Stages by Schaffer

Question 1

Schaffer and Emerson’s study (1964) Participants

Answer 1

60 babies from Glasgow, all from the same estate.

Question 2

Schaffer and Emerson’s study (1964)

Answer 2

●They analysed the interactions between the infants and carers

● They interviewed the carers

● The mother had to keep a diary to track the infant’s
behaviours based on the following measures:

Separation Anxiety - signs of distress when the carer leaving, and
how much the infant needs to be comforted when the carer returns

Stranger Anxiety - signs of distress as a response to a stranger
arriving

Social Referencing - how often the infant looks at their carer to check
how they should respond to something new

● It was a longitudinal study lasting 18 months

● They visited the infants on a monthly basis and once again at
the end of the 18 month period.

Question 3

Schaffer and Emerson’s study (1964) Findings

Answer 3

Asocial stage (0-6 weeks):
This is when the infant responds to objects and people similarly - but
may respond more to faces and eyes.

Indiscriminate attachments (6 weeks – 6 months) :
they can tell the difference between different people, they
can be comforted by anyone.

Specific (7 months +):
infants begins to prefer one particular carer, start to show stranger anxiety and separation anxiety.

Multiple (10/11 months +):
infant forms multiple attachments and seeks
security, comfort and protection in multiple people

Question 4

Schaffer and Emerson’s study (1964) Eval

Answer 4

P = lacks population validity.
E = infants in the study all came from Glasgow and were mostly from working class families. In
addition, the small sample size of 60 families reduces the strength of the conclusion we can
draw from the study.
E = cannot be generalised, and so is a limited explanation of attachment development.
L = Schaffer’s stages of attachment lack both population validity and temporal validity -
parenting techniques have significantly changed since the 1950s, such as through the influence
of Bowlby’s work on attachment, and so caution should be taken when generalising the findings.

P = may lack internal validity.
E = it uses the self report method as the parents kept a daily diary.
E = therefore the accuracy of data collection may not be the best. The parents were busy so
may not have included the full details. They may also be subject to social desirability bias, in
that they would skew their reports so they appear to be closer to what they see as socially
acceptable or desirable i.e. they may believe that it is better if the infant responds to them, so
they would report that it happens sooner than it actually did, or they may intentionally not report
any negative experiences they have. There may also be demand characteristics as they try to
tailor their report to fit or go against what they think is the aim/hypothesis of the study.
L = Therefore, caution should be taken when placing confidence in the conclusions drawn from
this study.

P = the asocial stage cannot be studied objectively.
E = children as young as 6 weeks lack basic motor co-ordination skills, meaning that we cannot
establish whether their responses, such as ‘separation anxiety’, are deliberate.
E = Bremner drew the distinction between behavioural response and behavioural
understanding. Just because a child appears to have a bond with their primary caregiver, does
not mean that such a bond exists or that the child understands the significance of such a bond.
L = Therefore, it is important not to draw causal conclusions!