psychology paper 1 case study flashcards

1
Q

when was the cognitive interviw developed and why

A

1985
response to traditional police interviews

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2
Q

what did fisher et al do

A

studied police interviews in florida and found that witnesses were presennted qith short closed questions

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3
Q

what did gielemnan do

A

For this reason, Geiselman et al (1985) developed the cognitive interview,

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4
Q

gieselnmans method

A

89 students watched a video of a simulated crime. ​
Two days later they were interviewed using cognitive interview or standard interview

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5
Q

average correct items recalled in cog vs standard interview

A

41.5 vs 29.3

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6
Q

average number of incorrect items recalled in cog vs standard

A

7.3 vs 6.1

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7
Q

gieselments study has low ecological vaalidity

A

E: This is because the participants were shown a video of a violent crime and asked to recall the events. The study was not conducted in a real-life setting. ​
E: This is a limitation as demand characteristics could affect as the participants knew this was not a real crime so they may have paid more attention to the details of the crime.​
L: Therefore, this may undermine the validity of the cognitive interview technique.​

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8
Q

the cognitive interview is not often used by the police

A

E: This is because conducting the cognitive interview itself may take longer as opposed to standard interview techniques as the police should allowed EWT to take time to think and express themselves without being prompted in order to improve the accuracy of the EWT. ​
E: Another reason why the police are reluctant to use the cognitive interview is because the cognitive interview requires special training and many police forces have not provided more than rudimentary training.​
E: This explains why the cognitive interview is not readily used

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9
Q

Some aspects of the interview technique may not yield as many results as the other

A

Rebecca Milne and Ray Bull found that each of the 4 techniques used alone produced more information than the standard police interview. However, they also found that using a combination of report everything and reinstate the context produce better recall than any of the other elements or combination of them. ​
E: This confirmed police officers’ suspicions that some of the aspects of the CI are more useful than others. This may also have been another factor that explains why police officers were reluctant to use the cognitive interview. ​
L: Therefore, this is a limitation of the CI as it reduces its credibility as a method to enhance accuracy.

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10
Q

johnson and scott procedure

A

non weapon condition and weapon condition

after the ibcident both groups were shown 5o photos and asked to udenifty who left the lab

particants were infirmed that the suspect may or mahy not be present in the photos

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11
Q

what was the weapon condition

A

he participant overhead​
A heated discussion and​
The sound of breaking glass​
And crashing chairs.

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12
Q

what was the non weapon condition

A

The participant heard ​
Someone saying that​
Something about​
Equipment failure

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13
Q

conclusion of johnson and scott

A

Loftus claimed that the participants who were exposed to the knife had higher levels of anxiety and were more likely to focus their attention on the weapon and not the face of the target, a phenomenon known as the weapon focus effect. The anxiety associated with seeing a knife reduces the accuracy of EWT.

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14
Q

yuille and cutshall

A

One person was killed and another seriously injured in a real-life shooting.​
21 EWT were interviewed by the police.​
4-5 months after the police investigation, Yuille & Cutshall asked those EWT if they wanted to participate in a research.​
13 of those EWT accepted to be interviewed by Yuille & Cutshall.

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15
Q

findings of yuille and cutshall

A

They found that all of the 13 EWT were accurate in their eyewitness accounts five months later with very little changes such as the height or age. ​
The eyewitness avoided responding in a biased way to leading questions and the anxiety experienced at the time of the event had little or no effect on their recall of the event. ​
Therefore, this contradicts the weapon focus effect and the results of Loftus (1979) and shows that in real-life extreme anxiety does not affect EWT. ​

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16
Q

key factors causing ron cotton to be wrongly convited

A


Wrong information/features may have been rehearsed​
When Jennifer was studying his face it was dark ​
Traumatic event so she may not have been in the right state of mind​
Scared- irrational thinking​
Ron Cotton had past record- guilty plea for sexual assault​
Photo identification and line up- same person chosen so she was more confident that Ron Cotton was guilty​
Looked similar to the real criminal – Bobby Pool

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17
Q

ron cotton and the implications of the judicil system

A

Can cause lack of trust in the judicial system, therefore​
people might not report crimes, crime rates may increase​
Accused with lose out on years of their life​
Perpetrator might commit crimes again ​
Stereotypes are perpetuated- large percentage of falsely accused are black​
Victim feels guilty and misconception of being safe

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18
Q

loftus and palmer aim

A

To investigate the effect of leading questions on the accuracy of eyewitness testimony.

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19
Q

method of loftus and palmer

A

45American students from the University of Washington formed an opportunity sample.​
This was a laboratory experiment with five conditions, only one of which was experienced by each participant (an independent measures experimental design).​

Seven films of traffic accidents, ranging in duration from 5 to 30 seconds, were presented to each group in random order.​

After watching the film, participants were asked to describe what had happened as if they were eyewitnesses.​

They were then asked specific questions, including the question “About how fast were the cars going when they (smashed / collided / bumped / hit / contacted) each other?”​

Thus, the IV was the verb of the question, and the DV was the speed reported by the participants.​

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20
Q

findings of loftus and palmer

A

he participants in the “smashed” condition reported the highest speed estimate (40.8 mph), followed by “collided” (39.3 mph), “bumped” (38.1 mph), “hit” (34 mph), and “contacted” (31.8 mph) in descending order

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21
Q

loftus and palmer conclusion

A

The results show that the verb conveyed an impression of the speed the car was traveling and this altered the participants” perceptions.​
In other words, eyewitness testimony might be biased by the way questions are asked after a crime is committed.

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22
Q

lolftus and palmers explanation for the results

A

response bias factors and memory representtion is altered

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23
Q

Response-bias factors

A

The misleading information provided may have influenced the answer a person gave (a “response-bias”), but didn’t actually lead to a false memory of the event. For example, the different speed estimates occur because the critical word (e.g., “smash” or “hit”) influences or biases a person’s response.​

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24
Q

The memory representation is altered

A

The critical verb changes a person’s perception of the accident—some critical words would lead someone to perceive the accident as more serious. This perception is then stored in a person’s memory of the event.​

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25
Q

aim of loftus and palmer 2

A

to investigate if leading questions simply create a response bias, or if they actually alter a person’s memory representation.

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26
Q

loftus and palmer proceducre 2

A

Another group of 150 participants were shown a one-minute film which featured a car driving through the countryside followed by four seconds of a multiple traffic accident.​
Afterward, the students were questioned about the film. The independent variable was the type of question asked.​
Group 1 was asked how fast were the cars going when they hit each other. ​
Group 2 was asked how fast were the cars going when they smashed each other. ​
Group 3: were not asked about the speed of the vehicles. (control group)​
.One week later, the dependent variable was measured – without seeing the film again, they answered ten questions, one of which was a critical one randomly placed in the list:​
The critical question was: ͞Did you see any broken glass͍͟ There was no broken glass in the video clip​

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27
Q

results of Loftus and palmer 2

A

16 saw broken glass smashed
7 hit
6 control

didn’t see broken glass
34 smashed
43 hit
44 control

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28
Q

Loftus and palmer 2 conclusion

A

This research suggests that questioning techniques easily distorts memory, and information acquired after an event can merge with original memory, causing inaccurate recall or reconstructive memory.​
The results from experiment two suggest that this effect is not just due to a response bias because leading questions altered the participant’s memory for the event.​
The addition of false details to a memory of an event is referred to as confabulation. This has important implications for the questions used in police interviews of eyewitnesses.​
Consequently, Loftus and Palmer support the reconstructive memory hypothesis – arguing that information gathered at the time of an event is modified by data gathered afterward.​
Over time, information from these two sources is integrated so that it is impossible to separate them—in effect, we have only one memory.​

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28
Q

GABBERT ET AL aim

A

To investigate the effect of post-event discussion on the accuracy of EWT.​

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29
Q

gabbert et al method

A

60 students from the University of Aberdeen and 60 older adults from the local community.​
Gabbert et al took 120 participants and they were allocated to conditions in pairs.​
He then showed each participant a video of a girl putting a book back into a University office. ​
The control group did not discuss. The experimental group discussed after watching the video. ​
However, each person from the pairs in the experimental group could see an aspect of the video that the other partner could not, for example, one person could see the title of the book that the girl was returning whilst the other could see the girl stealing a £10 from a wallet. ​
After watching the video, the participants in the experimental group discussed what they saw in the video with each other ​
Participants in the control and experimental group were asked to come back and complete a questionnaire independently of what they saw

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30
Q

postman 1960

A

Participants had to learn two lists of paired words.

participants had to learn only the first list:

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31
Q

findings of gabbert et al

A

They found that 71% of participants in the experimental group stated they had seen the girl do something which they actually had not seen but just heard from their partner. This figure was 0% for the control group in which there was no post event discussion.​
They also found that 60% of the participants in the experimental group said that the girl was guilty of stealing the £10 note even though they had not actually seen her carry out the act themselves. ​
They concluded that participants may go along with other people due to memory conformity where a person may go along with the answer of someone else because they think they are wrong and the other person might be right or they want social approval of the other person. This shows that post event discussion can have a negative effect on eyewitness testimony as it can lead to people making judgements that are not entirely true.​

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32
Q

findings of postman

A

Those participants who had 2 lists had lower recall than those who only had one list.​
Therefore, the findings show that forgetting occurs when information is similar because the words interfere with each other and create confusion. ​

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33
Q

godden and baddwely aim and sample

A

Aim: To investigate the effect of contextual cues on recall.​
Sample: 18 participants (13 males and 5 females) from a university diving club;

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34
Q

results of godden and baddley

A

Repeated measures design (4 conditions).​
Participants went to all conditions over 4 separate days.​
Findings: the words learned underwater were better recalled underwater and those learned on land were recalled better on land. Recall was 40% lower in the non-matching condition and this led to retrieval failure.

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35
Q

HM

A

He went through surgery to recover from epilepsy. However, after the surgery he suffered from anterograde and retrograde amnesia. He was able to remember information before the surgery but he could not form new memories after surgery. This suggests his STM was damaged after the operation and he could not form new memories. This supports the MSM as it shows that LTM and STM are separate stores.​

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36
Q

CW

A

had a viral infection which damaged Clive’s hippocampus. The hippocampus is a part of the brain that plays an important role in consolidating short-term memory into long-term memory. Clive could not remember anything he learnt after 20 seconds. However, his LTM memories acquired before the infection were intact. This supports the MSM as it shows that STM and LTM are two separate stores.​

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37
Q

KF

A

He suffered a motorcycle accident and damaged several areas of his brain. After the accident his short-term memory for digits was very poor when they were read aloud to him. However, when he was able to read the digits himself, his recall was much better. This shows he remembers visual material better than auditory material. This suggests that there are separate stores for visual and auditory information.

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38
Q

Miller

A

Miller (1957) did an earlier study into “the Magic Number 7, plus or minus 2”. He found that STM has a capacity of 7 items (or “bits”) of information comfortably, but struggles to hold more than 9. Miller found that “bits” of information can be grouped together into “chunks”. STM can hold more information in chunks, but loses accuracy (eg recalling a whole face instead of remembering eye colour

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39
Q

jacobs

A

recruited 443 college students from North London. He gave them a sequence of words or letters and asked them to recall them immediately in the correct order. Every time they recalled them correctly, he added a new number or letter until they were not able to recall them. ​
He found that the average span was 7.3 letters and 9.3 words which supports Miller’s 7 plus, minus 2 notion.​

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40
Q

brown peterson

A

Peterson and Peterson created the Brown-Peterson technique. ​
They recruited 24 male and female university psychology students. They used trigrams of syllables which were spelt out letter by letter (PDX, YST). Then the participants were given 3 numbers, spelt one by one and were asked to rehearse these numbers backwards to prevent information to move to LTM. Participants were asked to stop recalling the numbers at different time intervals (3s, 6s, 9s, 15s, 18s)​
They found that at 3s they were able to recall 80% of the trigrams but at 18s they could only recall 10%.​
They concluded that STM has a duration of approximately 18

41
Q

Bahrik

A

Bahrick recruited 392 American university graduates and they were shown photographs from their high school yearbook. They were then given a group of names and asked them to match the name with the photograph. ​
They found that 90% of the participants were able to match the name and the face correctly after 14 years of graduating and 60% after 47 years of graduating. ​
This suggests that LTM has a duration of at least 47 years. ​

42
Q

milgram aim

A

He wanted to find out whether the idea that the Germans were different and more obedient as a race (the view of many historians) was correct. ​

“THE GERMANS ARE DIFFERENT HYPOTHESIS”​

43
Q

what milgram did before the experiment began

A

Milgram asked a variety of groups, including psychiatrists and students, how many people they thought would obey completely.​

The maximum number of shocks that could be delivered to the ‘learner’ was 30, starting at 15 volts. ​

Therefore, if someone gave 30 shocks this would equate to 450 volts! ​
150v is enough to seriously injure a human​
250v is enough to kill a human

44
Q

what psychiatrists milgram predicted

A

Psychiatrists predicted that only 2.6% would continue to administer a shock up to 240Volts (a very strong shock)

45
Q

milgrams procedure

A

Participants replied and were told to come to Yale University on Tuesday June 1st at 1pm to Lab 4AA.​

When they arrived they were greeted by the ‘experimenter’ and Mr Wallace another ‘participant

46
Q

milgrams set up

A

: The experimenter. Dressed in a white lab coat works for Yale University​
S: The real participant who is labelled as the ‘teacher’. Volunteer in an experiment on punishment and learning.​
A: The confederate labelled as the ‘learner’. A person who is really part of the experiment.​

When PP’s became uncomfortable and refused to continue, the experimenter ‘prodded’ them to continue:​
- “Please continue” ​
- “The experiment requires you to continue”​
- “It’s absolutely essential you continue”​

PP’s would hear the leaner protesting, with increasing urgency as the shocks increased.​
At 300V the learner would be hitting the wall. After this there was only silence.​
The experiment ended when either 450V was reached, or the participant walked out.​

Findings ​
All gave 300v ​
65% went up to 450 v ​

47
Q

hofling et al

A

Hofling et al 1966​

Field experiment (hospital)​

Nurses were telephoned by Dr Smith who asked them to give a drug to a patient. ​

Nurses should not take orders over the phone and the dosage was double. ​

95% did as requested. ​

This shows that obedience does take place in real life settings!

48
Q

proximity 1 results

A


Teacher and learner in the same room​
Obedience dropped from 65% to 40%​

49
Q

proximity 2 Touch proximity condition: teacher had to force the learners hand down onto an electrocuting plate.​

A

Touch proximity condition: teacher had to force the learners hand down onto an electrocuting plate.​
Obedience dropped to 30%​

50
Q

proximity 3

A

Remote instruction condition: experimenter leaves the room and gives the teacher instructions via telephone​
Obedience reduced to 20.5%

51
Q

location

A

The study was moved from the prestigious, Yale University to a run down building.​

Obedience dropped to 47.5% - still high, but less than the baseline study.​

52
Q

uniform

A

he experimenter in the original study wore a white/grey lab coat which represented authority (science).​
In the variation, the experimenter is called away suddenly and an ‘ordinary member of the public’ in every day clothes took over.​

Obedience drops to 20% (the lowest!)​

53
Q

Bickman (1974

A

carried out a field study where an experimenter approached passers by on a city street and asked them to carry out small, inconvenient tasks. ​

The experimenter was dressed either in a jacket and tie or a guard’s uniform. ​

Bickman found that PPs were twice as likely to obey the orders when the experimenter was dressed in a uniform. ​

54
Q

Game of Death.​
Replication of Milgram’s study

A

TV show where Ps were asked to give electric shocks to other members of the audience (confederates).​

80% of Ps delivered the max shocks (460 volts) to an apparently unconscious man. ​
Supports Milgram’s findings and conclusions – People will do inhumane things in certain situations.

55
Q

aim participants and procedure of adorno

A

To investigate whether individuals with an authoritarian personality are more likely to obey.​

PARTICIPANTS:​
Measured 2000 middle class, white Americans and their unconscious attitudes towards other racial groups.​

PROCEDURE:​
Used the F-SCALE (fascism scale)​

56
Q

Milgram and Elms (1966)

A

Conducted an interview with a small sample of OBEDIENT participants who scored highly on the F Scale. ​

Results would indicate that the obedience was due to their fascist beliefs but this was a CORRELATION.​

Impossible to draw causal conclusions based on correlational research – therefore cannot conclude that obedience was CAUSED by dispositional factors e.g. an authoritarian personality

57
Q

Hyman and Sheatsley (1954)

A

found that the Authoritarian Personality is more likely to exist among people who are less well educated and are of low economic social status.​
This may be the third variable!​
But these results are inconsistent with the explanation - these people should surely be considered the subordinates and the rebellious, not the “strict and oppressive!” ​
So perhaps personality is NOT needed to explain obedience.​

58
Q

Charles Holland (1967)

A

repeated Milgram’s baseline study and measured whether participants were internals or externals. He found that 37% of internals did not continue to the highest shock level (i.e. they showed some resistance), whereas only 23% of externals did not continue.

59
Q

Jean Twenge

A

analysed data from American locus of control studies conducted over a a 40-year period (from 1960 to 2002). The data showed that, over this time span, people became more resistant to obedience but also more external

60
Q

Albrecht et al. (2006)

A

evaluated eight week programme to help pregnant adolescents aged between 14-19 resist peer pressure to smoke. Adolescents who had a ‘buddy’ were significantly less likely to smoke than a control group of participants who did not have a ‘budd

61
Q

Gamson et al.

A

participants asked to produce a smear campaign for an oil company. They found higher levels of resistance in their study than Milgram did. They argued that this was due to the fact that participants were in groups.​

62
Q

moscivivi procedure

A

Group 1 – six people asked to view a set of 36 blue coloured slides that varied in intensity and then state whether the slides were blue or green.​
There were two confederates who consistently said the slides were green.​
The true participants gave the same wrong answer (green) on 8.42% of the trials.​
Group 2 – exposed to an inconsistent minority (the confederates said ‘green’ 24 times and ‘blue’ 12 times). In this case, agreement with the answer ‘green’ fell to 1.25%.​
Group 3 – No confederates – all participants had to do was identify the colour of each slide. They got this wrong on just 0.25% of the trials.​

63
Q

Nolan et al

A

Nolan et al found a significant decrease in energy consumption in group 1 which shows that NSI can influence social change

64
Q

Schultz et al 2008

A

also found that when a hotel advertised the following message, the guests were much more likely to reuse their bath towels:​

“Nearly 75% of our guests chose to reuse their towels everyday. To support our guests who want to conserve, we have initiated a conservation program”.

65
Q

aisnowrth samplee

A

Infants were aged between 12 and 18 months. The sample comprised of 100 middle-class American families.

66
Q

hiw many were securelt attahced

A

66

67
Q

hiw much were insecure avoidant

A

22

68
Q

hiw many were insecure resistant

A

12

69
Q

field

A

978) filmed 4-month-old babies in face-to-face interaction with primary caregiver mothers, secondary caregiver fathers and primary caregiver fathers. Primary caregiver fathers, like mothers, spent more time smiling, imitating and holding infants than the secondary caregiver fathers. This behaviour appears to be important in building an attachment with the infant. It seems that fathers can be the more nurturing attachment figure. The key to the attachment relationship is the level of the responsiveness not the gender of the parent.​

70
Q

grossman

A

2002) carried out a longitudinal study looking at both the parents’ behaviour and its relationship to the quality of the children’s attachment into their teens. ​
Quality of infant attachment with mothers but not fathers was related to children’s attachment in adolescents suggesting that father attachment was less important. However, the quality of the fathers’ play with infants have a different role in attachment one that is more to do with play and stimulation, and less to do with nurturing.​

71
Q

Research by Geiger

A

found that a fathers’ play interactions were more exciting in comparison to a mothers’. However, the mothers’ play interactions were more affectionate and nurturing.

72
Q

Schaffer and Emerson

A

found that the majority of babies did become attached to their mothers’ first primary attachment (around 7 months) and within a few weeks or months formed secondary attachments to other family members including the father. In 75% of the infants studied an attachment was formed with the father by the age of 18 months. This was determined by the fact that the infants protested when their fathers walked away a sign of attachment​

73
Q

Hrdy

A

(1999) found that fathers were less able to detect low levels of infant distress, in comparison to mothers. ​
E: These results appear to support the biological explanation that the lack of oestrogen in men means that fathers are not equipped innately to form close attachments with their children

74
Q

Belsky

A

found that males who reported higher levels of marital intimacy also displayed a secure father–infant attachment, whereas males with lower levels of marital intimacy displayed insecure father–infant attachments. ​

75
Q

method of schaeffer and emmerson

A

ir sample consisted of 60 babies (31 male, 29 female) from working class families in Glasgow​
aged between 5–23 weeks at the start of the investigation. The researchers visited the babies in their​
homes, every month for the first 12 months and then once again at 18 months. The researchers​
interviewed the mothers and observed the children in relation to separation and stranger anxiety in a​
range of everyday activities.​

76
Q

results of schaffer and emmerson

A

The results provided some support for the different stages of developing an attachment. At​
around 25–32 weeks, 50% of the children showed separation anxiety towards their mothers, expected of​
the discriminate attachment stage. Furthermore, by 40 weeks, 80% of the chi

77
Q

conclusion of shaeffer and emmerson

A

The results provide some support for Schaffer’s stages of attachment and suggest that​
attachment develops through a series of stages across the first year of life.​

78
Q

czech twins

A

Koluchova (1972) reported the case of two identical twin boys in Czechoslovakia whose mother died, causing them to go into care as babies. ​
Their father remarried when they were 18 months old, and they returned home. ​
From that age they were cruelly treated by their stepmother until they were found and removed by the authorities in 1967 at about seven years of age. ​
They had grown up in a small, unheated closet and had often been harshly beaten. ​
After their rescue they spent time in a children’s home and in a school for the ‘mentally retarded’ before being fostered in 1969.​

79
Q

follow up of czech twins

A

At first, they were terrified of many aspects of their new environment and communicated largely by gestures; they had very little spontaneous speech. ​
They made steady progress, both socially and intellectually. ​
A follow-up report in 1976 found that, at fourteen, the twins showed no psychopathological symptoms or unusual behaviour. ​

Later Koluchova reported that by twenty they had completed quite a demanding apprenticeship (in the maintenance of office machinery), were of above average intelligence, still had very good relationships with their foster mother, her relatives and their adoptive sisters and had developed healthy heterosexual relationships with both recently experiencing their first romantic relationships

80
Q

GENIE

A

Curtiss (1977) reported the case study of Genie. ​
Her father assumed Genie was mentally retarded and insisted that she spent all of her childhood locked in a room at her home in Los Angeles under conditions of extreme restraint. ​
Genie was kept harnessed on an infant’s potty during the day and at night she was confined in a homemade sleeping bag, fashioned like a straight-jacket, and lay in an infant’s crib covered with wire mesh. ​
She received minimal care from her mother, was fed only infant food and was punished by her father if she made any sound. ​

81
Q

Effect of genie

A

She was found at the age of 13 but appeared 6 or 7 years old. ​
Genie could not stand upright and had no social skills. ​
She did not understand language and could not speak. ​
Genie was given a considerable amount of education and assistance in the years after she was found. ​
She developed a fairly large vocabulary but generally spoke in short, ungrammatical sentences, and did not understand grammatically complex sentences. ​
Her social skills remained limited and she seemed uninterested in people - she didn’t reject them but treated them as inanimate objects.

82
Q

aim of rutter

A

to investigate the effects or privation on children who were privated of care.​
Sample- 165 children who had spent their early years in a Romanian orphanage. 111 were adopted before 2 years of age and the others were adopted by 4. They were compared to a control group of 52 British children adopted from British orphanages.

83
Q

Method for rutter

A

– longitudinal study, of naturally occurring phenomenon. Rutter et al (2007) followed a group of Romanian children who had been adopted by British families, some before the age of 6 months and some older than 6 months. He also included a control group of British children who had been adopted. Children were divided into groups adopted either before 6 months, 24 or 48 months. The children were assessed at the ages of 4, 6 and 11 years

84
Q

results of rutter

A

children adopted younger than 6 months developed normally in line with British adopted children, but those adopted older than 6 months showed disinhibited attachments (forming an attachment with any adult rather than maintaining a strong bond with one primary caregiver) and had problems forming peer relationships. This suggests that the effects of privation can be overcome if an attachment is formed within the first 6 months, but after 6 months the negative effects tend to be more permanent. In terms of cognitive ability children adapted before 6 months had no cognitive delay, at 24 months they were 15 IQ points behind and if adopted after 48 months the children were suffering from “mental retardation” and were 25 IQ points behind.​

85
Q

zeenah aim

A

To investigate attachment type of children who had spent most of their life in institutional care.

86
Q

zeenah methods

A

100 children aged between 12 months and 31 months who had spent most of their lives in institutions were compared with a group who had never been in institutions.

87
Q

findings zeenah

A

Zeenah et al͘ found that almost three quarters (74%) of the control group were classified as being securely attached to their caregivers.

88
Q

kerns

A

found that securely attached infants are more inclined to have good quality peer relationships during childhood whilst infants with insecure attachment types are likely to have difficulties with making or maintaining friendships.

89
Q

scroufe

A

(2005) conducted the Minnesota child–parent study and found that infants who were rated high in social competence during childhood were more empathetic, popular and felt less isolated.​

90
Q

hazan and shaver aim

A

questionnaire, termed the ‘Love Quiz’, was designed to test the internal working model to assess if attachment type formed in childhood, influences friendships and adult relationships. ​

91
Q

prcoedure of hazan and shaver

A

The ‘Love Quiz’, comprising three sections, was published in a local American newspaper and received 620 volunteer responses (20 males and 415 females). ​
The first section was designed to assess the individuals’ most important relationship. (What relationship they had with their primary caregiver)​
The second section focused on ascertaining general experiences in love​
The third part asked self‐selecting participants about their feelings in relation to some statements. ​

92
Q

finding of hazan and shaver

A

It was found that 56% respondents were classified as securely attached​
25% with an insecure–avoidant attachment type ​
19% as being insecure–resistant. ​

93
Q

bailey et al

A

(2007) looked at the attachment type of nearly 100 mothers and their infants (assessed in the strange situation) with the relationships they had with their own mothers (established in an interview).​
It was found that a vast proportion of the women had the same attachment type to their infant as to their own mother, supporting the concept of the internal working model influencing parenting style. ​

94
Q

findings of van ljzendoorn and kroonenberg

A

Average findings were consistent with Ainsworth’s original research - Secure 65% - Avoidant 22% - Resistant 12%​
Intra-cultural variation was nearly 15 times greater than the cross-cultural variations. Van Ijzendoorn speculated that this was linked to differences in socio-economic factors and levels of stress that varied between samples used within each country.​
6/8 countries produced findings that were proportionally consistent with Ainsworth & Bell (70).​

95
Q

takahashi

A

replicated the Strange Situation with 60 middle class Japanese infants & mothers using the same standardised procedure and behavioural categories. Takahashi’s observation revealed distinct cultural differences in how the infants responded to the 8 stages of the procedure. The findings were as follows:​

0% insecure-avoidant.
32% insecure-resistant
68% secure​

96
Q

sagi

A

studied attachment in communal living area – Isareli Kibutz. ​
Day care in community. ​
Sleeping dormitories – not necessarily with families ​
Highest level of type C insecure resistant attachment 33%​
Mother regularly absent – caregivers going on differing shifts. ​
Later compared those who sleep with parents and found that attachment patterns are consistent with those in USA​

97
Q

grossman in germnay

A

Germany with 26 boys and 23 girls. It was a longitudinal study from birth. They found that 49% showed a type A avoidant attachment.

98
Q

MELTZOFF AND MOORE 1983 aim

A

aim: To examine interactional synchrony in infants. They wanted to find out if these interactions were innate.​

99
Q

MELTZOFF AND MOORE (1977) Method:

A

Using a controlled observation, an adult model displayed one of three facial expressions, or a hand gesture. To start with, the child had a dummy placed in his/her mouth to prevent a facial response. Following the display from the adult model, the dummy was removed and the child’s expressions were filmed

100
Q

Results- meltzoff and moore

A

There was a clear association between the infants’ behaviour and that of the adult model

101
Q
A