lecture 3 - attachment Flashcards
working models
-what is it
-when does it build
-child’s internalised model of relationship between them with their caregiver
-built up over infancy/ childhood
-related to quality of attachment to PC
-fixed thing but can be changed through repeated exposure to certain things/ major life experiences
how can working models guide future behaviour
-in close relationships with others and in how children are treated
-what does Bowlby argue about attachment and relationships
-bowlby argues that the primary caregiver is a prototype for future relationships via the childs internalised working model
-the models include childrens mental representation of their self, others and the relationships they have.
-this can impact the childrens later behaviour in relationships, expectations and attachment related goals
types of validity
-general validity
-concurrent validity
-predictive validity
-discriminant validity
-general validity -does a test actually measure what it is supposed to measure ?
-concurrent validity - how well does a measure correlate with established measure of the same concept (does strange situation measure with other measures of attachment)
-predictive validity - how well does the measure predict performance on concepts , abilities etc. that the test was designed to predict. eg life satisfaction and depression correlate
-discriminant validity -how well does a measure correlate with concepts that is not supposed to be related to
reliability
-test retest reliability
-inter-rater reliability
reliability - does a test produce the same results across different conditions - are results consistent
test-retest reliability
-re doing test , does the test produce consistent results at different times
inter rater reliability
-do different experimenters produce consistent results (particularly important in observational measures )
strange situation procedure
mary ainsworth / built on bowlbys theory
-infant behaviour examined over 8 episodes
-firstly mother and child are on their own playing interreacting
- mother , child and stranger in the room and sits near the mother
-mother leaves the room and stranger and child are alone
-then stranger leaves and so child is alone
-and then mother and child are reunited
interested in how is the child when mother leaves and alone and then how when they reunite
strange situation - 4 main categories of behaviour
-proximity and contact seeking behaviour (is the child looking to engage with the mother , be close to her etc)
-contact maintaining behaviour (do they try to keep contact with mother eg mother doesn’t put them down)
-resistant behaviour (does the child resist the mother or push her away)
-avoidant behaviour (not paying much attention to the mother )
secure attachment-and how they react in the strange situation
-infants wants either proximity and contact with the caregiver , especially after reunion episode
-seeks to maintain contact (continue to be held by mother eg)
-little or no tendency to resist contact with pc , little or no tendency to avoid pc in the reunion phases
-may or may not be distressed during separation episodes… it is clear that infants wants their pc (so either one still can mean they want their pc)
insecure avoidant - and strange situation
-conspicuous avoidance of proximity to or interaction with the pc in the reunion episodes
-little or no tendency to seek to maintain proximity to or interaction or contact with the pc, even in the reunion phases
-little or no tendency towards active resistance to contact or interaction with the pc
-tendency to treat the stranger much as the pc is treated
insecure resistant - strange situation
-the infant displays conspicuous contact-and interaction-resisting behaviour
-infant also shows moderate to strong seeking of proximity and contact… so that they give the impression of being ambivalent to the pc
-shows little or no tendency to ignore pc in the reunion episodes, or turn or move away from pc, or to avert gaze
insecure disorganised (recently added) - strange situation
waters and Valenzuela (1999)
-this one is indicative of quite serious problems and behaviour
-clear avoidance (or resistance) in the first reunion and then change to clear resistance (or avoidance) in second reunion. (vice versa)
-a mixture of avoidance and resistant behaviours across pre separation, separation and reunion episodes
strange situation validity
-concurrent
-predictive
-discriminant
-concurrent validity : seems to be related to home based measures of attachment (naturalistic settings) (less so for insecure profiles) Ainsworth et al 1979
-predictive validity : strong continuity with measures of sociability (sroufe 2005)
discriminant validity: seems to be relatively unaffected by temperament
strange situation reliability
test retest
long term test-retest
inter-rater
-inappropriate to measure test-retest reliability. Goes against of foundation of test, as run at a specific age , after that 18 month period child moves towards reciprocal relationships. unless doing it in that specific period it can be reliable to test-retest
- if you do it again and again , its not reliable as itll eventually become less strange to the child
long term test-retest reliability (main, kaplan and cassidy 1985)
-kids tested at 18 months and again at 6 years
-100% of secure at 18 months were also classified as secure aged 6
-75% of avoidant 18 months olds classified as avoidant aged 6
inter-rater reliability (ainsworth and bell,1970)
-high correlation between rater (r=.94)
Attachment q sort
-usedwith what age
-what happens
-used with 12-48 months old children
-90 statements about childs attachment behaviour
-there will be an observer and will observe the mother interacting with the child
statements eg
-if mother laughs at it or approves of something the child has done, child repeats again and again
-child cries as a way of getting mother to do what he / she wants
-an observer sorts statements into 9 piles
-from low (not typical) to high (typical
-classifies children into secure/not secure
Q sort validity
Ljzendoorn et al (2004)
-concurrent
-predictive
-discriminant
-concurrent validity
SSP and q sort moderately correlated (0.31)
-predictive validity
-strong relationship with maternal sensitivity
-discriminant validity
-weak relationship with temperament : similar to ssp
