in maths/spatial ability etcas these are helped by systemising skills

213
Q

The fact children with autism are low in ‘empathising ability’ can explain

A

Why they have difficulty reading others/social interactions

214
Q

The fact children with autism are low in ‘empathising ability’ can explain

A

Lack of language abilities/delayed language

215
Q

What did Baron-Cohen found which supports EMB?

A

They did have higher levels of testosterone in the womb

216
Q

What did Baron-Cohen found which conflicts EMB?

A

Other hormones such as progesterone and cortisol were also higher in the womb

217
Q

Falter (2007) found what which supports EMB?

A

Autistic children didt better at asks like mental rotation and figure disembedding

218
Q

What did Falter (2007) find which contradicts this theory?

A

Autistic children preformed worse on ‘male tasks’ like targetting tasks

219
Q

Wen & Wen (2014) found

A

Autistic children had differences in the Amygdala when scanned

220
Q

What is a strength of this theories testability?

A

It is empirical as it can measure brain structure and hormone exposure directly

221
Q

Give a validity point about EMB theory

A

This theory has face validity as it is able to explain traits seen in those with autism

222
Q

Why is ToM an issue for this theory?

A

It suggests that a cognitive deficit is the cause of autism not testosterone in the womb

223
Q

Does EMB theory have issues with cause and effect?

A

Yes- the research is correlational so we don’t know if testoserone in the womb is a cause of autism or a result of a child with autism

224
Q

What is a weakness of this theory related to the hormone exposure?

A

There are other hormonal differences like cortisol, progesterone etc which could be an influence

225
Q

The ToM theory suggests that autism is caused by

A

A cognitive deficit the impaired Theory of Mind

226
Q

What is a theory of mind?

A

The ability to understand the perspective of others, the ability to decentre

227
Q

What issues would an impaired theory of mind lead to in children?

A

Difficulty in reading others emotions and social interactions and issues with pretend play amongst others

228
Q

When does Theory of Mind usually develop in children?

A

Around 2 years of age

229
Q

A systemiser is?

A

Someone who looks for rules, patterns and structure

230
Q

What does Systemising have to do with ToM?

A

Since they cannot read others they use systemising skills to make sense of the world around them

231
Q

Does ToM explain why there is a greater ratio of males with autism to females

A

False- it doesn’t comment on gender ratios

232
Q

The fact children with autism are low in ‘empathising ability’/lack ToM can explain

A

Why they have difficulty reading others/social interactions

233
Q

What trait of autism can TOM not explain?

A

The male to female ratio

234
Q

Why is EMB an issue for this theory?

A

It suggests that hormones are the cause for autism in the womb and the cognitve deficits are a result of that not the cause

235
Q

Does ToM have issues with cause and effect?

A

Yes- the research is correlational so we don’t know if deficit of ToM causes autism or is a result of having autism

236
Q

Is ToM empirical?

A

No- you cannot measure thoughts/Theory of Mind directly

237
Q

What does the Sally-Anne test show?

A

Autistic children have difficulty with ToM tasks identifying what sally knows whereas ‘normal’ children and those with down syndrome don’t

238
Q

What does the eyes task by Baron-Cohen show?

A

Adults with autism have difficulty with ToM tasks whereas neurotypical adults and those with Tourettes don’t

239
Q

What did Schick (2007) show?

A

Deaf children with hearing parents also fail ToM tests suggesting it is more about language deficits rather than autism

240
Q

What did Sheeran (2013) show?

A

There is no difference in ToM skills between children who are neurotypical and autistic i.e. mental state reasoning

241
Q

What is CBT based on?

A

Cogntive Psychology/negative thoughts

242
Q

What does CBT focus on helping Autistic children with?

A

Anxiety which is caused by their autistic traits

243
Q

How does CBT work?

A

Altering the negative/dysfunctional thoughts which cause anxiety. Identify, Challenge, Change/Replace

244
Q

How is CBT conducted?

A

One to one with a therapist weekly

245
Q

What is the first step of CBT for autistic people?

A

Identify the situations and THOUGHTS which cause anxiety with the therapist?

246
Q

What is the second step of CBT for autistic children?

A

They challenge their anxiety inducing thoughts by looking for evidence

247
Q

What is the final stage of CBT for autistic children?

A

Changing the maladaptive thoughts which cause anxiety by replacing them with better ones

248
Q

What is the ABC model for CBT?

A

Activating event, belief, consequence

249
Q

Why is CBT possibly difficult for autistic people?

A

People with autism might find it difficult to recognise emotions and abstract thoughts needed in CBT

250
Q

What are the common alterations to make CBT more accessible to those with Autism?

A

Repitition, visual cues i.e. thermometer rather than a ten point scale

251
Q

What did Sofronoff find?

A

CBT helped the children have less anxiety and identify strategies to reduce anxiety

252
Q

What did Wood find?

A

It was found to be effective just after the therapy and at least 3 months later

253
Q

How might ABA be better than CBT?

A

It focuses on a narrow set of behaviours i.e. just anxiety so it is less useful than ABA

254
Q

What is good about CBT being individualised?

A

It is individually tailored i.e. different causes of anxiety/thoughts so can be more useful/effective

255
Q

Is CBT for autism long lasting?

A

It should be able to bring about lasting effects as it teaches a skill

256
Q

Why is CBT better than ABA?

A

It is less socially controlling as it doesn’t change behaviours we dislike but rather focuses on their wellbeing

257
Q

Why mght CBT not be appropriate for autistic children?

A

It requires language and cognitive abilities which they might find too difficult to engage with

258
Q

What is an issue with the testability of CBT?

A

The effects of reduction in anxiety isn’t directly empirical so the effects might not be valid

259
Q

What is ABA based on?

A

Operant conditioning

260
Q

The A in ‘ABC’ stands for

A

Antecedant, the behaviour such as the question which prompts the autistic child

261
Q

The B in ‘ABC’ stands for

A

Behaviour, what the autistic child does e.g. responding to the question or instruction

262
Q

The C in ‘ABC’ stands for

A

Consequence, wor not by the therapisthether they are rewarded

263
Q

What behaviours does ABA focus on?

A

Socially significant behaviours e.g. communication, food refusal

264
Q

What happens when we see ‘positive’ behaviours we want to see i.e. eye contact

A

They are positively reinforced with a reward

265
Q

What happens when we see ‘negative’ behaviours we do not want to see i.e. food refusal

A

Nothing, they are ignored. We restate original request/prompt

266
Q

Why do we ignore negative behaviours shown by autistic children?

A

So they go extinct without reinforcement, thus reducing them

267
Q

Why do we reward the ‘positive’ behaviours?

A

To increase their occurrence

268
Q

How is the therapy conducted?

A

one to one with a therapist over many intensive hours and it is individualised to that specitic autistic child

269
Q

What is discrete trial training?

A

Breaking down complicated behaviours into simpler steps which can be rewarded to build behaviour through shaping

270
Q

What did Lovaas find?

A

47% of children undergoing ABA were able to achieve ‘normal’ school functioing vs only 2% in control

271
Q

What does Gale find about ABA?

A

It was effective in reducing food refusal behaviour

272
Q

What did Warren find?

A

The research into ABA has not shown consistent enough results to make claims about its effectiveness

273
Q

Why is ABA better than CBT?

A

ABA is accessible/effective for most levels of the autism spectrum as it doesn’t require specific skills from the children

274
Q

What did Gale find?

A

ABA increased food acceptance from the children involved

275
Q

What did Cebula find?

A

ABA improves the interactions between the autistic child and their siblings

276
Q

Why is ABA being individualised good?

A

It makes it more effective because it is individually tailored to the behaviours the child needs to work on and the rewards they will respond to

277
Q

What are arguments ABA long lasting or not?

A

It has been shown to work for a long while after the therapy however if you aren’t rewarding them consistently then the behaviours might stop

278
Q

What is a major issue many have with autism?

A

It is socially controlling as it alters children’s behaviour to what we see as important but might not be what they want

279
Q

What is an ethical issue with ABA?

A

It is said to have ethical issues as the therapy can be distressing for the child

280
Q

What sort of abilities can CBT not help with?

A

It might struggle with things like increasing perspective taking and understanding emotions

281
Q

What is the purpose of cross cultural research?

A

To identify if a behaviour is due to nature (universal) or due to nurture (culturally specific) and make comparisons between cultures

282
Q

How do we do cross cultural research?

A

conduct the same procedure in multiple countries/cultures and compare results

283
Q

What are three benefits of cross cultural research?

A

Reduces ethnocentric bias
Provides appropriate measures of behaviour if it works cross culturally
Gain understanding of impact of culture on behaviour

284
Q

What are three weaknesses of cross cultural research?

A

Specific research methods may not apply in certain locations
May lead to an imposed etic
Can overlook cultural differences if the researcher does not understand the culture
May not represent all subcultures

285
Q

In Ainsworths research in the USA, she found what percentage of children were securely attached?

A

75%

286
Q

In Ainsworths research in the USA, she found what percentage of children had avoidant attachment?

A

20%

287
Q

In Ainsworths research in the USA, she found what percentage of children had resistant attachment?

A

10%

288
Q

Sagi researched attachment in which country?

A

Isreal

289
Q

Describe Sagi’s results for all three attachment styles

A

Secure - 37%
Avoidant - 13%
Resistant - 50%

290
Q

Where did Grossman and Grossman do research into attachment?

A

Germany

291
Q

Describe the results Grossman and Grossman found for all attachment types

A

Secure - 33%
Avoidant - 49%
Resistant - 18%

292
Q

Where did Miyake conduct his research?

A

Japan

293
Q

Describe Miyake’s results for all attachment styles

A

Secure - 68%
Avoidant - 0%
Resistant - 32%

294
Q

What cultural factor can explain the high % of avoidant children in Germany?

A

They tend to prioritise independence in their children so encourage them to play alone

295
Q

What cultural factor can explain the low % of avoidant children in Japan?

A

Parents tend to keep their children close and so do not promote independence, meaning children cry more when separated

296
Q

Describe the difference within cultures in attachment?

A

1.5 times greater difference within culture (e.g. comparing working and middle class) than between cultures

297
Q

What cultural factor can explain the results in Israel?

A

Children are brought up in a Kibbutz where parenting is shared between many adults meaning they often receive inconsistent care, leading to a high % of resistant

298
Q

What was the aim of your practical and what key concept were you testing?

A

To see if childhood attachments impact adolescent attachment, testing the continuity hypothesis

299
Q

Describe the sample of your child practical

A

30 participants, gathered through opportunity sample of friends and family, aged 13-18

300
Q

What research method did you use in your child practical?

A

Questionnaire

301
Q

true or false: the questionnaire in your child practical included both open and closed questions?

A

False - only closed questions were used

302
Q

Describe the questionnaire used in your child practical

A

5 closed questions on childhood attachment and 5 closed questions on adolescent attachment, including likert scales, rating questions and yes/no responses

303
Q

Give an example of a question from your child practical

A

Did you cry when you were dropped off at nursery? Yes or no

304
Q

How did you score participants answers?

A

Each response was given a value referring to if it showed high attachment or low attachment and participants were given a total score for child and adolescent attachments

305
Q

Which stats test was used in your child practical and why?

A

Spearmans Rho
- at least ordinal data
- looking for a relationship

306
Q

Describe the results of your child practical

A

Spearmans Rho=0.87, critical value (p<0.05, one tailed)=0.306, showing a significant positive relationship between child and adolescent attachment

307
Q

Give an evaluation point about reliability

A

standardised questionnaire, with same questions about attachment which means it can be easily repeated to get same results

308
Q

Give an evaluation about validity

A

e.g. chance of social desirability impacting results as people want to ‘seem’ securely attached so may not measure actual attachment

309
Q

AO1 - What is daycare?

A

Care provided to a child by someone other than a parent, usually in the form of a day nursery

310
Q

AO2 - What is the correct ratio for children under 2 to members of staff and why is this good?

A

3:1 so they can provide enough attention and cognitive stimulation?

311
Q

AO2 - What is a key worker and why are they neeeded?

A

The named member of staff responsible for the wellbeing of specific students who they are to attach to

312
Q

AO2 - What level of qualification do nursery staff need to be classed as ‘good quality’ in Campbell?

A

at least Level 2 so that they’re trained in proper methods of childcare and cognitive stimulation

313
Q

AO2 - Why is low staff turnover good for children?

A

It lets children form attachments and the children to understand the children better

314
Q

AO2- What are the benefits of daycare?

A

Improved confidence, possibly improved cognition/language, more sociable (or understand social rules e.g. sharing)

315
Q

AO2 - What are the drawbacks of daycare?

A

Effects attachment style, makes children more aggressive

316
Q

AO3 - What did EPPE/Sylva (2004) find about disadvantage background?

A

Daycare was more important/effective for these children

317
Q

AO3 - What did EPPE/Sylva (2004) find about hours in daycare?

A

Part-time provides no significant difference to children than full-time

318
Q

AO3 - What did Andresson find about daycare?

A

children who went to high quality day care before the age of one were more socially and cognitively advanced by the age of 8.

319
Q

AO3 - What did Li find out about Daycare?

A

Children in high quality daycare improved their academic abilities, memory abilities and language abilities

320
Q

AO3 - What did Belsky and Rovine find about daycare?

A

that children who were put into day care for 20 hours a week, before they were one, had an insecure avoidant attachment

321
Q

AO3 - What did Campbell find out about daycare hours?

A

Children who spent long days in day care (e.g. from 8am to 6pm) under age 3 were less socially competent. Children who spent more days in day care, but shorter days, were more socially competent

322
Q

AO3 - What did Clarke & Stewart find about daycare?

A

Children who had attended nurseries could cope better in social situations, and were able to interact better with peers, compared with children previously looked after in family settings. They also found it didn’t effect attachment style

323
Q

AO3 - What did Sammons find about daycare?

A

Analysed data and showed that there is a slight risk of antisocial behaviour when children spend more than 20 hours per week in nurseries.

324
Q

AO3 - What did DiLalla find about daycare?

A

negative correlation between the amount of time spent in day care and pro-social behaviour

325
Q

AO3 - What did Shea find about daycare?

A

Children became more sociable the longer they were in day care

326
Q

AO3 - What did EPPE find about cognitive and social development?

A

high quality day care benefitted cognitively and socially and they showed more independence

327
Q

AO3 - What did Pennebaker find about daycare?

A

Shy children do less well in daycare settings and will receive less benefits

328
Q

AO3 - What did ALSPAC show about daycare?

A

Looking at 14,000 children daycare had no impact on antisocial behaviour or aggression

329
Q

AO3 - What did Tizard find about daycare?

A

It had less cognitive benefits than being at home due to greater attention and enrichment in conversations from mothers

330
Q

AO3 - What did the NICHD find about daycare?

A

Children in daycare had more aggression and 3 times the amount of temper tantrums

331
Q

AO1 - why do parents sent their child to day care?

A

To allow them to go back to work after the birth?

332
Q

AO1 - what is the average monthly cost of day care?

A

£945 per month for 35 hours a week

13A (7 decks)

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