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68 Cards in this Set
- Front
- Back
- 3rd side (hint)
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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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Maccoby's - 4 Characteristics
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1. Seeking proximity |
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Ainsworth - Small Naturalistic Observation
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1. Uganda Study - 2 years of naturalistic observations of 26 daughters/mother pairs in 6 villages. If mum was sensitive to their needs, they had a secure attachment. |
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Individual Differences in Attachment - Strange Situation - Ainsworth
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AO1 Aim: Assess quality of attachment, by placing an infant in a situation of mild stress. |
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Secure Attachment Characteristics
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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. |
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Ainsworth Limitation Linked Strength - Protection from Psychological Harm
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Limitation: Ethical, protection from psychological harm because in episode 6 it was unethical since 20% infants desperately cried.
Strength: however, Ainsworth argued that it was not as stressful in daily lives. |
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Ainsworth Limitation Linked Strength - MW
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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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Ainsworth Limitation Linked Strength - culture bias
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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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Ainsworth Limitation Linked Strength - culture bias
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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.
Strength: created a systematic measure of attachment used around the world and other studies found similar results and so increase the validity. |
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Ainsworth Limitation - MK found type D
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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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Cross Culture Similarities: Ainsworth |
Uganda - Found that more sensitive the parent, the more securely attached the child was and the same was found in her Baltimore study. |
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Cross Culture Similarities: Tronick |
Looked at African Tribes and a children who lived in extended families were breastfed by multiple women but preferred to sleep with their mother and suggests that there is preference to primary caregivers and the idea of monotropy. |
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Cross Culture Similarities: Fox Israel Kibbutz (Community Homes) |
Did the strange situation with mother and a nurse and showed attachment to both but showed preference to the mother suggesting that there is primary attachment.
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Cross Culture Differences: GrossMan |
Found that in his study that the children were 50% Insecure-Avoidant. |
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Cross Culture Differences: Takahashi |
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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Evaluation of Cross Culture Variations: Sensitivity Hypothesis |
BA - Found that secure attachment was related to caregiver responsiveness and sensitivity supporting the sensitivity hypothesis.
RO - Argues that this reflects Western ideas of autonomy whereas in Japan, Sensitivity is about promotion of dependence instead of independence.
Sensitivity has the opposite objectives in two cultures.
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Evaluation of Cross Culture Variations: Continuity Hypothesis |
BA - Infants who are more securely attached develop into more social and emotionally competent adults supporting the continuity hypothesis.
However, competence is difference in two cultures, Western society states that competence is regulating emotions and Japanese society states that it's inhibition of emotions. |
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Evaluation of Cross Culture Variations: Secure Base Hypothesis |
Western society promotes independence by providing a secure base for infants to explore, whereas Japan promotes dependence. |
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Evaluation of Cross Culture Variations: Indigenous Theories |
Explanations of attachment rooted in individual cultures and set of small universal principles is the need for protection and childcare practice.
PJ - Evidence that sensitivity does not lead to independence but that it's linked to secure attachment, supporting the universality of attachment. |
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Nation Versus Culture |
There's unjustified generalisation in Japan and there's different subcultures which may have different child care practices.
Tokyo (Urban and Individualistic) - Study found similar characteristics to Western Urban studies whereas rural studies was an over representation of insecure resistant.
IK - Found more variation in cultures, data found in different subcultures cannot be generalised to 1 subculture to the rest.
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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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Cross Culture Research |
Conducted by native researchers and therefore they have expectations and use indigenous researches however may not be adequate due to their subculture and the methods of imposed etic. |
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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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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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Instiuationalisation - Bowlby |
Looked at a case of 44 juvenile thieves and found 86% of thieves exhibited affectionless psychopathy and spent most time in hospital or foster home as an infant.
However, this was retrospective and looked at a different view and not the true view.
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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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