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76 Cards in this Set
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Attachment |
Attachment is a strong enduring emotional bond formed by one person and someone else and is a reciprocated relationship. |
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Ainsworth's Strange Situation Outline |
AO1 Aim: Assess quality of attachment, by placing an infant in a situation of mild stress. |
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Secure Attachment Characteristics |
Highly willing to explore. |
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Insecure Avoidant Attachment - characteristics
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High willingness to explore.
Low stranger anxiety- doesn't care. Indifferent when separated with caregiver. 22% of infants in this study. They don't care about being separated but prefer the primary caregiver and often avoid social interactions. |
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Insecure Resistant Attachment - characteristics
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Low willingness to explore.
High stranger anxiety and will freak out when a stranger is near. Distressed when separated. Seeks and rejects at reunion. 12% of infants in this category. |
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Strange Situation Evaluation (Strength & Limitation) Ethical: Protection from Psychological Harm |
Limitation: Ethical, protection from psychological harm because in episode 6 it was unethical since 20% infants desperately cried. |
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Strange Situation Evaluation (Strength & Limitation) Measured One |
Limitation: MW- measures one particular relationship rather than attachment type and therefore lacks validity.
Strength: argued that primary attachment determines our attachment type. |
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Strange Situation Evaluation (Strength & Limitation): Cultural Bias |
Limitation: Culture Bias is that you cannot generalise beyond middle class American infants since we are using an American measure in other cultures and so is imposed etic. |
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Strange Situation Evaluation (Limitation)- Validity |
MK Reviewed studies and found a fourth type D, showing characteristics from the different attachment types and questions the validity of Ainsworth's study. |
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Culture |
Rules, morals or customs and ways of interacting that bind a group together. |
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Culture: Individualistic |
Does not involve others but only looks at their own individual self. |
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Culture: Collectivist |
THey are based on independence and are often a group as a whole.
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Study: Cross Culture Differences: Takahashi Japanese Strange Situation |
Did the strange situation in a Japanese setting on Japanese infants and mothers, found that 32% were Securely Attached and 0% were Avoidant. 90% of observations were stopped at episode 6 since there were signs of extreme distress.
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Cross Culture Similarities: Conclusion |
Strongest attachments was with the mother and securely attached was the most common.
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Cross Culture Differences: Conclusion |
Differences in the child due to child-rearing practices.
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Cultural Similarities |
VIK - Explained by mass media which has an effect on how children are raised and increases the global culture of raising children.
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Explanations of Attachment: Learning Theory |
Learning theory takes the view that attachment is learnt and not innate as Bowlby suggests. |
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The Behavioural Approach: Learning Theory |
Classical Conditioning: Uncondition Stimuli that is often innate and natural to people produces Unconditioned Responses such as Happiness and after associating the Unconditioned Response and Stimuli with a Neutral Stimuli such as the mother, there will be a conditioned stimuli which is recognised and therefore the conditioned response is associated with the neutral stimuli.
Operant Conditioning (Reinforces and Increases Performance: Suggests that if you are hungry and you want food, if you are fed then you are happy and increasing the likelihood of the given behaviour and creates an attachment, so primary reinforcement is food and the likelihood of being around the mum is increased. |
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Study: Harlow - Study of Rhesus Monkeys |
Placed solitary monkeys in cages with 2 artificial mothers: wired and clothed, monkey would choose to spent more time with clothed mother than wired and in times of fear the monkeys would consistently approach clothed mother.
Fits in with attachment theory: It goes against the primary reinforcement that food makes things attach, but love that is given is shown to provide an attachment. |
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Evaluation of Learning Theory: Strength (Adequacy) |
Adequate - We do learn things through reinforcements and associations. |
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Evaluation of Learning Theory: Weakness (Harlows) |
Harlow looked at monkeys and found that it was not primary reinforcements that created attachment but it was something else. |
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Evaluation of Learning Theory: Weakness (SE) |
Did strange situation with different children and found a large percentage of children attached to caregiver who were sensitive to needs, rather than the one who fed and shows that food does not make people attach. |
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Evaluation of Learning Theory: Reductionist |
Reduces a complexity of attachment down to a simple response of stimuli response and does not factor in key factors. |
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Bowlby's Theory Of Attachment |
Long Term Benefits: Provides survival and love/security.
Innate: That it's natural to attachment and that there are social releases which elicits responses from caregiver or one another.
Critical Period - Of up to 12 months to attach and a Sensitive Period of up to 2.5 Years and if they do not attach in this time then it will be difficult to attach later on.
Internal Working Model - Provides an example of what future relationships look like. |
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Evaluation of Bowlby's Theory: Strengths - Imprinting (Lorenz) |
Imprinting in non-human animals supports Bowlby's theory because Lorenz found that the first moving objects seen by Goslings formed a primary attachment suggesting that imprinting is innate. |
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Evaluation of Bowlby's Theory: Strengths - Sensitive (HT) |
There's research to support Bowlby's theory which is the sensitive period in which the period is when attachments must be formed, HT Found that children who formed no attachments had difficulties with peers and supports Bowlby's theory of sensitive periods because there has been no attachments formed therefore difficulties with forming future attachments. |
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Evaluation of Bowlby's Theory: Strengths - Universality |
Bowlby states that attachment is universal, Tronick found that despite a child being breastfed by different Women, the child preferred the mother and showed primary attachment to the primary caregiver suggesting that attachment is universal.
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Evaluation of Bowlby's Theory: Strengths - Monotropy |
Bowlby suggests that infants form multiple attachments but still have a primary attachment to their caregiver suggesting that monotropy which is biased towards caregiver. There's research to support monotropy, SF found that most infants formed multiple attachments to family members but still had a primary attachment with mother or father suggesting that there's monotropy between the special attachment figures |
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Evaluation of Bowlby's Theory: Strengths - Continuity Hypothesis |
There's research to support Bowlby's Statement of continuity and MI Found that infants who formed attachments were later socially and emotionally competent suggesting that there is continuity in attachment because they have been carried over through childhood. |
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Evaluation of Bowlby's Theory: Limitations - Multiple Attachments |
Bowlby states that there are primary and secondary attachments, however there has been research that goes against this and many other psychologists think that all attachment figures are equally important and that all attachments are integrated into a single model, this suggests that no attachment is important than another.
Grossman found relationships with siblings are important to learning to negotiate with peers. |
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Evaluation of Bowlby's Theory: Limitations - Alternative Hypothesis |
Bowlby states that continuity and how attachment is carried over through childhood, however there has been research to explain continuity without the use of Bowlby's Theory. Kagan had found a temperament hypothesis which is certain personalities or temperamental characteristics of the infant shape a mother's responsiveness and suggests that it can be explained without a theory. |
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Deprivation |
You form an attachment and then lose the attachment, often referred to disruption of attachment. |
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How Deprivation Affects Children |
Psychopathy Depression Poor Intellectual Development Impacted society and mindsets Reduced Social Interactions |
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Overcoming Deprivation |
If you provide a substitute care emotionally and physically then you can overcome Deprivation. |
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SW (Depression) |
Looked at 100 normal children and placed them in institutions and they became severely depressed after a few months. |
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SD (Poor Intellectual Development) |
Similar children scored poorly on an IQ Test for deprived children. |
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Laura (Impacted View on Raising Children) |
Laura placed in a residential nursery for 8 days at 2 years of age and selected randomly using a random time sampling, two 40 minute sessions every day at the same time.
She alternated between calm and distressed and could not control her emotions.
Issue: Don't attach and only was attended physically.
Impacted because it was showed to a medical board and showed the effects of separation and changed how we treat children. |
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John (Reduced Social Interactions) |
John placed at 17 months of age in a residential nursery for 9 days and tried to compete for attention but dominant children got attention, staff were physically attentive but were busy and so John cuddled to a bear.
John saw his dad and was happy and chatted, eventually stopped talking and eating, and rejected mum and has violent outbursts after a few months. |
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Jane Lucy Tom Kate (Overcoming Deprivation) |
Taken in by Robinsons for three weeks, had regular visits of dad and took to visit mother and allowed to bring things form home and kept the same routine, showed no difference and shows that substitute emotional and physical care overcomes deprivation. |
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Rutter |
Looked at 111 Romanian Orphans who were adopted before the age of 2 and they have already attached, after 5 months they begin to know they exist. Physically and mentally undeveloped, by the age of 4 they improved due to care and the more older they are it becomes more difficult to overcome deprivation. |
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SD (Intellectual Development Mentally Retarded Home) |
Some children's IQ deficits were transferred to a home for mentally retarded adults and showed improvements of IQ because of the emotional care that was provided. |
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SS (Intellectual Development - Half Home and Institute) |
Placed children in a mentally retarded home and some stayed institute and did IQ Tests after a year, found that the ones who were at the home's IQ went from 64 to 92 and the institute went from 87 to 71, showing that no care will mean a decrease in intellectual capability.
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Intellectual Development Conclusion |
Emotional care is important for the PIESD (Physical Intellectual Emotional Social Development)and if given the proper emotional and physical care that it can overcome deprivation with the substitute care. |
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Hospitalisation |
Douglas analysed data on 5000 children born in 1946 and showed a correlation of time spent in hospital and the intellectual and behavioural problems they had. QR Found repeated hospitalisations was associated with later problems but single admissions rarely had later difficulties. |
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Evaluation of Deprivation Validity (Strength + Limitation) |
Strength: It was a naturalistic observation and is good because you see real life behaviour.
Limitation: Lacks validity because they are case studies and children have individual differences due to similar characteristics and therefore cannot be generalised. |
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Evaluation of Deprivation Real World Application Strength |
Affected how we care for children and allowing visiting hours and homes for regular hospital visits. |
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Evaluation of Deprivation Individual Differences Limitation |
Bowlby looked at 60 Children with TB who were hospitalised under the age of 4 and were visited once a week and found 63% were malogested and the rest were normal, suggesting individual differences in the different types of attachments affected deprivation. |
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Privation |
When no attachments have been formed. |
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Privation - Czech Twins |
Identical Twin boys at the age of 2 locked in cellar and abused for the following 6 years, age 9 adopted into a loving family, aged 14 normal behaviour and aged 20 emotionally and socially stable with above average intelligence.
Evaluation: Cannot be generalised findings, retrospective evidence because it's based off statements, were able to emotionally bond with each other and able to recover once substitute care was provided. |
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Genie |
Locked in a room for 13 years, at aged 13 had physical problems, poor social skills and no language capability.
Evaluation: Cannot be generalised and retrospective evidence, Genie may have had innate psychological problems and a series of carers meant that Genie continued to lack a stable, loving home. |
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Romanian Orphans |
Looked at 111 orphans and at ages 4/6/11 years were assessed and if they were adopted before 6 months they developed normally but after 6 months showed disinhibited attachments. |
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Maternal Deprivation Hypothesis |
Continual disruption of attachment with the caregiver can result in long term emotional problems. |
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HT - Privation and Instituational Study |
AIM: investigate effects of early privation on subsequent social and emotional development.
Method: Longitudinal study and natural experiment, children aged younger than 4 months at start and received good physical care but no emotional attachments, some children stayed in institution and others were adopted and some restored to their families.
Results: Aged 16 - Relationships between adopted children and parents did not differ from control group of non-adopted families but were considerably bonded than restored children and parents.
Unlike non-adopted children, adopted and restored children had similar problems in forming attachments outside family.
Conclusions: It does support the maternal deprivation hypothesis because adopted children were able to form attachments showed that the right circumstances can overcome privation. However, this can support the maternal deprivation hypothesis, outside family settings all groups struggled to form an attachment with peers showing poor social development due to privation.
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Evaluation of Privation |
A wide variation in relationship formation meant that some adopted children did badly and some restored children did well and means that individual differences are important factors.
A biased sample was left at the end of the study because greater numbers of well adjusted restored children and maladjusted adopted children dropped out.
The evidence suggests that early childhood experiences including privation can overcome later in life, provided the right condition. This contradicts Bowlby's view of critical period in which attachments must be formed to ensure a healthy and social development. |
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Effects of Privation - Attachment Disorders |
All of the DSM (Attachment disorders) from the effects of Disruption of Attachment are evident, reactive disorder means that they can become shy/withdrawn and unable to cope in social situations and showing signs of disinhibited attachment and so are more attention seeking. |
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Effects of Privation - Poor Parenting |
Privation can lead to bad parenting because the child can be aggressive meaning that they are less sensitive to their needs. |
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Effects of Privation - Deprivation Dwarfism |
When children are deprived or privated, they are physically smaller.
Gardener found that there was a girl who was fed via tubes and the mum did not make physical contact and so she had deteriorated and become physically impaired and sent to hospital, the nurses provided physical and emotional care because they knew how to deal with it and then she got better. |
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Evaluation of Effects into Privation Limitation - Research |
The research was done a long time ago and may be outdated and therefore lacks temporal validity because we cannot generalise it to our time setting.
The evidence is retrospective and we don't know if the studied children were deprived or privated. |
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Evaluations of Effects into Privation Limitation - Adult Life |
Most of the research stopped at adolescent life and did not carry through to adult life so we don't know the end results and if they needed more time to be studied. |
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Day Care - Social Development |
Social development is development of social skills and associating with peers. |
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Day Care - Social Development Studies - BH |
Children lack interaction at home and so the mothers developed a lone mood and became depressed. |
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Day Care - Social Development Studies - CS |
Looked at 150 children found those in daycare were socially developed, independent and obedient at the dinner table.
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Day Care - Social Development Studies - EPPE |
Looked at 3000 pre-school children and found those in daycare were more independent and social assessed again at primary and showed they had more friends. |
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Day Care - Social Development Studies - Field |
Found a positive correlation between the amount of time spent in daycare and the amount of friends. |
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Day Care - Social Development Studies - Creps |
Found children who started daycare before 6 months were more social than after 6 months. |
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Day Care - Social Development Studies - Shea |
Observed children average age of 4 years and 3 months, looked at those who had attended pre school over 2/3/5 days over 10 weeks and looked at the social and aggressive behaviour shown, found that after 5 days aggression decreased and distance with teacher increased showing independence and were more social. |
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Day Care - Social Development Studies - VR |
Did a Meta-Analysis of 88 studies and found 20+ Hours a week had a negative impact on socio-emotional development and behaviour. |
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Day Care - Social Development Studies - NICHD |
Did a longitudinal study of 1000 children from 10 different countries at the age of 5.
Found the more time spent in day care, the more adults rated them as aggressive or disobedient and found those in full-time day care were 3 times more likely to show behavioural problems.
Did a second study which was more controlled and 83% of children who spent 10-30 hours in daycare showed no signs of aggression and it was the mother's sensitivity that was key. |
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Methodological Problems in Daycare |
Quality - This refers to the sensitivity and emotional/physical care provided to the children by the staff and the qualifications of the staff is key because this demonstrates proper way in taking care of children and being able to create a structure or routine for the children to follow.
Attachment - Attachment type pays a big role and depends on if they are secure or insecure. |
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Day Care - Social Development Studies - Belsky |
Looked at some group from the NICHD at the end of primary school and there was still a link between time spent in daycare and aggression. |
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Day Care - Social Development Studies - Mel |
High amount of time in daycare spent in first 2 years increased the risk of becoming anti-social.
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Day Care - Social Development Studies - PDM |
Found that the highest quality Swedish first borns who went to daycare had no associations with aggression and non-compliance, showing that you cannot compare the quality of the daycare to other daycares. |
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Day Care - Mediating Factors Studies - Quality of Day Care |
The NICHD and EPPE Said that low quality day care is associated with poor social development, however some argue that even high quality day care is not better than the care provided by parents or primary attachment figures. |
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Day Care - Mediating Factors Studies - Staff Turnover |
Low staff turnover for consistency so an attachment is formed in substitute for the parent. |
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Day Care - Mediating Factors Studies - Ratio |
There is a 1:3 Staff:Child ratio so that they are able to pay more attention and sensitive to the children's needs. |
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Day Care - Mediating Factors Studies - Sensitive Emotional Care |
Found only 23% of daycares were sensitive to needs, 20% were emotionally detached and the remainder of daycares were emotionally caring, 20% were not interested and not emotionally attached to the children. |
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