T3: Attachment Flashcards
1
Q
attachment definition
A
an emotional link between an infant and caregiver, ach seek closeness and feel more secure when in the presence of the attachment figure(1)
interactions between a caregiver and an infant is where an attachment starts. it is the responsiveness of the caregiver to the infants signals that has a deep effect on the child(1)
2
Q
3 behaviours to look for to identify an attachment
A
- proximity
- separation anxiety / distress
- secure base behaviour
3
Q
proximity definition (in terms of attachment)
A
infants try to stay physically close to those they are attached to
4
Q
separation anxiety / distress definition (in terms of attachment)
A
infants are distressed when an attachment figure leaves their presence
5
Q
secure base behaviour definition (in terms of attachment)
A
infants always ‘touch base’ with our attachment figure and regularly return to their attachment figure whilst playing
6
Q
2 caregiver-infant interactions in humans
A
- interactional synchrony
- reciprocity
7
Q
it is believed the early social interactions between infants and carers play an important role in what
A
the child’s social development
8
Q
interactional synchrony (mirroring actions) definition
A
- caregiver and infant respond in time to keep communication going
- infants smiles, caregiver smiles back at the same time
- this type of communication ensures infant and caregivers emotions and actions mirror each other’s
9
Q
research into interactional synchrony (mirroring actions)
A
- meltzoff and moore
- conducted a controlled observation
- 40 2-year old infants to measure caregiver-infant interactions
- an adult displayed 1 of 3 facial expressions or distinctive gestures (mouth opening / tongue protrusion)
- child’s response was filmed and identified by an independent observer
- link found between facial expression / gesture of the adult and the response of the infant performed at the same time
10
Q
reciprocity (turn taking) definition
A
- a 2 way process when an infant and caregiver take turns to respond to each other’s behaviours / signals (like a conversation)
- the behaviour of each party elicits a response from the other (child puts arms out to be held - caregiver picks up)
11
Q
research into reciprocity (turn taking) - feldman and eidelman
A
infants have ‘alert phases’ and signal when they are ready for interaction. mothers pick up and act on these signals 2/3rds of the time
12
Q
research into reciprocity (turn taking) - brazleton
A
- brazelton said both mother and infant initiate (start) the interaction and take it in turns to do so
- he called this the ‘dance’, said it’s like when a couple dance together they respond to each other’s moves
13
Q
research into stages of attachment / multiple attachments was conducted by
A
schaffer and emerson (1964)
14
Q
the aim of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
to investigate the formation of early attachments (stages and multiple attachments), the age at which they develop and who they are directed to
15
Q
longitudinal study definition
A
conducted over a long period of time using the same individuals / sample
16
Q
the procedure of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
- longitudinal study on 60 working class new-born infants and their mothers from Glasgow
- the infants and mothers were visited at their own homes every month for the first year of the infant’s life and again at 18 months
- observations and interviews (with mothers) were used
- attachment was measured in 2 ways
17
Q
in what 2 ways was attachment measured: the procedure of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
- separation anxiety (assessed by the infant being left alone in a room, or the researcher asking the mother how the infant reacts in this instance)
- stranger anxiety (assessed by the researcher starting each home visit by approaching the infant to see if this distressed the child)
- researchers asked the mothers questions such as who infants smiled at, whom they responded to etc
18
Q
the findings of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
- they found there were 4 stages to attachment:
1 asocial
2 indiscriminate
3 specific
4 multiple
19
Q
explain the 1st stage (name, age, behaviour shown): the procedure of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
ASOCIAL
- first few weeks
- infants behaviour to adults inanimate objects was similar
- however infants are happier when in the presence of other humans
20
Q
explain the 2nd stage (name, age, behaviour shown): the procedure of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
INDISCRIMINATE
- 2-7 months
- infants show a preference to people over inanimate objects but usually do not show stranger or separation anxiety
21
Q
explain the 3rd stage (name, age, behaviour shown): the procedure of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
SPECIFIC
- from around 7 months
- infants start to form attachments and show separation and stranger anxiety when separated
- 65% of cases specific attachment was with the mother
22
Q
explain the 4th stage (name, age, behaviour shown): the procedure of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
MULTIPLE
- within 1 month of forming a specific attachment / 7 months +
-> 29% of children formed multiple attachment
- by 1 year
-> most infants had multiple attachments
- at 18 months
-> 75% of children had an attachment with their father
23
Q
acronym to remember the stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
An
Infant
Smells
Milk
24
Q
the conclusion of the research into stages of attachment / multiple attachments (schaffer and emerson - 1964)
A
infants form attachments in stages, multiple attachments can be formed
25
characteristics of western cultures
- UK / USA
- individualistic
- focus is on the self
26
characteristics of non-western cultures
- Asia
- collectivist
- focus is on the community / helping others
27
3 types of attachment
- secure
- insecure avoidant
- insecure resistant
28
who conducted research into types of attachment
ainsworth
29
who did mary ainsworth work with and to develop what
bowlby in the development of his attachment theory
30
what was ainsworth contribution in the attachment theory
to produce a method / tool assess the strength / security of an attachment between an infant and caregiver
31
what is the name of the tool ainsworth created
the strange situation classification
32
method of research into types of attachment (ainsworth and bell)
controlled observation
33
sample of research into types of attachment (ainsworth and bell)
100 middle-class american infants and their mothers
34
what did ainsworth do
judge the child's reaction to the following 4 variables via a 2 way mirror
35
name and explain the 4 variables (the tool / method of ainsworth)
- 1 willingness to explore environment
- 2 separation anxiety
- 3 stranger anxiety
- 4 reunion behaviour
36
separation anxiety (ainsworth - types of attachment)
how the child reacts when the mother leaves
37
stranger anxiety (ainsworth - types of attachment)
how the child reacts to being alone with a stranger
38
reunion behaviour (ainsworth - types of attachment)
how the child behaves when the mother returns
39
the procedure (7 episodes, each last 3 mins -> ainsworth research into types of attachment) -> 4 points that you must have
- parent (or caregiver) enters room with child, child explores for 3 minutes (measuring unwillingness to explore)
- a stranger enters and joins the parent and infant and tries to interact with the child (measuring stranger anxiety)
- parent leaves the infant with the stranger (measuring stranger and separation anxiety)
- parent returns and the stranger leaves. parent settles the infant (measuring reunion behaviour)
40
the procedure (7 episodes, each last 3 mins -> ainsworth research into types of attachment) -> 3 extra points
- parent leaves the child alone (measuring separation anxiety)
- stranger returns (measuring stranger anxiety)
- parent returns and the stranger leaves (measuring reunion behaviour)
41
Findings (ainsworth - types of attachment)
3 types of attachment
- secure 70%
- insecure-avoidant 20%
- insecure-resistant 10%
42
Characteristics of infant with secure attachment (type of caregiver, %, impact in 4 variables)
- responsive primary caregiver
- willing to explore environment (uses mother as secure base)
- upset / subdued when mother leaves (separation anxiety)
- avoidant of stranger but friendly when mother present (stranger anxiety)
- positive / happy when mother returns (reunion behaviour)
43
Characteristics of infant with insecure-avoidant attachment (type of caregiver, %, impact in 4 variables)
- unresponsive primary caregiver
- willing to explore environment
- unconcerned (indifferent) by mothers absence (separation anxiety)
- unconcerned, often avoidant of mother and stranger (stranger anxiety)
- unresponsive when she returned (reunion behaviour)
44
Characteristics of infant with insecure-resistant attachment (type of caregiver, %, impact in 4 variables)
- inconsistent primary caregiver
- low willingness to explore environment
- intensely distressed when mother left (separation anxiety)
- extreme fear of stranger (stranger anxiety)
- clinginess mixed with rejection on return (reunion behaviour)
45
meta-analysis definition
reviews several studies and combines findings to create overall conclusions about behaviour
46
who conducted research into cultural variations in attachment
van ijzendoorn
47
aim of the research into cultural variations in attachment (van ijzendoorn)
to investigate cross cultural variations in attachment
48
sample of the research into cultural variations in attachment (van ijzendoorn)
32 studies of the strange situation from 8 countries using around 2000 children
49
procedure / method of the research into cultural variations in attachment (van ijzendoorn)
meta-analysis of the strange situation (controlled observation)
50
summary of the most / least common attachment types
S most common - UK (75%), Sweden (74%)
S least common - China (50%), Germany (57%)
IA most common - Germany (35%), Holland (26%)
IA least common - Japan (5%), Israel (7%)
IR most common - Israel (29%), Japan (27%)
IR least common - UK (3%), Sweden (4%)
51
findings of the research into cultural variations in attachment (van ijzendoorn)
- most common attachment type in all 8 countries was S attachment
DIFFERENCES IN INSECURE TYPES
- IA was the most dominant insecure type in WESTERN cultures
- IR was the most dominant insecure type in NON-WESTERN cultures
- most significant finding was there was 1.5x (150%) greater variation of attachment styles WITHIN a culture than BETWEEN cultures
52
conclusion of the research into cultural variations in attachment (van ijzendoorn)
results show there are cultural variations in attachment as insecure types were different. although there most be similarities due to secure attachment being most common in all cultures
53
who conducted research into animal studies of attachment
Harlow and Lorenz
54
aim of the research into animal studies of attachment (Harlow)
to investigate whether food or comfort is more important in the formation of attachments
55
method of the research into animal studies of attachment (Harlow)
controlled environment
56
sample of the research into animal studies of attachment (Harlow)
16 baby rhesus monkeys
57
procedure of the research into animal studies of attachment (Harlow)
- 16 baby rhesus monkeys separated from their mothers at birth and brought up in cages
- cages contained 2 surrogate mothers: a wire mother with milk (provided food) and a cloth mother without milk (provided comfort)
- the amount of time spent with each mother was recorded
- the monkeys were frightened with a loud noise to test which mother they preferred when stressed
- the long term effects were recorded (sociability and relationships to their future offspring)
58
findings of the research into animal studies of attachment (Harlow)
- monkey spent more time with cloth mother (17-18 hrs per day) than wire mother
- when frightened the monkeys would go to the cloth mother
- the monkeys later in life had emotional damage such as being much more timid, easily bullied, difficulty mating and females being inadequate mothers when they were older
59
conclusion of the research into animal studies of attachment (Harlow)
contact comfort is the most important factor when forming an attachment
60
what are the 2 explanations of attachment
- learning theory (behavioural)
- bowlby's monotropic theory (evolutionary)
61
what are the 2 types of learning theory
- classical conditioning
- operant conditioning
62
what is classical conditioning
learning to attach through stimulus, response and associations
63
process of classical conditioning
- milk provided is an UCS (which the infant naturally needs to survive) which provides an UCR in the infant of pleasure
- automatic response and doesn't need to be learnt
- the NS is the feeder, through repetition of feeding the infant learns to associate the feeder with food and pleasure
- therefore, the feeder becomes a CS just the sight of the feeder will indicate to the child that they will get fed - this will produce the CR of pleasure
64
What is operant conditioning
Learning behaviour through rewards, reinforcements and punishments.
65
positive reinforcement definition
if we are rewarded for a behaviour the behaviour will be repeated to gain the same reward
66
Negative reinforcement definition
If doing a behaviour avoids a negative consequence the behaviour will be repeated to avoid the negative consequence again
67
Punishment definition
If we are punished for a behaviour, the behaviour will stop.
68
How does operant conditioning explain attachment
Operant conditioning can be used to explain why infants cry for comfort an important behaviour in building an attachment
69
Who displays positive reinforcement in attachment
Infant
70
Who displays negative reinforcement in attachment
Caregiver
71
How does the infant display positive reinforcement
When an infant is hungry and cries this leads to a response from the caregiver for example feeding. This is positive reinforcement for the infant as the infant receives the reward of food, and the c4yong behaviour is reinforced
72
How does the caregiver display negative reinforcement
At the same time when the caregiver feeds the infant the crying stops this is negative reinforcement for the caregiver as the negative stimulus of crying has been removed and the feeding behaviour is reinforced.
73
Final link of operant conditioning to attachment
This mutual reinforcement strengthens an attachment
74
what does bowlby's monotropic theory (evolutionary) state
attachment is innate, we are born with the ability to attach (social releasers)
75
Acronym to remember the different elements of bowlby's monotropic theory
ASCMI
76
Different elements of bowlby's monotropic theory
Adaptive
Social releasers
Critical period
Monotropy
Internal working model
77
Adaptive element in bowlby's monotropic theory
Bowlby suggest that attachment is an innate system it is inherited to improve survival therefore it is adaptive bowlby suggested infants are born programmed to attach and parents are also programmed to attach
78
Social releasers element in bowlby's monotropic theory
Bowlby states that infants are born with social releasers such as smiling, crying and looking 'cute' this triggers a response in a caregiver and ensures interaction takes place to form an attachment
79
Critical period element in bowlby's monotropic theory
bowlby propsed a critical period for attachmnet in an infant to take place this is a biological period. if an attachment does not take place during the set development period of the first 2.5 years of life - then it may not take place at all / there will be difficulties
80
Monotropy element in bowlby's monotropic theory
bowlby's theory is described as 'monotropic' because he placed great emphasis on a child'd attachment to 1 caregiver. he believed this is the most important attachment in the child's development. bowlby called this person the 'mother' but said it didnt need to be the biological mother
81
the more time a child spends with the monotropy...
the better
82
what 2 principles did bowlby put forward
the law of continuity
the law of accumulated separation
83
what does the law of continuity suggest
the quality of a child's attachment will be better if they receive consistent and predictable care
84
what does the law of accumulated separation suggest
having a substantial time apart from the monotropy risks a poor quality attachment
85
Internal working model element in bowlby's monotropic theory
- a 'mental representation' that the child forms of their relationship with their primary caregiver
- serves as model / template for what relationships are like
- a child uses their first attachment relationship with their caregiver to build an expectation of what future relationships will be like
- therefore has a powerful impact on the child's future relationships
- future relationships (with peers, romantic partners and own children) mirror childhood attachments
- bowlby believes that IWMs are passed from 1 generation to the next people base their parenting on their own experience of being parented
86
loving relationship with responsive primary caregiver (secure attachment)
Feel?
Create?
Future?
- child feels secure
- positive IWM
- loving future relationships
87
poor relationship with unresponsive / inconsistent primary caregiver (insecure attachment)
Feel?
Create?
Future?
- child feels unworthy
- negative IWM
- poor relationships in future
88
imprinting definition
animal will attach to the first moving object that they see when they are born
89
aim of the research into animal studies of attachment - lorenz
to investigate the effects of 'imprinting' on goslings
90
method of the research into animal studies of attachment - lorenz
field experiment
91
procedure of the research into animal studies of attachment - lorenz
- lorenz randomly divided the goose eggs
- half of the eggs were hatched with the mother goose in their natural environment (control group) IV1
- the other half were hatched in an incubator where the first moving object they saw was lorenz (experimental group) IV2
- lorenz recorded the behaviour of the goslings - who they imprinted on (DV)
- once the eggs had hatched the 2 groups of goslings were mixed up and lorenz observed who / what they followed (DV)
- he varied the time between birth and seeing a moving object so he could measure the critical period of imprinting (DV)
92
findings of the research into animal studies of attachment - lorenz
- the incubator group that saw lorenz first (experimental group) imprinted upon and followed lorenz everywhere whereas the group who saw the mother goose first (control group) imprinted upon and followed her
- lorenz identified a critical period (12-17 hours after hatching) in which imprinting needs to take place. if 'imprinting' did not occur within that time lorenz suggests that chicks will not attach themselves to a mother figure
- in addition, goslings who imprinted on to humans would, as adult birds, attempt to mate with humans (sexual imprinting)
93
conclusion of the research into animal studies of attachment - lorenz
goslings imprint on the first moving object that they see, there is a specific time period in which this needs to take place otherwise they may not attach / imprint
94
what does this tell us about human attachment - research into animal studies of attachment - lorenz
there may be a critical period in which attachment must take place between an infant and the primary caregiver otherwise it may not take place at all
95
what is institutionalisation
refers to children spending a long period of time living outside of the family home within an institution, for example, an orphanage.
this can result in a loss of personal identity and the child adopting the rules and norms of the institution that can impair cognitive functioning
96
3 effects of institution
- reactive attachment disorder
- disinhibited attachment
- cognitive impairment
97
what is reactive attachment disorder
an extreme lack of sensitive responsiveness from a parent in early life can lead to a child growing up unable to trust or love others.
they become isolated and very selfish and unable to understand the needs of others, can become sociopathic without a conscience, they can have a lack of remorse
98
what is disinhibited attachment
a condition in which children select attachment figures indiscriminately and behave in an overly familiar fashion with complete strangers, for example being friendly and affectionate. this is unusual behaviour as usually young children would show signs of stranger anxiety.
it seems to be caused by long periods of institutional care in early life, children may adapt to having multiple inconsistent caregivers (so a secure attachment cannot be formed) during the critical period for attachment formation.
institutionalised children often have other behavioural disorders too including attention seeking. (zeenah et al)
99
what is cognitive impairment
a delay in intellectual development, an individual would have a low IQ and problems with concentration (rutter et al), moreover they may have difficulty in learning new concepts and behaviours.
100
who conducted the romainian orphan studies: effects of institutionalisation
rutter et al
101
aim: Rutter et al romainian orphan studies: effects of institutionalisation
to investigate whether loving and nurturing care could overturn the effects of institutionalisation the children had suffered in Romanian orphanages
102
sample: Rutter et al romainian orphan studies: effects of institutionalisation
111 romanian orphans who were adopted into british families in a longitudinal study
103
procedure: Rutter et al romainian orphan studies: effects of institutionalisation
the age of adoption being the naturally occurring IV and the DV was the children's development (cognitive, emotional, social)
rutter studied 3 groups:
- adopted before the age of 6 months
- adopted between 6 months and 2 years
- adopted after the age of 2 (late adoptees)
the romanian orphans were compared to a control group of 52 british adopted children
physical, emotional and cognitive development were assessed at ages 4, 6, 11 and 15
104
findings: Rutter et al romainian orphan studies: effects of institutionalisation
at initial assessment (when they arrived in the UK) 50% of the romanian children showed signs of cognitive impairment and were severely undernourished
- by age of 4 years, the children were making very good recoveries however those adopted later (older than 2 years) had a much higher level of disinhibited attachment. on the other hand, orphans adopted before 6 months were doing as well as the british adopted children (control group)
- at the age of 11, the mean IQ for those adopted later (after 2 years) was lower (77) than those adopted earlier (before the age of 6 months), showing cognitive impairment. those adopted before the age of 6 months had a 'normal' IQ level (102).
105
conclusion: Rutter et al romainian orphan studies: effects of institutionalisation
some negative effects of institutionalisation can be overcome by sensitive, nurturing care, more so if the adoption takes place earlier.
