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PSYC 302 > Module 11: attachment > Flashcards

Module 11: attachment Flashcards

1
Q

pre-attachment

A

newborns prefer social stimuli, cry to summon caregivers

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2
Q

attachment in the making

A

6 weeks: begin to show social smiles, but still no specific attachment
- whoever meets their needs
- begin to trust that someone will respond to their needs (or not)

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3
Q

clear-cut attachment

A

6 months: attached to specific individuals- happier with them, smile more at them

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4
Q

reciprocal relationships

A

1.5 years on: mutually-regulated reciprocal relationships, less separation anxiety

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5
Q

learning theory approaches

A

behaviorist: how does environment provide positive and negative reinforcements for behavior?

  • eating is rewarding, mom is associated with that reward and so positively reinforced —> infants attach to mom
    • food is paramount: importance of feeding schedules, reinforcement strategies, age at weaning, etc
  • here, attachment squarely on parents shoulders
    • attachment failures related to all things parents do wrong (not responding to its needs)
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6
Q

criticism of learning theory approach

A
  • surely there is more to attachment than who feeds you
  • no account of children’s interpretations/ thoughts of relationship
  • children become attached to bad/ neglectful parents
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7
Q

evidence against learning theory

A

Renee spitz: orphanage v. prison studies
- compared sterile (but physically supportive) orphanages to prison nurseries
- after 4 mos, babies in orphanages (NOT in prisons):
- movement diminished: lay in one place
- vacant, expressionless faces
- infants unstable and hyper-fearful: sudden dramatic clinging, biting
- stereotyped motor behaviors (rocking, banging heads against crib, thumb sucking)

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8
Q

spitz biggest finding

A
  • 37% of orphanages babies did not survive past second bday
  • zero prison babies died
    • babies in a dirty and malnourished situation survived
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9
Q

anna freud and sophie dann: concentration camp children

A
  • group of 6 infants separated from parents in concentrations camps; no stable adult figure, essentially raised each other
  • discovered at age 3
  • initially quite hostile toward adults, but lovely to each other: shared, took turns
  • fared better than orphanage children (with no relationships); became relatively normal adults
    • peer relationships may help in atypical attachment situations
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10
Q

harlow: critical period for bond formation

A

monkeys chose loving mother (cloth) over wire mother
- monkeys turned out atypically, especially if no cloth mother
- lacked social skills, abused their own offspring
- cloth mother infants were able to use mother a secure base from which to explore, but not typical
- orphanage reared children also atypical
- recall international adoption studies: age at adoption matters

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11
Q

john bowlby: ethological approach to bonding

A
  • Bowlby proposed that children are biologically pre-programmed to form attachments with caregivers because this helps them survive
  • monotropy: one attachment is the most important
  • biological/ evolutionary perspective
  • bonding (not just eating) made our predecessors more successful
  • konrad lorenz: birds imprint on caregiver
  • human attachment behaviors: crying, smiling, clinging
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12
Q

internal working models

A
  • not just attachment behaviors
  • early attachment relationships lead infants to develop mental representations fo the self, of attachment figures, and of relationships in general
  • guides relationships throughout life
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13
Q

attachment behaviors

A
  • smiling: smiling feedback loops
  • clinging: probably was once as common in human primates
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14
Q

the strange situation

A
  • major distress expected from 11-15 mos or so
  • by 17 mos, more ok if mom leaves
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15
Q

4 attachment styles

A
  • securely attached
  • insecure-avoidant
  • insecure-ambivalent
  • disorganized-disoriented
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16
Q

secure attachment

A
  • use mother as secure base from which to explore
  • mostly OK with strangers when mom is in room
  • very upset when mom leaves
  • easily comforted upon return
  • 60% fo Canadian babies
17
Q

insecure-avoidant attachment

A
  • explore no problem (doesn’t seem like using mom as secure base)
  • fine with strangers
  • might not care that mom leaves
  • avoidance of mom when she returns
  • 15% Canadian babies
18
Q

insecure-ambivalent/ resistant

A
  • less prone to explore- seem clingy
  • always uncomfortable around strangers
  • extremely upset when mom leaves
  • inconsolable (even by her) when se returns
  • 10% of Canadian babies
19
Q

disorganized- disoriented attachment

A
  • babies who are very inconsistent in their reactions
  • sometimes dazed/ disoriented
  • sometimes fearful
  • linked to later aggression issues and psychopathology
  • more likely to have been abused
  • 15% Canadian babies
20
Q

continuity of styles

A
  • securely attached infants are more sociable 3 year old
  • better at understanding others emotions, more prosocial, empathetic
  • better at handling stress
  • predicts relationship with mother in adulthood
  • predicts friend/ romantic relationship styles in adulthood
  • predicts academic success
21
Q

why do attachment styles differ?

A
  • nature: the child themselves
  • nurture: parenting styles, culture
22
Q

sensitive/ insensitive parents

A
  • parental sensitivity: consistently responsive caregiving- in timing and in kind
  • Infants of insensitive mothers have just 38% rate of secure attachment (v 60%)
  • babies of adolescent mother are more likely to be disorganized
  • Relationships observed in > 26 cultures
  • Hard to determine causality but:
    • Children can have diff styles with diff parents
      • Twin studies suggest most attachment variation due to environment, not genes
    • Parents in sensitivity training interventions have more securely attached, less disorganized children
23
Q

Internal working models

A
  • Perhaps continuity result of developing a mode of how relationship go- people will treat me/each other like X
    • Formed early on, effects interpretation of future ones
  • Recent evidence in babies for this: securely attached babies expect other moms to return, insecurely ones expect them to leave
24
Q

Sleep training price et al., 2012

A
  • Randomized trial where infants were randomly assigned to sleep training ro usual care
  • 5 yrs late, no diff in attachment styles between children who were asleep trained versus not
  • Parents and health professional can confidently use these techniques to reduce the short- to medium term burden of infants sleep problems and maternal depression
25
Q

cultural differences in how how insecurity plays out

A
  • German insecure babies more avoidant
  • Japanese, Korean, and Israeli insecure babies more ambivalent, almost never avoidant
26
Q

Individual differences in how insecurity plays out

A

seem to be partially explained by diff alleles of genes related to dopamine, serotonin and oxytocin

27
Q

oxytocin

A

neurotransmitter that is proceed during bonding, cuddling, etc

-if adults snort it, they get nice, trusting, social
- Facilitates social cognition in autistic adults
- Institutionalized children show less oxytocin reactivity to caregiver interaction

28
Q

Certain DRD4 alleles (for dopamine) associated with…

A

disorganized attachment if mother suffering from trauma, but with better attachment in less stressful contexts
- Institutionally raised children disorganized only if certain allele of serotonin transpire gene SLC6A4
- Points to gene-environment interactions; differential susceptibility

29
Q

sarah hrdy on alloparenting

A

We evolved to and do attach to many individuals- attachment theory often fails to recognized that
- One secure relationship may buffer from risk of insecure ones
- Implicants for social policy- shared parenting after divorce
- Removal of any attachment figure extremely stressful for children

PSYC 302 (10 decks)

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