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Psychology A - Level > Paper 1 - Attachment > Flashcards

Paper 1 - Attachment Flashcards

1
Q

What are the two main features of caregiver-infant interactions?

A

Reciprocity and Interactional Synchrony

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2
Q

Define reciprocity in the context of caregiver-infant interactions

A

Reciprocity refers to a two-way interaction where both caregiver and infant are active contributors, taking turns to elicit responses from each other.

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3
Q

Define interactional synchrony in caregiver-infant interactions

A

Interactional synchrony is when two people interact, they tend to mirror each other in terms of their actions and emotions

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4
Q

What did Meltzoff & Moore (1977) study in relation to interactional synchrony?

A

Studied interactional synchrony by exposing two- to three-week-old infants to an adult model displaying facial expressions, then filming the infants’ responses.

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5
Q

What were the findings of Meltzoff & Moore (1977) on interactional synchrony?

A

Found that infants often mirrored the facial expressions displayed by the adult model, demonstrating interactional synchrony.

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6
Q

How did Schaffer and Emerson experiment development of attachment

A
  • Studied 60 infants from working class families in Glasgow
  • Infants visited at home by researcher every month till 18 months old
  • Mother asked about infants response to separation (separation anxiety) and unfamiliar faces (stranger anxiety)
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7
Q

What conclusion did Schaffer and Emerson experiment make about the development of attachment

A

Findings = Constructed description on how attachment develops.
Suggested 4 stages of Attachment : Asocial, Indiscriminate , Specific, Multiple Attachment

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8
Q

Explain the 2 pre attachment stages

A

Asocial 0-2 months: Infants produce similar responses to all objects, whether human or non-human, towards end of stage = preference to humans
Indiscriminate Attachment 2-7 months: They can distinguish between familiar and unfamiliar people but accept comfort from any adult, do not display separation or stranger anxiety.

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9
Q

Explain the 2 attachment stages and the research to back it up

A

Specific Attachment 7 months onwards : Infants form an attachment bond to one primary attachment figure, Often the mother; Schaffer & Emerson found the mother to be the primary attachment figure in 65% of cases, They show separation anxiety and stranger anxiety
Multiple Attachment 9 months onwards : They develop multiple attachments with secondary attachment figures, including other familiar adults, they may show separation anxiety with secondary attachment figures

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10
Q

What did Schaffer & Emerson (1964) find about the primary attachment figure?

A

The mother was usually the primary attachment figure (65%)

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11
Q

In how many cases was the father the primary attachment figure in Schaffer & Emerson’s study ?

A

In only 3% of cases.

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12
Q

What role did fathers typically have in Schaffer & Emerson’s study and what percentage of infants formed an attachment to their father by 18 months in Schaffer & Emerson’s study?

A
  • Fathers were common secondary attachment figures.
  • 75% of infants formed an attachment to their father by 18 months.
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13
Q

What role did fathers typically have in Schaffer & Emerson’s study and what percentage of infants formed an attachment to their father by 18 months in Schaffer & Emerson’s study?

A
  • Fathers were common secondary attachment figures.
  • 75% of infants formed an attachment to their father by 18 months.
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14
Q

What was the focus of Grossman et al.’s (2002) study and what were his findings?

A

Researched the quality of infant - mother attachments related to the quality of infant father interactions. He found that the quality of the infant-mother attachment was related to the quality of adolescent relationships. However the quality of infant-father attachment had no effect on adolescent relationships instead the quality of fathers’ play was related to the quality of adolescent relationships.

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15
Q

What does Grossman et al.’s (2002) study suggest about fathers’ role?

A

Fathers have a distinct role focused on play and stimulation, rather than emotional bonding.

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16
Q

What did Field (1978) study about fathers as primary caregivers and what were his findings?

A

Field filmed 4-month-old infants interacting with primary caregiver mothers, secondary caregiver fathers, and primary caregiver fathers. He found that primary caregiver fathers spent more time smiling, imitating, and holding infants, similar to mothers

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17
Q

What does Field’s (1978) study suggest about fathers’ ability to form close attachments?

A

Fathers can provide the responsiveness required for a close attachment, especially when they are the primary caregiver.

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18
Q

Explain Lorenz’s study on attachment and its procedure ?

A
  • Randomly divided a clutch of goose eggs in half
    -Half hatched with the mother goose in their natural environment.
  • The other half hatched in an incubator, where Lorenz was the first moving object they saw.
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19
Q

Explain Lorenz’s study on attachment and its findings ?

A
  • Incubator group imprinted on Lorenz and followed him.
  • Natural group imprinted on the mother goose and followed her.
  • When mixed, the goslings divided themselves: incubator group returned to Lorenz, ignoring their natural mother.
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20
Q

Explain Lorenz’s study on attachment and its conclusions ?

A

Demonstrated the process of imprinting in which the bird imprints and follows the first moving object it sees.

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21
Q

Explain Lorenz’s study on attachment and the critical period from imprinting ?

A
  • Imprinting must occur within a critical period, as short as a few hours post-hatching (species-dependent).
  • If missed, imprinting will not occur.
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22
Q

Explain Lorenz’s study on attachment and the impact on sexual imprinting ?

A
  • Relaruionship between impr9nting and adult male preferences
  • He observed a peacock raised in a zoo’s reptile house, where the first moving object it saw was a giant tortoise.
  • As an adult, the peacock exhibited courtship behaviour to the giant tortoises.
  • Lorenz concluded that imprinting can have a lasting impact on mate preferences.
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23
Q

Explain Harlows study of attachment and is procedure ?

A
  • Created two types of mothers : one with bare wire and another wrapped in soft cloth
  • 16 infant rhesus monkeys were removed from their mother at birth
  • 8 mothers had a milk bottle attached to the cloth miter her and the other 8 had the mild bottle attached to the bare wire mother
  • He studied the time the monkeys spent with each mother, reaction to fear and new toys over 165 days
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24
Q

Explain Harlows study of attachment and is findings ?

A
  • All 16 monkeys spent most of their time with the cloth mother, regardless of milk.
  • They fed quickly and returned to the cloth mother
  • When frightened they clung to the cloth mother for comfort
  • When introduced to new toys they explored while keeping a foot on the cloth mother for reassurance.
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25
Q

Explain Harlows study of attachment and its conclusions ?

A

Harlow concluded that infants do not necessarily form an attachment with the person who feeds them
They form an attachment with the person who offers them contact-comfort

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26
Q

Explain Harlows study of attachment and the further research he conducted regarding their social abnormalities ?

A

They froze or fled when approached by other monkeys.

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27
Q

Explain Harlows study of attachment and the further research he conducted regarding their social abnormalities ?

A

They lacked normal mating behavior ad they failed to cradle their infants. Some attacked or killed their infants.

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28
Q

Explain Harlows study of attachment and the further research he conducted regarding contact comfort alone ?

A

Contact-comfort alone with an unresponsive mother-figure is insufficient for healthy social and emotional development.

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29
Q

Define the learning theory of attachment ?

A

The learning theory of attachment suggests that an infant learns to form an attachment to a caregiver through classical and operant conditioning

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30
Q

What is classical conditioning in attachment?

A

Learning through association, where the infant associates the mother with food, leading to attachment

31
Q

What happens before, during and after conditioning in attachment (can include a diagram)

A

According to this explanation, food (UCS) produces pleasure (UCR) in an infant
The mother (NS) initially causes no response in the infant
However, the infant learns to associate the mother with the food, and soon, the mother alone (CS) will produce the pleasure (CR) that is usually produced by food
The infant will therefore form an attachment to the mother as she creates a sense of pleasure

Before conditioning Food (UCS) > Pleasure (UCR)
Mother (NS) > No response
During conditioning Food (UCS) + Mother (NS) > Pleasure (UCR)
After conditioning Mother (CS) > Pleasure (CR)

32
Q

What is operant conditioning in attachment?

A

Learning through consequences, where an infant’s behaviour is reinforced by food (primary reinforcer) and the caregiver (secondary reinforcer).

33
Q

Explain operant conditioning in attachment related to food, mother and pleasure ?

A

When the infant is fed, their discomfort is reduced, producing feelings of pleasure . Food is therefore the primary reinforcer

The infant also learns to recognise the person who provides food .This person is the secondary reinforcer

If the infant is remains in close proximity to this person, they will be fed (positive reinforcement) and will avoid the discomfort of hunger (negative reinforcement)

The infant will therefore repeat the behaviour of remaining in close proximity to this person, and will form an attachment to them

34
Q

What is the “cupboard love” theory of attachment?

A

Proposes that attachment bonds are formed based upon the provision of food

35
Q

What type of theory is Bowlby’s monotropic theory of attachment?

A

It is an evolutionary theory.

36
Q

According to Bowlby, why are infants born with an innate drive to form attachments?

A

Infants are born with this drive because forming an attachment to a caregiver ensures they are fed and protected, increasing their chances of survival

37
Q

What is the critical period according to Bowlby?

A

Period of time which caregiver interactions are most likely to form (between 4-6months), outside this window its hard to form attachments

38
Q

What is the function of secure base according to Bowlby?

A

The caregiver acts as a secure base, allowing the infant to explore the world and return to safety when threatened. This promotes independence within the infant.

39
Q

What is monotropy in Bowlby’s theory and give the two laws involved ?

A

Monotropy = bias towards one individual (PAF), Bowlby believed that the more time an infant spent with the primary attachment figure, the better
He put forward two principles to clarify this
The law of continuity: The more constant and predictable a child’s care, the better the quality of their attachment
The law of accumulated separation: The effects of every separation from the primary attachment figure add up and the “safest dose is therefore a zero dose” (Bowlby, 1975)

40
Q

What is the internal working model in Bowlby’s theory?

A

Based upon our relationship with our primary attachment figure, we develop a mental model of relationships and it serves as a model for what relationships are like

41
Q

What does the continuity hypothesis propose?

A

The continuity hypothesis suggests that the relationship with the primary attachment figure shapes future relationships.

42
Q

What procedure did Ainsworth et al. (1978) develop to measure attachment?

A

The Strange Situation

43
Q

What age group is the Strange Situation procedure suitable for?

A

Infants aged between 9 and 18 months

44
Q

Who participates in the Strange Situation procedure?

A

The infant and their mother.

45
Q

Where does the Strange Situation procedure take place?

A

In a purpose-built laboratory playroom

46
Q

How many stages are in the Strange Situation procedure and give each stage?

A
  1. The mother and infant enter the laboratory playroom
  2. The infant plays with some toys while the mother sits down
  3. A stranger enters the laboratory playroom and sits down
  4. The mother leaves and the stranger tries to interact with the infant
  5. The mother returns and the stranger leaves
  6. The mother leaves the infant alone
  7. The stranger returns and tries to interact with the infant
  8. The mother returns and attempts to pick up the infant while the stranger leaves
47
Q

How do researchers record the infant’s behavior in the Strange Situation?

A

Every 15 seconds, they observe and record the following behaviours : separation anxiety, stranger anxiety, reunion behavior, and the use of the mother as a secure base.

48
Q

What are the main three attachment types identified by Ainsworth et al. (1978)?

A

1.Secure
2. Insecure Avoidant
3. Insecure Resistant

49
Q

What percentage of infants in Ainsworth’s study were classified as securely attached and describe the behaviour of these infants?

A

66% - They explore with their mother as a secure base, show distress when separated, have high stranger anxiety but interact with the stranger in the mother’s presence, and are easily soothed upon reunion.

50
Q

What percentage of infants in Ainsworth’s study were classified as securely attached and describe the behaviour of these infants?

A

66% - They explore with their mother as a secure base, show distress when separated, have high stranger anxiety but interact with the stranger in the mother’s presence, and are easily soothed upon reunion.

51
Q

What percentage of infants in Ainsworth’s study were classified as insecure avoidant attached and describe the behaviour of these infants?

A

22% - They explore without the mother as a secure base, show low stranger anxiety, little distress when separated, and avoid social interaction and intimacy with the mother.

52
Q

What percentage of infants in Ainsworth’s study were classified as insecure-resistant and describe their behaviour of these infants?

A

12% - They don’t explore, show high stranger anxiety, are distressed when separated from mother, and show conflicting behavior upon reunion (e.g., resisting contact while seeking proximity with her).

53
Q

What was the aim of Van Ijzendoorn & Kroonenberg’s (1988) study?

A

To investigate cultural variations in attachment using a meta-analysis of studies that applied Ainsworth’s Strange Situation.

54
Q

What was the procedure of Van Ijzendoorn & Kroonenberg’s (1988) study?

A

Meta-analysis of 32 studies from 8 countries.
All studies used Ainsworth’s Strange Situation.
Infants were categorized as secure, insecure-avoidant, or insecure-resistant.

55
Q

What were the key findings of Van Ijzendoorn & Kroonenberg’s (1988) study?

A

Secure attachment was the most common in all countries.
Insecure-avoidant was the second most common in all countries except Israel and Japan.
Insecure-resistant was the least common, except in Israel and Japan.
Within-country differences were 150% greater than between-country differences.

56
Q

What were the conclusions of Van Ijzendoorn & Kroonenberg’s (1988) study?

A

Attachment patterns are broadly similar across cultures.
Secure attachment is the norm.
Differences in insecure attachment may be due to cultural childrearing practices

57
Q

How do cultural practices explain the high levels of insecure-resistant attachment in Japan?

A

Japanese infants rarely experience separation from their mothers, leading to high separation anxiety in the Strange Situation, classifying more infants as insecure-resistant.

58
Q

What was the aim of Simonelli et al.’s (2014) study?

A

To investigate attachment types in 76 Italian infants using the Strange Situation.

59
Q

What was the procedure of Simonelli et al.’s (2014) study?

A

Used the Strange Situation to study 76 Italian infants and their mothers.

60
Q

What were the key findings of Simonelli et al.’s (2014) study?

A

50% of infants were securely attached.
36% were insecure-avoidant.
Lower secure attachment and higher insecure-avoidant rates compared to previous studies in similar cultures.

61
Q

What did Simonelli et al. (2014) conclude about attachment patterns?

A

Secure attachment rates are decreasing.
More mothers working long hours and using childcare may explain this trend.
Attachment patterns change with cultural shifts.

62
Q

What is maternal deprivation?

A

The loss of emotional care that is normally provided by a mother figure.

63
Q

What does Bowlby’s theory of maternal deprivation suggest?

A

Continuous emotional care from a mother figure is essential for normal psychological development in infants and children.

64
Q

What can prolonged separation from the mother figure cause?

A

Serious and long-term psychological damage.

65
Q

What did Bowlby believe about the critical period for psychological development?

A

The first 2.5 years of life are a critical period for psychological development

66
Q

When did Bowlby believe maternal deprivation would have a negative effect?

A

If prolonged separation occurs before the age of about 2.5 years.

67
Q

How can potential damage from separation be avoided?

A

If suitable substitute emotional care is provided.

68
Q

Does separation always result in maternal deprivation?

A

No, if a substitute caregiver is available, separation may not necessarily lead to maternal deprivation as they are provided with the necessary emotional care.

69
Q

What is one effect of maternal deprivation on intellectual development?

A

Delayed intellectual development, characterised by an abnormally low IQ.

70
Q

What is one effect of maternal deprivation regarding becoming a psychopath?

A

Affectionless psychopathy as another effect this is the inability to experience guilt or strong emotion towards others, prevents individuals developing normal relationships and is associated with criminality. With these individuals not being able to appreciate the feelings of victims and therefore lack remorse for their actions

71
Q

What was the procedure of Bowlby’s (1944) study regarding theory of monotropic deprivation ?

A

Studied 44 teenagers accused of stealing
Interviewed them for signs of affectionless psychopathy
Interviewed their families about early separations
Compared the sample to a control group of 44 non-criminal teenagers

72
Q

What conclusion did Bowlby draw from his study regarding theory of monotropic deprivation ?

A

Prolonged early separations cause affectionless psychopathy, leading to a lack of guilt or strong emotions toward others.

73
Q

What are the findings that Bowlby draw from his study regarding theory of monotropic deprivation ?

A

Bowlby found that 14 of the 44 thieves could be described as affectionless psychopaths
12 (86%) of the 14 affectionless psychopaths had experienced prolonged early separations from their mothers during the first 2 years of their lives
In contrast, only 5 (17%) of the 30 thieves not classed as affectionless psychopaths had experienced prolonged early separations from their mothers during the first 2 years of their lives
Also, of the 44 non-criminal teenagers, only 2 (4%) had experienced prolonged early separations from their mothers during the first 2 years of their lives

Psychology A - Level (7 decks)

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