Child Flashcards
(332 cards)
1
Q
What is the acronym to help remember Bowlby’s concepts about attachment?
A
ASCMI
2
Q
What is the ‘A’ in ASCMI?
A
Adaptive
3
Q
What is the ‘S’ in ASCMI?
A
Social Releaser
4
Q
What is the ‘C’ in ASCMI?
A
Critical period
5
Q
What is the ‘M’ in ASCMI?
A
Monotropy
6
Q
What is the ‘I’ in ASCMI?
A
Internal Working model
7
Q
A social releaser is?
A
Things like crying which make a parent stay close and care for the baby
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
9
Q
Monotropy is?
A
a single bond considered more important than any other
10
Q
The critical/sensitive period is?
A
where attachment needs to occur for a healthy, normal human to emerge
11
Q
How long is the critical/sensitive period?
A
Around 2.5 years
12
Q
A secure base is?
A
using your parent as a base from which to explore and interact with the world
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
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
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
16
Q
How many of Bowlby’s 44 thieves were considered affectionless Psychopaths?
A
14
17
Q
What did Lorenz show?
A
Critical periods and attachment in general are adaptive and evolved
18
Q
Hazan and Shaver show?
A
IWM is supported- childhood attachment does match adult attachment types
19
Q
Spitz Shows?
A
The critical period is supported, children raised in an institution showed depressiona and behavioural issues
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
21
Q
Rutter criticised Bowlby for
A
Over focus on the mother and focusing on the separation rather than the cause of separation
22
Q
Schaffer and Emerson found what % of children had multiple bonds (disproving monotropic bonds)
A
27%
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
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
25
What is attachment?
The loving bond between two people where they are not interchangable with others
26
What is the aim of Ainsworth's study?
To see if there are different types of attachment, what behaviours each shows and how parents influence the type?
27
What was the sample in Ainsworth?
Mothers and babies from USA (sample size varies depending on which study)
28
What type of observation is carried out in the stranger situation?
Controlled, non-participant
29
How many stages are in the strange situation and how long did they last?
Eight 3 minute stages but they could be cut short if mother wanted
30
What is separation anxiety?
If the chid gets upset when the parent leaves them
31
What is a secure base?
If the child uses the parent for comfort before exploring/needing them to explore
32
What is stranger anxiety?
If the chid gets upset when interacting with a stranger
33
What is reunion behaviour?
How easily they are comforted when their parent returns
34
What is the first and second stage of stranger situation?
Mother and child are together in the room playing together with toys
35
What is the third stage of stranger situation?
A stranger comes into the room, talks to the mother and attempts engagement with the child in the mothers presence.
36
What is the fourth stage of stranger situation?
Mother leaves the room leaving the child and stranger together, the stranger tries to engage and console the child, stranger anxiety is measured.
37
What is the fifth stage of stranger situation?
The mother returns and the stranger leaves the room. We look at reunion behaviour
38
What is the sixth stage of stranger situation?
The mother then leaves the child alone in the room, separation anxiety is measured.
39
What is the seventh stage of stranger situation?
The stranger enters the room with the child alone and attempts to play with the child.
40
What is the eights stage of stranger situation?
The mother returns and reunion behaviour is measured.
41
What % of children were insecure avoidant?
20
42
What % of children were secure?
70
43
What % of children were resistant?
10
44
The study concluded that type of attachment is caused by?
The level of sensitivity and responsiveness of the parent
45
Secure attachment is caused by?
Responsive parenting
46
Avoidant attachment is caused by?
Neglectful parenting
47
A secure child shows which behaviours
Stranger anxiety, parents as a secure base, separation anxiety and easily comforted on reunion
48
An Avoidant child shows which behaviours
No stranger or separation anxiety, explore without needing comfort (not using parents as a secure base), no need for comfort
49
A Resistant child shows which behaviours
No secure base,They're clingy and don't explore, strong stranger and separation anxiety, difficult to comfort on reunion and may lash out
50
Kagan criticised Ainsworth saying
Attachment type is due to a child's temperament rather than parental behavious
51
Main and Solomon criticised Ainsworth saying
There is at least one other type of attachment (disorganised) so her study/theory ignores this
52
What is a strength of Ainsworth for reliablity?
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
53
Can you give a weakness (and a however) for the generalisablity of the study?
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
54
The study was done covertly on the children using a one-way mirror, this is a strength because?
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
55
What is a weakness of conducting the strange situation as a structured observation?
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
56
The study was a controlled environment (in the artifical playroom) we controlled meaning?
It is more valid as situational variables like the setting and stranger behaviour don't influence the children's behaviour
57
Which EV might effect the results on this study about attachment type
whether the child is used to being with others i.e. going to daycare
58
What is the main ethical issue we could say about Ainsworth?
Protection from harm as the babies were upset by their mother leaving
59
What is the 3 point procedure for a cross-cultural study?
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
60
What was the most common type of attachment around the world-every culture, in all but 1 study, according to Vanijzendoorn?
Secure
61
Which culture in Vanijzendoorn had the highest rate of secure children?
Great Britain 75%
62
Which culture in Vanijzendoorn had the lowest rate of secure children?
China 50%
63
Which culture in Vanijzendoorn had the highest rate of avoidant children?
West Germany 35.3%
64
Which culture in Vanijzendoorn had the lowest rate of avoidant children?
Japan 5.2%
65
Which culture in Vanijzendoorn had the lowest rate of resistant children?
UK 2.8
66
Which culture in Vanijzendoorn had the highest rate of resistant children?
Israel 28.8%
67
The difference within cultures in Vanijzendoorn was greater than the difference between cultures?
True, 1.5x greater
68
The strange situation procedure used by Vanijzendoorn is ethnocentric?
True, It is a westernised procedure and has been theorised not to work in Japan
69
Takahashi and Miyake both found what percentage of avoidant attachment in Japan?
0%
70
Sagi found what % of resistant attachment in Israeli kibbutz?
50%
71
Grossman and Grossman found what % of Avoidant attachment in Germany?
49%
72
What did Durrett (1984) find?
In Japanese families where the mother has to leave the child to work attachment types are similar in percentage to Ainsworth’s study
73
What did Sagi (1991) find?
In Kibbutz where parents and children live together we see similar attachment percentage to Ainsworth
74
What are strengths of cross-cultural studies in terms of generalisablity?
It is less ethnocentric and will apply to more cultures making it more generalisable
75
What is the purpose of cross-cultural research?
It lets us see what behaviours are due to nature or nurture
76
What is a problem with conducting research in another culture (in terms of sample)?
You might not get a representative sample of that culture, missing subcultures, which might make the results less representative
77
What is a problem of cross-cultural procedures in terms of methods?
The procedure might not apply equally in all cultures and impact the results making them less valid
78
What is a problem of cross-cultural procedures in terms of researcher ethnocentrism?
There may be bias (or at least misunderstanding) the results from those cultures which reduces the validity.
79
What is the aim of Vanijzendoorn
To look for cross-cultural differences in attachment types
80
What was the sample size of Vanijzendorn
1990
81
How many cultures were involved in Vanijzendoorn
8
82
How many studies were used in Vanijzendoorn?
32
83
What method was vanijzendoorn?
Meta-analysis
84
What study method was vanijzendoorn looking at across cultures?
Strange Situation
85
What filters were put in place to select the studies in Vanijzendoorn?
only mothers and children, samples had to be larger than 35, no SEN kids and only studies looking at the 3 types of attachment
86
What was the most common type of attachment around the world-every culture (in all but 1 study)?
Secure
87
Which culture had the highest rate of secure children?
Great Britain (75%)
88
Which culture had the lowest rate of secure children?
China (50%)
89
Which culture had the highest rate of avoidant children?
West Germany (35.3%)
90
Which culture had the lowest rate of avoidant children?
Japan (5.2%)
91
Which culture had the lowest rate of resistant children?
Great Britain (2.8%)
92
Which culture had the highest rate of resistant children?
Israel (28.8%)
93
Which culture had the highest rate of resistant children?
Israel (28.8%)
94
The difference within cultures was greater than the difference between cultures?
True- 1.5x greater
95
The strange situation procedure used by Vanijzendoorn is ethnocentric?
True- It is a westernised procedure and has been theorised not to work in Japan
96
What is a strength of the sample of Vanijzendoorn?
It included 8 different cultures so we can say it isn't ethnocentric
97
Which of these is a problem with the sample of Vanijzendoorn?
Despite using 8 cultures there is still an imbalance i.e. collectivist vs individualistic AND it only included mothers
98
A problem with a meta-analysis?
Publication bias of the chosen studies
99
What effect do the filters have on the validity of this study?
Makes it more valid as it eliminates evs e.g. learning disabilities, relationships with others etc
100
Kagan criticised Ainsworth saying
Attachment type is due to a child's temperament rather than parental behavious
101
Main and Solomon criticised Ainsworth saying
There is at least one other type of attachment (disorganised) so her study/theory ignores this
102
What is a strength of Strange Situation for reliablity?
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
103
Is Vanijzendoorn reliable?
Yes the meta-analysis procedure and the filters etc are replicable because they are standardised
104
What is a weakness of conducting the strange situation as a structured observation?
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
105
The study was a controlled environment (in the artifical playroom) we controlled meaning?
It is more valid as situational variables like the setting and stranger behaviour don't influence the children's behaviour
106
Which EV might effect the results on this study about attachment type
whether the child is used to being with others i.e. going to daycare
107
What is the main ethical issue we could say about Ainsworth?
Protection from harm as the babies were upset by their mother leaving
108
What is deprivation?
Having had an attachment form and then losing it
109
What can cause deprivation?
Death, hospitalisation, divorce, daycare/work
110
Signs of short term deprivation include:
Protest, Despair, Detachment
111
What is Protest?
The child gets upset, cries etc
112
Despair is?
When the child shows low emotions, sadness and mopiness
113
Detachment is?
The bond between parent and child is and takes time to recover
114
What can long term deprivation lead to?
A poor/damaged internal working model
115
What is a problem with a damaged internal working model?
It can lead to Affectionless Psychopathy, Delinquency & relationship issues
116
What is affectionless psychopathy?
A lack of remorse, guilt for actions and caring for others
117
What can help to reduce deprivation effects?
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
118
What did Robertson discover?
They discovered children in hospital went through PDD
119
What did Bowlby 44 thieves do/find?
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.
120
What did Olsvasky do/find?
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.
121
What did Spitz do/find?
Institutionalised children were more likely to show depression, especially after 3 months and it took months for bond to record
122
What did Goldfarb do/find?
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
123
What did Rutter do/find?
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
124
What did Skeels and Dye do/find?
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
125
What did Follan and Minnis do/find?
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.
126
What is an issue with many studies like Robertson and Robertson, Goldfarb etc
They are case studies with small samples so are not representative of a wider population
127
What are applications of research into deprivation?
They can inform care e.g. using key workers and named nurses to reduce deprivation
128
What is an issue with studies like Goldfarb which Rutter highlights?
It might be the mistreatment/institutionalisation which causes the issues not the separation itself
129
What is a strength of Olsvasky?
It is empirical as measures brain activity
130
What is a weakness of Bowlby 44 thieves using interviews?
Bowlby used retrospective interviews and so bias/social desirability is an issue even though they gather large amounts of data
131
What is an issue with much of the research looking at institutions etc?
They lack temporal validity as institution and hospital policies have changed
132
What is a strength of using a control group like many deprivation studies do?
They allow for a comparision with the deprived group which allows for a more valid comparison to see the effects of deprivation
133
Privation is?
Having never had an attachment figure/attachment made
134
Briefly describe Genie's upbringing
She was locked up, rarely spoken to, strapped to a potty chair, discovered at 13
135
Briefly describe The Czech twins upbringing
They were locked up by their dad and step mam, found at age 7 and were malnourished
136
Briefly describe the case of Bulldog banks/Freud and Dann
They had been brought up in concentration camps throughout the war and then brought to the UK
137
What were the Czech twins like when found?
They hadn't been taught to speak, had no knowledge, of eating habits and were very frightened of people, and of the dark
138
What is evidence from Genie privation can be overcome
She was able to learn some language and formed bonds with her carers
139
What is evidence from Genie privation cannot be overcome
She never developed normal grammar and syntax and was easily set back losing the language she had
140
What tests were conducted on Genie
EEG scans, observations and language tests
141
What evidence did the Czech twins provide that privation can be overcome?
They had normal IQ development by 14, had normal lives and careers
142
What behaviours were shown by the children of Bulldog Banks
They showed very strong attachments with one another, were distrusting of adults and would bite them
143
How does Bulldog Banks show that privation can be somewhat overcome?
improved after they were found i.e. made bonds with adults, though one had later emotional issues
144
Why isn't Genie a good case to look at Pirvation?
EEG scans show that she may have had learning disabilities from birth
145
What did Tizard find about privation?
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
What did Rutter find about privation?
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
What could an issue be with generalisability of these studies?
They are case studies, so are unique
148
Other than generalisability what is an issue with all these case studies?
They have control issues with extraneous variables making them less valid i.e. age, learning disabilities etc
149
What criticism could be levelled at the studies about Czech twins & Bulldogbanks
They might be deprivation rather than privation as they had a chance to form bonds with each other
150
What additional issue did Genie have that the other individuals didn't which makes it difficult to figure out if privation can be overcome?
Learning difficulties
151
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?
The likes of Rutter and Tizard because they look at institutions which are very different now than what they were at the time
152
What is daycare?
Care provided to a child by someone other than a parent, usually in the form of a day nursery
153
What is the correct ratio for children under 2 to members of staff and why is this good?
3:1 so they can provide enough attention and cognitive stimulation?
154
What is a key worker and why are they neeeded?
The named member of staff responsible for the wellbeing of specific students who they are to attach to
155
What level of qualification do nursery staff need to be classed as 'good quality' in Campbell?
at least Level 2 so that they're trained in proper methods of childcare and cognitive stimulation
156
Why is low staff turnover good for children?
It lets children form attachments and the children to understand the children better
157
What are the benefits of daycare?
Improved confidence, possibly improved cognition/language, more sociable (or understand social rules e.g. sharing)
158
What are the drawbacks of daycare?
Effects attachment style, makes children more aggressive
159
What did EPPE/Sylva (2004) find about disadvantage background?
Daycare was more important/effective for these children
160
What did EPPE/Sylva (2004) find about hours in daycare?
Part-time provides no significant difference to children than full-time
161
What did Andresson find about daycare?
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
What did Li find out about Daycare?
Children in high quality daycare improved their academic abilities, memory abilities and language abilities
163
What did Belsky and Rovine find about daycare?
that children who were put into day care for 20 hours a week, before they were one, had an insecure avoidant attachment
164
What did Campbell find out about daycare hours?
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
What did Clarke & Stewart find about daycare?
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
What did Sammons find about daycare?
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
What did DiLalla find about daycare?
negative correlation between the amount of time spent in day care and pro-social behaviour
168
What did Shea find about daycare?
Children became more sociable the longer they were in day care
169
What did EPPE find about cognitive and social development?
high quality day care benefitted cognitively and socially and they showed more independence
170
What did Pennebaker find about daycare?
Shy children do less well in daycare settings and will receive less benefits
171
What did ALSPAC show about daycare?
Looking at 14,000 children daycare had no impact on antisocial behaviour or aggression
172
What did Tizard find about daycare?
It had less cognitive benefits than being at home due to greater attention and enrichment in conversations from mothers
173
What did the NICHD find about daycare?
Children in daycare had more aggression and 3 times the amount of temper tantrums
174
The aim of Li was?
To see the effects of high and low quality care on children's cognitve abilities
175
What was the sample of Li?
1364 families from USA
176
At one month old the children were assessed on things like ethnicity, birth order, maternal age, parental education etc- why?
To account for those as extraneous/confounding variables
177
What was the observation conducted in Li?
O.R.C.E 44mins given in both infant and preschool ages
178
On the observation scores above what were deemed as 'high quality' (and below as 'low quality')
3
179
What traits did they look for to label something as 'high quality'
Sensitivity to needs, cognitive stimulation and fostering exploration
180
When was the end of the infant period?
24m
181
What tests were conducted during the infant period?
Bayley mental development index
182
When was the end of the pre-school phase?
54m
183
What tests were conducted during the infant period?
Woodcock & Johnson cognitive achievement battery and Preschool Language scale
184
What result was found about high quality infant care?
Those in high quality infant care had improved cognitive scores
185
What was found about preschool?
High-quality preschool causes improvement in cognitive and language, reading, and maths results.
186
What was found about the children who went from high quality care in infancy to low quality care in pre-school
They lost out on the cognitive advantages they had (compared to the low-low kids) other than in memory
187
Where did Li get her data from?
The NICHD
188
A strength and a weakness of Li's sample is?
Relatively large (so more generalisable) but ethnocentric (so less generalisable)
189
What is a strength for the reliablity of Li?
The various measures like ORCE, Bayley Developmental index etc were standardised making the study more reliable
190
This study has triangulation and so is more valid because?
There were various measures like Bayley Development index and Woodcock Johnson to compare the results against each other
191
Why did they look at things like birth order and maternal age at 1 month?
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
What is an issue with li using Secondary data?
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
Is Li high in ecological validity?
Yes- they are children in their normal daycare setting, so the results about the impact should apply to real life
194
Why would this study have low validity?
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
Why is Li reductionist?
It used 3.0 as a cutoff for high quality rather than anything more nuanced and only looked at cognitive development
196
This study mainly collects quantiative data, why is this good?
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
Which gender does autism effect more often?
Males
198
What % of autistic people are male?
75 percent
199
What do we mean by Autism Spectrum?
Autism is a spectrum disorder going from low end (not requiring much support/high functioning) to a high end
200
What % of autistic people have savant abilities?
Only approximately 10 percent of people with Autism
201
Autistic people will often like?
Routine, rules and order
202
What abilities can autistic people often have issues with?
Reading and understanding emotions in others AND social interactions
203
What is true about the speech of autistic people?
They have delayed speech (speaking years late or not at all in some cases) and speech difficulties
204
What are sensory issues we see with autistic people?
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
The EMB theory of autism states that autism develops as a result of?
Excess exposure to testosterone in the womb
206
EMB is more common in males than females. The ratio is?
a 3 to 1 ratio
207
What is the effect of exposure to testosterone in the womb?
Brain structure takes on more masculine qualities in its structure
208
What is a brain difference we see with autistic people?
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
What 'type' of person are autistic people?
Extreme Systemisers to a greater extent than an average male
210
A systemiser is?
Someone who looks for rules, patterns and structure
211
This theory can explain why there is a greater ratio of males with autism to females
True- as they already have male brain/testosterone exposure
212
How can this explain some of the abilities and focuses seen by some autistic people?
This theory explains why special abilities tend to be in maths/spatial ability etcas these are helped by systemising skills
213
The fact children with autism are low in 'empathising ability' can explain
Why they have difficulty reading others/social interactions
214
The fact children with autism are low in 'empathising ability' can explain
Lack of language abilities/delayed language
215
What did Baron-Cohen found which supports EMB?
They did have higher levels of testosterone in the womb
216
What did Baron-Cohen found which conflicts EMB?
Other hormones such as progesterone and cortisol were also higher in the womb
217
Falter (2007) found what which supports EMB?
Autistic children didt better at asks like mental rotation and figure disembedding
218
What did Falter (2007) find which contradicts this theory?
Autistic children preformed worse on 'male tasks' like targetting tasks
219
Wen & Wen (2014) found
Autistic children had differences in the Amygdala when scanned
220
What is a strength of this theories testability?
It is empirical as it can measure brain structure and hormone exposure directly
221
Give a validity point about EMB theory
This theory has face validity as it is able to explain traits seen in those with autism
222
Why is ToM an issue for this theory?
It suggests that a cognitive deficit is the cause of autism not testosterone in the womb
223
Does EMB theory have issues with cause and effect?
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
What is a weakness of this theory related to the hormone exposure?
There are other hormonal differences like cortisol, progesterone etc which could be an influence
225
The ToM theory suggests that autism is caused by
A cognitive deficit the impaired Theory of Mind
226
What is a theory of mind?
The ability to understand the perspective of others, the ability to decentre
227
What issues would an impaired theory of mind lead to in children?
Difficulty in reading others emotions and social interactions and issues with pretend play amongst others
228
When does Theory of Mind usually develop in children?
Around 2 years of age
229
A systemiser is?
Someone who looks for rules, patterns and structure
230
What does Systemising have to do with ToM?
Since they cannot read others they use systemising skills to make sense of the world around them
231
Does ToM explain why there is a greater ratio of males with autism to females
False- it doesn't comment on gender ratios
232
The fact children with autism are low in 'empathising ability'/lack ToM can explain
Why they have difficulty reading others/social interactions
233
What trait of autism can TOM not explain?
The male to female ratio
234
Why is EMB an issue for this theory?
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
Does ToM have issues with cause and effect?
Yes- the research is correlational so we don't know if deficit of ToM causes autism or is a result of having autism
236
Is ToM empirical?
No- you cannot measure thoughts/Theory of Mind directly
237
What does the Sally-Anne test show?
Autistic children have difficulty with ToM tasks identifying what sally knows whereas 'normal' children and those with down syndrome don't
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What does the eyes task by Baron-Cohen show?
Adults with autism have difficulty with ToM tasks whereas neurotypical adults and those with Tourettes don't
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What did Schick (2007) show?
Deaf children with hearing parents also fail ToM tests suggesting it is more about language deficits rather than autism
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What did Sheeran (2013) show?
There is no difference in ToM skills between children who are neurotypical and autistic i.e. mental state reasoning
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What is CBT based on?
Cogntive Psychology/negative thoughts
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What does CBT focus on helping Autistic children with?
Anxiety which is caused by their autistic traits
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How does CBT work?
Altering the negative/dysfunctional thoughts which cause anxiety. Identify, Challenge, Change/Replace
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How is CBT conducted?
One to one with a therapist weekly
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What is the first step of CBT for autistic people?
Identify the situations and THOUGHTS which cause anxiety with the therapist?
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What is the second step of CBT for autistic children?
They challenge their anxiety inducing thoughts by looking for evidence
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What is the final stage of CBT for autistic children?
Changing the maladaptive thoughts which cause anxiety by replacing them with better ones
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What is the ABC model for CBT?
Activating event, belief, consequence
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Why is CBT possibly difficult for autistic people?
People with autism might find it difficult to recognise emotions and abstract thoughts needed in CBT
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What are the common alterations to make CBT more accessible to those with Autism?
Repitition, visual cues i.e. thermometer rather than a ten point scale
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What did Sofronoff find?
CBT helped the children have less anxiety and identify strategies to reduce anxiety
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What did Wood find?
It was found to be effective just after the therapy and at least 3 months later
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How might ABA be better than CBT?
It focuses on a narrow set of behaviours i.e. just anxiety so it is less useful than ABA
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What is good about CBT being individualised?
It is individually tailored i.e. different causes of anxiety/thoughts so can be more useful/effective
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Is CBT for autism long lasting?
It should be able to bring about lasting effects as it teaches a skill
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Why is CBT better than ABA?
It is less socially controlling as it doesn't change behaviours we dislike but rather focuses on their wellbeing
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Why mght CBT not be appropriate for autistic children?
It requires language and cognitive abilities which they might find too difficult to engage with
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What is an issue with the testability of CBT?
The effects of reduction in anxiety isn't directly empirical so the effects might not be valid
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What is ABA based on?
Operant conditioning
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The A in 'ABC' stands for
Antecedant, the behaviour such as the question which prompts the autistic child
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The B in 'ABC' stands for
Behaviour, what the autistic child does e.g. responding to the question or instruction
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The C in 'ABC' stands for
Consequence, wor not by the therapisthether they are rewarded
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What behaviours does ABA focus on?
Socially significant behaviours e.g. communication, food refusal
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What happens when we see 'positive' behaviours we want to see i.e. eye contact
They are positively reinforced with a reward
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What happens when we see 'negative' behaviours we do not want to see i.e. food refusal
Nothing, they are ignored. We restate original request/prompt
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Why do we ignore negative behaviours shown by autistic children?
So they go extinct without reinforcement, thus reducing them
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Why do we reward the 'positive' behaviours?
To increase their occurrence
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How is the therapy conducted?
one to one with a therapist over many intensive hours and it is individualised to that specitic autistic child
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What is discrete trial training?
Breaking down complicated behaviours into simpler steps which can be rewarded to build behaviour through shaping
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What did Lovaas find?
47% of children undergoing ABA were able to achieve 'normal' school functioing vs only 2% in control
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What does Gale find about ABA?
It was effective in reducing food refusal behaviour
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What did Warren find?
The research into ABA has not shown consistent enough results to make claims about its effectiveness
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Why is ABA better than CBT?
ABA is accessible/effective for most levels of the autism spectrum as it doesn't require specific skills from the children
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What did Gale find?
ABA increased food acceptance from the children involved
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What did Cebula find?
ABA improves the interactions between the autistic child and their siblings
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Why is ABA being individualised good?
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
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What are arguments ABA long lasting or not?
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
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What is a major issue many have with autism?
It is socially controlling as it alters children's behaviour to what we see as important but might not be what they want
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What is an ethical issue with ABA?
It is said to have ethical issues as the therapy can be distressing for the child
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What sort of abilities can CBT not help with?
It might struggle with things like increasing perspective taking and understanding emotions
281
What is the purpose of cross cultural research?
To identify if a behaviour is due to nature (universal) or due to nurture (culturally specific) and make comparisons between cultures
282
How do we do cross cultural research?
conduct the same procedure in multiple countries/cultures and compare results
283
What are three benefits of cross cultural research?
Reduces ethnocentric bias
Provides appropriate measures of behaviour if it works cross culturally
Gain understanding of impact of culture on behaviour
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What are three weaknesses of cross cultural research?
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
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In Ainsworths research in the USA, she found what percentage of children were securely attached?
75%
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In Ainsworths research in the USA, she found what percentage of children had avoidant attachment?
20%
287
In Ainsworths research in the USA, she found what percentage of children had resistant attachment?
10%
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Sagi researched attachment in which country?
Isreal
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Describe Sagi's results for all three attachment styles
Secure - 37%
Avoidant - 13%
Resistant - 50%
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Where did Grossman and Grossman do research into attachment?
Germany
291
Describe the results Grossman and Grossman found for all attachment types
Secure - 33%
Avoidant - 49%
Resistant - 18%
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Where did Miyake conduct his research?
Japan
293
Describe Miyake's results for all attachment styles
Secure - 68%
Avoidant - 0%
Resistant - 32%
294
What cultural factor can explain the high % of avoidant children in Germany?
They tend to prioritise independence in their children so encourage them to play alone
295
What cultural factor can explain the low % of avoidant children in Japan?
Parents tend to keep their children close and so do not promote independence, meaning children cry more when separated
296
Describe the difference within cultures in attachment?
1.5 times greater difference within culture (e.g. comparing working and middle class) than between cultures
297
What cultural factor can explain the results in Israel?
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
What was the aim of your practical and what key concept were you testing?
To see if childhood attachments impact adolescent attachment, testing the continuity hypothesis
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Describe the sample of your child practical
30 participants, gathered through opportunity sample of friends and family, aged 13-18
300
What research method did you use in your child practical?
Questionnaire
301
true or false: the questionnaire in your child practical included both open and closed questions?
False - only closed questions were used
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Describe the questionnaire used in your child practical
5 closed questions on childhood attachment and 5 closed questions on adolescent attachment, including likert scales, rating questions and yes/no responses
303
Give an example of a question from your child practical
Did you cry when you were dropped off at nursery? Yes or no
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How did you score participants answers?
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
Which stats test was used in your child practical and why?
Spearmans Rho
- at least ordinal data
- looking for a relationship
306
Describe the results of your child practical
Spearmans Rho=0.87, critical value (p<0.05, one tailed)=0.306, showing a significant positive relationship between child and adolescent attachment
307
Give an evaluation point about reliability
standardised questionnaire, with same questions about attachment which means it can be easily repeated to get same results
308
Give an evaluation about validity
e.g. chance of social desirability impacting results as people want to 'seem' securely attached so may not measure actual attachment
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AO1 - What is daycare?
Care provided to a child by someone other than a parent, usually in the form of a day nursery
310
AO2 - What is the correct ratio for children under 2 to members of staff and why is this good?
3:1 so they can provide enough attention and cognitive stimulation?
311
AO2 - What is a key worker and why are they neeeded?
The named member of staff responsible for the wellbeing of specific students who they are to attach to
312
AO2 - What level of qualification do nursery staff need to be classed as 'good quality' in Campbell?
at least Level 2 so that they're trained in proper methods of childcare and cognitive stimulation
313
AO2 - Why is low staff turnover good for children?
It lets children form attachments and the children to understand the children better
314
AO2- What are the benefits of daycare?
Improved confidence, possibly improved cognition/language, more sociable (or understand social rules e.g. sharing)
315
AO2 - What are the drawbacks of daycare?
Effects attachment style, makes children more aggressive
316
AO3 - What did EPPE/Sylva (2004) find about disadvantage background?
Daycare was more important/effective for these children
317
AO3 - What did EPPE/Sylva (2004) find about hours in daycare?
Part-time provides no significant difference to children than full-time
318
AO3 - What did Andresson find about daycare?
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
AO3 - What did Li find out about Daycare?
Children in high quality daycare improved their academic abilities, memory abilities and language abilities
320
AO3 - What did Belsky and Rovine find about daycare?
that children who were put into day care for 20 hours a week, before they were one, had an insecure avoidant attachment
321
AO3 - What did Campbell find out about daycare hours?
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
AO3 - What did Clarke & Stewart find about daycare?
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
AO3 - What did Sammons find about daycare?
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
AO3 - What did DiLalla find about daycare?
negative correlation between the amount of time spent in day care and pro-social behaviour
325
AO3 - What did Shea find about daycare?
Children became more sociable the longer they were in day care
326
AO3 - What did EPPE find about cognitive and social development?
high quality day care benefitted cognitively and socially and they showed more independence
327
AO3 - What did Pennebaker find about daycare?
Shy children do less well in daycare settings and will receive less benefits
328
AO3 - What did ALSPAC show about daycare?
Looking at 14,000 children daycare had no impact on antisocial behaviour or aggression
329
AO3 - What did Tizard find about daycare?
It had less cognitive benefits than being at home due to greater attention and enrichment in conversations from mothers
330
AO3 - What did the NICHD find about daycare?
Children in daycare had more aggression and 3 times the amount of temper tantrums
331
AO1 - why do parents sent their child to day care?
To allow them to go back to work after the birth?
332
AO1 - what is the average monthly cost of day care?
£945 per month for 35 hours a week
