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105 Cards in this Set
- Front
- Back
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primary caregiver
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the person that the child is most attached to
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attachment
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a affectional tie that bonds to people together over a significant amount of time.
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affectional
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is like an emotional bond
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response
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an action made because a stimulus is detected
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stimulus
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an event that cause a response
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innate
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instinctive/born with
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conditioned
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learnt
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classical conditioning
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a learning theory of attachment.
a association is made between a neutral stimulus and an innate, unconditioned response |
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evoltionary theories
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say we are innately programmed to form attachments
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learning theories
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say we have to learn to form attachments - we do so because of food
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explain Ivan Pavlo experiment
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before classical conditioning =
-food (unconditioned stimulus) =bell (neutral stimulus) -dog drools (unconditioned reponse) = the dog doesnt reponsed process of classical conditioning = 1)food = dog drools 2)bell + food = dog drools 3)bell = dog drools |
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relate Ivan Pavlo's dog experiment to babbies and their mothers
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before classical conditioning =
-food (unconditioning stimulus) = baby feels pleasure (unconditioned response) -mother (neutral stimulus) = baby doesnt responed (shows not born with attachment. mother is there everytime the baby gets fed) process of classical conditioning = 1)food = baby feels pleasure 2)mother + food = baby feels pleasure 3)mother = baby feels pleasure |
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operate conditioning
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type of learning that takes place because of actions and rewards
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operate =
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reward
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reward =
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the consequence of the action
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reinforcer
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the reward as an reinforcer because it causes the action to be repeated
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BF Skinner demontrated the process of operate conditioning in animals. but which animals?
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rats
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positive reinforcer
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a reward which makes a good situation even better
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negative reinforcer
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a reward which takes away an unpleasent situation
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explain operant condtioning
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1)baby performs action = cries
2)baby recieves reward = fod relieves hunger the reward reinforces the action, so the baby repeats it primary reinforcer = food secondary reinforcer = mother |
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who suggests that the process of operant conditioning brings about the attachment?
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dollard and miller
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what is the cupboard love theory? (Harry Halow)
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where you only need food to form attachments
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explain the experiment with the young monkey
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-young monkey taken away rom its mother at birth
-placed in cage. there were 2 fake monkeys. 1 was made of wire and had a bottle. he other was made of cloth but had no milk. -the baby monkey held on with the cloth baby for confort and only went to metal baby when was really hungry. up to 22hours with cloth monkey -goes against the cupboard love theory as the monkey shows he needs security and attachment of love and comfort rather than just nourishment |
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strengths of the learning theories
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-learning does take place through associations and reinforcement - supporting Pavlov's experiment in classical conditioning, Skinner's operant conditioning experiment on rodents
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weaknesses of the learning theories
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-validity of using animals in research - can we generalise to humans? eg. dollard and miller explanation of attachment in terms of operant conditioning
-food is not main reinforcer (cupboard love theory not supported) - oversimplified -eg. Halow (Rhesus monkeys) - attachment related to contact and confort -eg. Schaffer and Emerson = 60 working class familie in Glasgow observed for a year = attachment related to the quality of interition with others, not quantity of food 'bearer' |
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sum up the learning theories
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it is shown that foor is not the main reinforcer as these theories suggest, but comfort and security is needed too. Also, all the experiments are done on animals, which they then apply to humans, but humans are different from animals as in we have more emotions and can think more. However, it does show that learning does take plac through associations and reinforcement, which is a strenght
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what is evolutionary?
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natural selection for characteristics that enhance of survival/reproductions - successful characteristics passed on through genes
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what are the 6 main parts to Bowlby's theories?
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attachment is adaptive and innate, secure base, sensitive period, monotrophy and hierarchy, continuity hypothesis, and internal working model
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secure base
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promotes safe exploration, independence and confidence. this is usually the care giver
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sensitive period
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where you learn to form attachments (in 3 to 6 months). after 6 monthe it becomes more difficult to form attachments
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monotrophy and hierarchy
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means there is one main attachment as mono means one. this is the foundation for emotional development.
then the secondary attachment which is for social skills |
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internal working model
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early attachments from expectations of later attachments/relations. it shapes behaviour in later relationships
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continuity hypothesis
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similarty betwen quality of early attachemnts and realtionships later in life. emotionally secure infants go on to be emotionally secure, trustiing and socially confident adults
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attchment is adaptive and innate
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- adapted to survive/reproductive value - need food and protection, which means we adapt to help us to survive.
-an innate drive to attach to a caregiver for long term benefits. we were born to form attachments |
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study by Tronick et al (1992) - helps support monotrophy and hierarchy and sensitive period
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a study of the Elf tribe from Zaire who lived in extended groups. The infants are looked after and even breastfed by other women in the tribe. at 6 months, the infants showed one primary attachment
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study by Schaffe and Emerson - helps support monotrophy and hierarchy
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their study at glasgow found that infants have many attachments to mother, father, grandparents, sblings, friends, neighbours. However, the infants had one primary attachment figure - usually the mother or father. linked to quality of interactions, not quantity or food prvision.
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study by Kagan - which goes against internal working model
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the temperament hypothesis suggests that infant personality factors alone can explain differences in attachment types, both in early attachment and later in adult rlationships
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study by Rutter - which goes against monotrophy and hierarchy
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all attachment figures are equally as important for infants
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aims of the strange situations
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to see how infants (aged between 9 to 18 months) behave under conditions of mild stress and also novelty. stress is created in the strange situation by the presence of a stanger and by seperation of a caregiver
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strange anxiety
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is the distress shown by the infant when approached or picked up by someone unfamiliar
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seperation anxiety
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is the distress shown by an infant when seperated from his/her primary caregiver
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8 episodes of the strange situation
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1.parent plays with infant
2.parent sits while infant plays 3.stranger enters, talks to parent 4.parent leaves, infant plays, stranger offer comfort if needed 5.parent plays, greets infant, offers comfort if needed, stranger leaves 6.parent leaves, infant alone 7.stranger entres and offers comfort 8.parent returns, greets infant, offer comforts |
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two similarties between infants in the strange situation
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cried more and explored less when stranger came in
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secure attachments
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when feel anixety, they seek close body contact. use caregiver as a secure base to eplore
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insecure-attachments
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dont care when mum leaves room and comes back in
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insecure-resistant
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glad when mum re-entres and hugs them but then rejects them
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insecure-attachment
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when they dont have an attachment between the infant and the caregiver
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insecure-disorganised
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when the infant lacks consistence patterns of social behaviour. eg. 1 minute wants attention, next minute, doesnt
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relabilty of strange situation
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inter-rater reliabilty (when obeserves all agree with each other) is 0.94 = 94%
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elthical issues of strange situation
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emotional stress but that happens in every day life anyway
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validity of the strange situation
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weakness = some argue that is isnt teating attachment type, its only measuring the quality of their relationship
strength = happens in everyday life |
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factors affecting attachment = maternal snsitivity
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iff the primary caregiver responds sensitively to the child's need the child will be securely attached
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maternal reflective functioning
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how well a primary caregiver understands what other people are thinking and feeling
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what is avoidant attachment associated with?
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aggressiveness and negative emotions
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what is resistant attachment linked to?
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higer anxiety and withdrawn behaviour
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what did Prior and Glaser (2006) think?
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secure attachment associated with postive social and emotional outcomes. for example, more friends, achieve more, better relationships, etc
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explain the Tronick et al study
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they looked at the Efe tribe in Zaire. they saw that lots of women are breastfeeding other children to their own. but children were most attached to their moters
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supporting evidence of Bowlbys theory (2)
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Tronick et al supports monotrophy and hierarchy
Schaffer and Emerson (1964) supports monotrophy and hierarchy |
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weaknesses for Bowlby's theory (2)
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Rutter said their isn't a heirarchy, all equal, other research shows there is
temperment hypothesis - Kagon suggests its the infants characteristics |
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Van IJzendoorn and Kroonenberg study
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aimed to investigate cross-culture variation in attachment type. they compared only the studies that was done in the strange situation to draw a concultion. they used 32 studies from the strange situation to measure attachment and to classify the attachment relationship between mother and infant (8 different nations was compared).
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what did Van IJzendoorn and Kroonenberg study found?
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secure attachents was the most common in the 8 nations, however, there were significant differences between the distritions of insecure attachments.
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what was the conclusion from the Van IJzendoorn and Kroonenberg study? and criticisms?
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there may be universal charactistics that under pin infant and caregiver interactions, but the ignificant variations demonstrate that universally is limited. the differences also question the validit of the strange situation.
shows it it s wrong to think of one culture as a whole, it is also oversimplistice, and finding may not be representative (tested and created in USA - so its to their culture) |
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ainsworth study and link to Bowlby's theory
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observed infantsand their mothers in Uganda. the mothers who were more sensitive to their infants needs, had more securely attached infants. (cried a litte and used their mother as a secure base).
supports bolwbys of monotrophy. buthe did a study in Baltimore in the USA, where infants used their mother as a secure base. supports innate process in Bolwbys theory. need to be cautious about observations made of other cultural groups as the observer may misinterpret behaviurs or they might not act normal |
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what does diruption have on attachent?
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a negative effect on healthy social and emotional development
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when does diruptions occur?
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when an infant is seperated from his or her attachment figure
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in Ainsworth's strange situaton study, what did it show?
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showed that physical seperation from primary caregiver is distressing
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when might some physical seperation unvoidable?
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time in hospital, daycare or with a babysitter
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what are the three things, Bowlby found out nfants need?
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warm, intimate and continous relationships
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disrupton = key points from spitz and wolfstudy
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studied 100 chidren that were institutionalised.
depressed-after a few months-because lack of love, lack of attention, lack of primary caregiver, lack of toys, lack of people to talk to |
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disruption = key points from the robertson's study
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made video diary of =
-people in a foster home where the children had good quality substitude care -residential care home wher john suffered withdraw behaviour and anger towards mother -at the hospital where laura was there for 9 days and she became depressed |
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disruption = skeels and dye study
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they moved childreninto a home for adults with learning difficulties. it increased their IQ because it gave them care, love, interactions, adults liked them and gave them stimulation
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what did they do to make it good quality substitute care?
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-tried to keep the routines the same as before
-links to home eg, toys -visits from homes -affection gave, attention given (emotional needs concidered not just physical needs) -consistencey of carer |
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evaluation issues from Spitz and Wolf, The Robertson's, and Skeels and Dye studies
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ethical-eg, putting children through the stress
-generalisable -type of data (observations) |
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year of skeels and dye eperiment
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1939
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between what years did the robertsons make the films?
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1967 to 1973
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privation
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when attachments never form
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privation effects
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no attachments later in life, physical disabilied, mental disorder
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effects of seperation
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get stressed, depression, IQ decrease
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when will privation occur?
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adopted, isolation, never bonded
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when should be adopted?
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in 3-6months as sensitive period
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adoption after 6 months (assuming attachments have not formed)
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no attachments later in life, bad soccial skills, become unhappy
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explain Rutter et al (2007) study + conclusion
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100 romanian orphans adopted by 6 months by britsh families. showed normal developments.
after 6 month = became over friendly , attention seeking and problems with friends. conclusion = shows effects can be minimised if attachments form during sensitive period |
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Hogdens and Trizard (1989) study
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they looked at hoe stron/weak there realtionship was with family and friendsthere were 4 groups=
-conrtoller - had a nomal life -adopted - who were adopted -restored - children who put back with there natural families -institutional - children whostayed in institution all of there childhood |
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result of Hogdens and Trizard (1989) study + conclution
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(at 16) - those that remained in care or 'restored' back with natural parents had most difficult making relationships with friends and family - cant control how they behave with people, maybe bullies, attention seeking.
those adopted had strong attachments with family but weaker friends relationships as compared to control groups - parents gave them attention, fiends dont conclution=effects of privation can be reversed with the opportunity to form attachments and high quality care. |
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longitudinal study
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study that lasts a long time
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strenght of a a longitudinal study
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natural, detailed, see the effects over time
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weakness of a longitudinal study
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lose participants which may affect the results
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case study Genie
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was tied up in her basement, found at 13 and half years old, couldnt talk, counld talk straight, little interation with people, beaten up, no social skills, didnt know if she had any learning difficulties, psychologists studied her, mother sued psychologists, locked up as father throught she was retarded
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Czech twins
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locked away by step mother as their mother died, found when they were 7, looked after by loving sister, good attachments in life, above average intelligence
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why were there big differenced between Genie and the Czech twins?
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twins made attachments with each other, the twins were found earlier, the twins were homed by different people
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evaluating case studies - 3 strengths and 5 weaknesses
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high validity, its real life, high validity (strenghts), low generalisability, cant repeat it, low reliabity, not ethical to study (weaknesses)
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social development
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developing social skills eg, talking, bonding, learning how to behave
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characteristics of high quality day care
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-high staff to low child ratio = emotional care and attention
-low sateff turnover = consistant care/carer's so able to make attachments -sensitive care = gives them quality care so child can talk to them and attention -qualified staff = be able to give them proffesional care |
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Prodronmidis et al (1995)
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studied Swedish first borns, concluded that child care arrangments were not associated with aggression or not-compliance
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cannot assume that experinces at daycare causes later sociability - just a link. eg, shy child could have a shy mother. true or false?
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true
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negative effects of daycare on social development - aggression
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-more time in daycare = increased aggression
-childern in full time daycare are 3 times more likely to have behavioural problems |
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negative effects of daycare on social development - peer relations
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-there's a link daycare and insecure attachments = insecure attachments lead to negative eer relation in the future
-Belsky and Rovine (1988) |
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positive effects of daycare on social development
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-better social skills
-ability to make more friends -peer relations at an earlier age -Stewart et al |
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stewart et al study
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studied 100 children, those in daycare had advanced social skills eg, more independence and social skills/interactions with peers
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weaknesses of daycare research - aggression and day care
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-NICHD=found 83% of children in daycare are nt aggressive - contradicts previous research
-mothers sensitivity is a better predictor of behavioural problems than daycare |
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weaknesses of daycare research - peer relations and daycare
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-daycare does not cause negative peer relations = there is just a link between the 2 variables
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weaknesses of daycare research - daycare has no effect
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-so many factors involved in social development, it is difficult to pin down what actually causes negative or positive social development eg, home environment
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mediating factors eg, other factors that might explain the link between the effects of daycare and social developments - quality of care
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-good substitute emotional care = less likely that daycare will have a negative effect
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mediating factors eg, other factors that might explain the link between the effects of daycare and social developments - individual differences
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-if children are shy they might find day care quite frightening
-if childern are insecurely attached = benifts-recieve care not reciever at home, negative effects- might make insecure attachment worse -might have negative or benifits |
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mediating factors eg, other factors that might explain the link between the effects of daycare and social developments - child's age and number of hours
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-if a child starts daycare at 18months or younger, they are more likely to become aggressive
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