Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
80 Cards in this Set
- Front
- Back
|
Define attachment |
A two way emotional bond in which the infant and the primary care giver depend on each other. |
|
|
Define deprivation |
When the attachment between the infant and the primary care giver is broken. |
|
|
Define privation |
When an infant never had the opportunity to form an attachment with a care giver. |
|
|
Define evolution |
The process where new species arise from existing species due to gradual changes in their genetic make up over a long period of time. |
|
|
Define daycare |
A situation where infants are temporarily cared for by someone who is not their primary care giver. |
|
|
Define separation anxiety |
Distress caused by the absence of the primary care giver. |
|
|
Define Bowlby's theory of attachment |
This they suggests that an infants life is affected by the first few years of life, when an internal working model is formed. This is based on their first attachment. He also suggested that babies only form one main attachment (monotropy) to maintain this attachment they perform social releasers. It is possible infants will imprint with their primary care giver. Bowlby stated that if the bond between the mum and baby is broken it will have adverse effects. MDH. |
|
|
What is an internal working model? |
A cognitive framework comprising of mental representations for understanding the world, self and others. |
|
|
What are social releasers? |
Infants behaviours that get the adults attention and release the instinctive behaviour in adults. |
|
|
What is a secure base? |
An infants attachment figure. They see them as a place/person or security. |
|
|
What is meant by safe haven? |
An infant returns to an attachment figure in times of stress or fear as they feel safe with them. |
|
|
What is proximity maintenance? |
An infants desire to be near an attachment figure. |
|
|
Describe the evolutionary basis of attachment |
This theory suggests that infants have evolved to form attachments in order to survive. For example, they will perform proximity-maintaining behaviours to keep the primary care giver close by. Also, they have evolved to imprint on the first moving thing they see (usually mum) in order to survive. |
|
|
Describe the study by Schaffer and Emerson |
They looked at how young children attached. They looked at 50 infants until the age of 18 months. It was found that the first attachment was made at 6-8 months. Soon after the first attachment was made a number of attachments were then formed. |
|
|
Describe the study by goldfarb (1943) |
Two groups of children were studied. 15 were in an institution for 3 years and 15 were fostered immediately. Later in life these groups were IQ tested. The group that were institutionalised had an average IQ of 72 whereas those who weren't had an average IQ of 95. |
|
|
Describe naturalistic observations |
It occurs in the participants natural setting. They can be overt or covert. They collect both qualitative and quantitative data. They observe real behaviour and help children develop appropriate behaviour. |
|
|
Describe structures observations |
They gather evidence about appropriate and inappropriate behaviour. The researcher determines what situation is observed. The observer records information about a child's behaviour using ABC: A - anticeedent - what triggers behaviour? B - behaviour - what is the actual behaviour? C - consequence - what happens to the child as a result of the behaviour? |
|
|
Describe case studies |
They are in-depth detailed studies of unique individuals or small groups. Different methods can be used to gather data e.g interviewing, observing. Used to study behaviour that needs to be changed or understood. |
|
|
Describe cross cultural studies |
The same procedures are carried out in different cultures. The results are compared which allows us to investigate the nature-nurture debate. Studies can be ethnographic. |
|
|
Describe longitudinal studies |
A study looking at the same participants over a length of time. Uses the same procedure to measure the changes. |
|
|
Strengths of naturalistic observations |
They are in the participants natural setting so they are valid. They are reliable as tallying, time sampling, prepared categories and more than one observer gives inter-reliability. |
|
|
Weaknesses of naturalistic observations |
There is an observer so behaviour may change, losing validity. Lack validity as observer drift, when the observer drifts away from what they planned to observe, can occur. It is not reliable as it is a unique situation and the same situation is unlikely to reoccur. |
|
|
Strengths of structured observations. |
They are reliable as they are set up in such away to allow them to be replicated and tested for reliability. They are time and cost effective as the behaviour may not naturally occur for a long time. |
|
|
Weaknesses of structured observations. |
They lack validity because the situation is set up, may not represent a real situation. They lack validity as demand characteristics may occur. |
|
|
What are some ethical issues when doing observations? |
If people are in a public place observing them is considered ethical. Covert observations have no informed consent, right to withdraw and may involve deceit. A debrief is needed to put these issues right. In a clinical setting BPS guidelines need to followed or there are sanctions. There is an issue with regard to children's rights and children's participation. |
|
|
Strengths of case studies |
Reliable to an extent as the same findings could be found through different research methods. They have validity as they tend to take place in the participants natural setting. |
|
|
Weaknesses of case studies. |
They are unique to one individual at one moment in time so they are not replicable. As they are unique to an individual or small group they aren't generalisable. |
|
|
How are case studies useful in child psychology? |
They provide the necessary depth of data that can help prepare an intervention. As they are often longitudinal they successfully show developmental features. They are not useful when trying to find universal laws however. |
|
|
Strengths of cross cultural procedures. |
They are the main way of studying the nature - nurture debate. If procedures are carefully controlled there will likely be reliability. Ethnographic cross cultural studies are valid and in depth. |
|
|
Weaknesses of cross cultural studies. |
Lack of validity in transferring a procedure from one culture to another as the participants may have different understandings of the procedure. There is a lack of validity in setting up a procedure that is controlled enough to repeat across cultures. If case studies and ethnographic studies are used they are valid but hard to compare and generalise. |
|
|
Strengths of longitudinal studies. |
Uses the same people so there is a good control over participant variables. Only age changes so strong conclusions can be drawn over time. |
|
|
Weaknesses of longitudinal studies. |
Many factors can change over time so picking out particular cause and effect conclusions is difficult. There is likely to be a high drop out rate so there may be a biased sample. |
|
|
Describe Robertson's findings. |
Robertson discovered the three stages that a child goes through when they are deprived of their attachment figure, PDD. He discovered these through observations in hospitals. Protest - the child cries loudly, shouts and appears angry. ( Bowlby said it may be a survival instinct to get the caregivers attention.) Despair - the crying becomes more urgent and insistent. Detachment - the child gives up crying and protesting and adjusts to the way things are. It is shown that people who are grieving go through the same stages. |
|
|
Strengths of Robertson's research. |
They were naturalistic observations so the findings were valid. He repeated the observations and similar findings were found so the findings have some reliability. |
|
|
Weaknesses of Robertson's study. |
Naturalistic observations were used which are not replicable completely. Hard to generalise findings as they were of one unique individual. Each child may react differently due to different experiences and relationships. |
|
|
Describe spitz's findings. |
It was found that if a child's attachment was broken and they were deprived for a three month period they became increasingly depressed. If deprived for longer than 3 months they would move into severe depression, this is called hospitalism. When depression was partial reintroduction to the PCG caused the child to readjust. Some children died from this as they would severely lose weight, develop insomnia, illness, lack of emotion and refuse to interact with carers. |
|
|
Strengths of spitz's studies. |
Data was ecologically valid. He continues his work over a long period of time to monitor development, the depth of his research adds validity to findings. |
|
|
Weaknesses of spitz's studies. |
There were not careful controls or careful sampling meaning the findings may be biased. Measurement of DQ and IQ is difficult and may not apply across cultures. |
|
|
Strengths of goldfarb's study. |
Valid as it concerns real children in real situations. He had a control group that he could make comparisons against. |
|
|
Weaknesses of goldfarb's study. |
The sample may have been biased as the ones who were fostered may have shared certain characteristics that the ones who weren't fostered lacked. There are too many factors around fostering that are hard to consider with such a small sample. |
|
|
How can the negative effects of separation and deprivation be reduced? |
A replacement attachment figure could be introduced if separation was going to be for a short amount of time e.g fostering whilst parent is in hospital. More individual care and stimulation could be provided. |
|
|
Strengths of spitz's studies. |
Data was ecologically valid. He continues his work over a long period of time to monitor development, the depth of his research adds validity to findings. |
|
|
Weaknesses of spitz's studies. |
There were not careful controls or careful sampling meaning the findings may be biased. Measurement of DQ and IQ is difficult and may not apply across cultures. |
|
|
Strengths of goldfarb's study. |
Valid as it concerns real children in real situations. He had a control group that he could make comparisons against. |
|
|
Weaknesses of goldfarb's study. |
The sample may have been biased as the ones who were fostered may have shared certain characteristics that the ones who weren't fostered lacked. There are too many factors around fostering that are hard to consider with such a small sample. |
|
|
How can the negative effects of separation and deprivation be reduced? |
A replacement attachment figure could be introduced if separation was going to be for a short amount of time e.g fostering whilst parent is in hospital. More individual care and stimulation could be provided. |
|
|
Strengths of Bowlby's theory of attachment. |
Bowlby drew on many studies and their findings. He also drew on many different theoretical perspectives. Bowlby used many different research methods to gather evidence. The theory had clear practical application and was acted upon as visiting times at hospitals were changed. |
|
|
Weaknesses of Bowlby's theory of attachment. |
Bowlby used evidence from animal studies which may not generalise to humans. Some studies that Bowlby used were not well documented or well controlled. His own 44 thieves study lacked a 'normal' control group. |
|
|
What are the different types of attachment? |
Securely attached. Anxious avoidant. Anxious resistant. |
|
|
Describe the behaviour of a child who is securely attached. |
When the mother leaves they become very distressed and went to her for comfort when she returned. A child attached like this when the mum is responsive and attends to all of the child's needs. |
|
|
Describe the behaviour of an anxious avoidant child. |
The child isn't distressed when mum leaves and tends to avoid her when she comes back. The child is equally happy spending time with a stranger than with the mother. This develops if the mother is neglectful or abusive and the child learns not to depend on her. |
|
|
Describe the behaviour of a child who is anxious resistant. |
They always stay close to their mother and when separated the child becomes extremely distressed. Went to mum for comfort when she returned but rejected her comforting. This forms if a child isn't sure about whether they can rely on their mother. |
|
|
What were the USA findings for The strange situation? |
Securely attached - 70% Anxious avoidant - 15% Anxious resistant- 15% |
|
|
Strengths of the strange situation cross cultural study. |
The same procedure was used in different cultures so findings can be compared. Consistency in results was found. Attachments tended to be explained through cultural preferences regarding acceptable behaviour. |
|
|
Weaknesses of the strange situation cross cultural study. |
As the procedure was generated in America the procedure itself may cause different findings in different cultures. There are many differences in cultures such as parenting style, family structure and how children are seen in society. Because of these factors it is extremely hard to draw cause and effect conclusions. |
|
|
Describe the biological explanation of autism. |
Extreme male brain. Autistic people are low empathisers and high sympathisers which is similar to males. Males tend to use the right side of the brain where females tend to use both. Also there are more boys with autism than girls. Boys are better at visuospatial tasks whereas girls are better at language tasks. Reinforcing the idea. Also male brains grow quicker than female brains and people with autism tend to show greater growth in the brain. |
|
|
How may autism affect a child's development? |
They may have difficulties making friends. But friendships are important to a person with autism. Also people with autism have problems with communication including learning language reading and writing. |
|
|
What is the background of the study of genie (1977)? |
Genies mother was frightened of her husband who did not want children. Their first daughter was out in the garage because of her crying and died of pneumonia aged two. They had a son who she kept quiet. He developed slowly, he thrived with his nan and then returned home. Then genie was born. She appeared to be a normal baby. Her father disliked her and did not allow much contact. She fell ill and a doctor said she may be retarded and this was used as an excuse for later abuse. Genies father moved them into his mothers house when she died and isolated them. He tied genie to a potty in the day and to a crib at night. She was beaten if she made any noise. There was little for her to see or hear. Genies mom got her help at 13 and her husband killed himself. |
|
|
Genie (1977) aim? |
To help genie but also to see if a child just over 13 could learn language. |
|
|
Genie (1977) procedure? |
Data was gathered by working with and observing genie. There were weekly interviews with genies mother but her information was not reliable. There were daily doctor reports, video recordings and tape recordings. Psychological testing was used with observations and language tests. |
|
|
Genie (1977) early progress? |
After being moved to the hospital genie became more social and began to develop cognitively and intellectually. She could clean and bathe herself but was extremely behind in other areas such as eating, talking and walking. She had some understanding of numbers and showed awareness. She used language for the first time in 1972 when recalling a past event. By 1974 it was clear that she had some understanding of the language. However, she appeared very slow when asked to something and seemed lazy. |
|
|
Genie (1977) case study analysis? |
It is thought that language can only be learnt in the critical period between 2 and puberty. This study was investigating critical periods. Even though genie did learn a lot of language and skills she in no where near caught up to the level she should have been at. So this supported the idea of a critical period. |
|
|
What are some strengths of the study of genie (1977)? |
Data is valid as a lot of in depth detailed data was gathered. Both quantitative and qualitative using many research methods. Genie was a pseudonym used to protect her identity so she could live an anonymous life after the study took place. |
|
|
Weaknesses of the study of genie (1977)? |
It cannot be shown that she would have developed normal with good socialisation as it was suggested she was retarded in infancy. She may not have developed normally because of inherent problems rather than experiences. There are ethical issues. It's said she was treated as a subject rather than a patient and may have taken advantage of the situation. |
|
|
Bowlby's 44 thieves study (1944) background? |
In 1938 9/10 crimes were theft. One sixth of thefts were by a person under 21. There was also a recurrence of crimes by the people who had been charger before. Bowlby focused on issues such as relationship with parents and time away from home on teenage delinquency. |
|
|
Strengths of ainsworth's ideas of attachment. |
There is much evidence supporting the theory such as the work of Bowlby and Harlow. The strange situation was a laboratory based study and is replicable, it is reliable. Naturalistic observations were also used giving the findings some validity. |
|
|
Bowlby 44 thieves (1944) procedure? |
Carried out at the London child guidance clinic from 1936 to 1939. 44 children were thieves (31 boys 13 girls)and 44 were at the clinic but not thieves (34 boys 10 girls). Interviews, case histories and psychological testing was used to gather data. When a child arrived they had a series of mental tests and assessments. Then they were interviewed, as were their parents, by Bowlby himself. Only a few cases were studied because of the depth required. Bowlby admitted there needed to be more studies. |
|
|
Bowlby's 44 thieves (1944) results? |
Two of the children were considered to be normal as one was only stealing from mum and a young boy was only stealing pennies. 9 were said to be depressed. 2 were said to be circular, 13 hyperthermic, 14 were affectionless and 4 were schizophrenic. There were no affectionless children in the control group. The people who were affectionless committed the highest degree of stealing. |
|
|
Strengths of Bowlby's 44 thieves study (1944). |
A lot of in depth detailed data was gathered from a number of sources. Including qualitative and quantitative data from different research methods making the findings valid. There was a matched control group of similar children who were not thieves. Without the control group Bowlby would not have been able to draw strong conclusions. |
|
|
Bowlby 44 thieves (1944) conclusions? |
56% of persistent thieves were affectionless and 93% of the affectionless thieves were thieves at the highest degree suggesting there is a link between stealing and affectionless characters. |
|
|
Weaknesses of Bowlby's 44 thieves study (1944) |
Another control group of normal school children could have been used as Bowlby's control group also had problems. In a child's development there are many areas to consider that weren't acknowledged. These factors may have influenced results. |
|
|
What is the key issue in child psychology? |
Daycare and effects on child development. |
|
|
Weaknesses of ainsworth's ideas of attachment. |
The strange situation is laboratory based, therefore it is artificial and it lacks validity. A fourth attachment was later added suggesting the theory was insufficient. Attachment and responsiveness is hard to measure. |
|
|
What are some studies into privation? |
Koluchova (1972): the Czech twins. Freud and Dan (1951): children in terezin. Genie (1977). |
|
|
Describe the koluchova study. |
Identical twin boys born in 1960 lost their mother just after they were born and were brought up in an institution for a year. Then they were cared for by an aunt for 6 months. When they were 18 months old they went to live with their father stepmother and her four children. The father was away a lot and the stepmother locked them in a room and beat them. This happened for 5 years. They were rescued at 7. They couldn't talk or recognise pictures, they were scared of the dark and of other people. They were adopted by a caring woman and by 15 they were developing normally. |
|
|
Bowlby's 44 thieves (1944) results? |
Two of the children were considered to be normal as one was only stealing from mum and a young boy was only stealing pennies. 9 were said to be depressed. 2 were said to be circular, 13 hyperthermic, 14 were affectionless and 4 were schizophrenic. There were no affectionless children in the control group. The people who were affectionless committed the highest degree of stealing. |
|
|
Describe the NICHD study in the USA |
It was a longitudinal study to look at the effect of childcare on children. 1,200 children were observed from birth to when they started school. It was found that if a child spent early and intensive time in daycare they were more likely to develop behavioural problems. Also nursery type daycare led to improvements in cognitive and language development but led to more behavioural problems as opposed to care in someone's home. Higher quality daycare led to higher cognitive and language functioning. |
|
|
Describe the EPPE project. |
This was a longitudinal study of 3000 children from the age of 3 to 11. It wanted to look at the effect of preschool provision on a child's intellectual and social development. Children were observed and parent and practitioners were interviewed. There was a control group of children who were cared for at home. 144 centres took part in the study. High quality daycare led to improved development in all areas. It was found that disadvantaged children were better off in daycare. |
|
|
What are some characteristics of autism? |
Find it hard if not impossible to read people's emotions. Have problems with communication, talking or reading. Find it hard to form relationships. Are good at systems and usually focus on one special area. Repetitive behaviour. |
|
|
Describe the cognitive explanation of autism. |
The theory of mind. The Sally-Anne doll test. Sally puts a marble in her basket them leaves the room. Anne takes the marble and puts it in her box. Then Sally returns. The child is asked where will Sally look for the marble. If the child says the basket then they pass but if they say the box then they are considered to lack a theory of mind, therefore have a form of autism. |
