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87 Cards in this Set
- Front
- Back
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Social releasers |
Innate behaviours (cooing and smiling) which encourages the caregiver to respond to the infant. |
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Reciprocity |
A two-way process whereby each person responds to the signals of the other to sustain an interaction. A turn taking approach. |
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Interactions synchrony |
Caregiver and an infant reflect the actions and emotions of each other in a coordinated and synchronised way. |
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What is the name of the first stage of attachment |
Asocial stage |
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What is the name of the second stage of attachment |
Indiscriminate attachment |
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What is the name of the third stage of attachment |
Specific attachment |
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What is the name of the fourth stage of attachment |
Multiple attachments |
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What is the first stage of attachment |
Stage 1, Asocial Stage: In the first few weeks of a babies life, observable behavior towards humans and inanimate objects is similar. However, Schaffer & Emerson did not believe that entirely. They found babies tend to show a preference to be with familiar people. At this stage the baby is forming bonds with certain people which form the basis for later attachments. |
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What is the second stage of attachment |
Stage 2, Indiscriminate Attachment: From 2-7 months babies start to display more obvious and observable social behaviours. There is a clear preference for humans rather than inanimate objects. They recognise and prefer to company of familiar people, but they do accept cuddles from any person. They do not show separation anxiety when caregivers leave or stranger anxiety in the presence of unfamiliar people. |
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What is the third stage of attachment |
Stage 3, Specific Attachment: Around 7+ months the majority of babies start to display the classic signs of attachment towards one particular person. These signs include anxiety directed towards strangers, especially when their attachment figure is absent and anxiety when they are separate from their attachment figure. Also the baby is said to have formed a special attachment, usually to whom offers the most interaction and responds to the babies ‘signals’- known as the primary attachment figure. |
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What is the fourth stage of attachment |
Stage 4, Multiple Attachments: Shortly after the babies start to show attachment behaviour towards an individual's, they usually extend this behaviour to multiple attachments with other people who they spend time with., These relationships are called secondary attachments. Schaffer & Emerson observed that 29% of the children formed secondary attachment withins a month of forming a primary attachment. |
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1. What evidence did Schaffer & Emerson find in their study to suggest that the role of fathers was different to the mothers?
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They found that the majority of babies first became attached to their mother at around 7 months. Only 3% became attached to their father first and 27% was joint attachment with both the mother and father |
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What is the strange situation |
The Strange Situation was developed by Mary Ainsworth & Bell (1970). It is a controlled observation with a procedure that was designed to measure the quality of attachment a child displays towards a caregiver. A two-way mirror was used to observe the infants behaviour in different scenarios (7 episodes). |
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What are the 5 behaviours that mesured the quality of attachment |
Proximity Seeking- Response to reunion Exploration and Secure-Based Behaviour- Stranger Anxiety- Separation Anxiety |
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Proximity seeking |
- Infant with a good attachment will stay fairly close to the caregiver. |
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Response to reunion |
Respond to the reunion when the caregiver comes back after separation. |
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Exploration and Secure-Based Behaviour- |
Good attachment enables the child to feel confident in exploring, using their caregiver as a base. |
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Stranger anxiety |
Sign of being closely attached is a display of anxiety when a stranger approaches. |
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Separation anxiety |
Sign on being attached is a protest at separation from the caregiver |
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Feldman (2007) |
stated that from around 3 months, interactions tend to be frequent and linked to verbal signals and facial expression. |
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Meltzoff and Moore (1977)- |
observed interactional synchrony in infants from as young as two weeks old. An adult displayed one of three facial expression or one of three distinctive gestures. The baby’s response was filmed and labelled by an independent observer. Found babies expression and gestures were more likely to mirror those of the adults (there was a significant association). |
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[Schafer and Emerson] found that the majority of babies first became attached to their mother at how many months |
7 months |
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[Schafer and Emerson] found that the majority of babies first became attached to their mother at how many months |
7 months |
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In what percent of cases was the father the sole object of attachment |
3% |
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In what percent of cases was the father the joint first objective attachment with the mother |
27% |
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[Schaffer and Emerson] What percentage of babies form of secondary attachment with their father after 18 months |
75% |
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What did [Grossman et al] find out about the distinctive role of fathers |
Carried out a longitudinal study where babies attachments were studied until they were teens. The researchers looked at both parents behaviour and its relationship to the quality of the babies later attachment to other people. Call to have a babies attachment with the mothers but not fathers was related to attachment in adolescence. This suggests that attachment to fathers is less important attachment to mothers however he also found that the quality of fathers play with babies was related to the quality of adolescent attachment. This suggests that fathers have a different role for mothers one that is the play and stimulation and less to do with emotional development |
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Is it possible for the father to be the primary attachment fugue |
Fathers have the potential to be the more emotion focused Premier attachment figure if they can provide the responsiveness required for a close emotional attachment but perhaps only expresses this when they are given the role of primary caregiver |
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Van IJzendoorn & Kroonenberg aim |
To investigate if attachment styles are universal across cultures or culturally specific |
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Van IJzendoorn & Kroonenberg aim |
To investigate if attachment styles are universal across cultures or culturally specific |
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Van IJzendoorn & Kroonenberg procedure |
Looked at 32 studies of attachment where the strange situation had been used to investigate the proportions of babies with different attachment styles (meta-analysis). These 32 studies were conducted in 8 different countries and used the results from 1990 children. |
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Van IJzendoorn & Kroonenberg aim |
To investigate if attachment styles are universal across cultures or culturally specific |
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Van IJzendoorn & Kroonenberg procedure |
Looked at 32 studies of attachment where the strange situation had been used to investigate the proportions of babies with different attachment styles (meta-analysis). These 32 studies were conducted in 8 different countries and used the results from 1990 children. |
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Van IJzendoorn & Kroonenberg findings |
● There was a wide variation between the proportions of attachment styles in different studies. ● In ALL countries secure attachment was the most common classification. However, the proportions varied from 75% in Britain and 50% in China. ● Individualistic cultures rates of insecure-resistant attachment were similar to Ainsworths original sample (under 14%) but this was not the case for collectivist culture samples from China, Japan and Israel where the rates where above 25% ● Further finding- variations between results of studies within the same country were actually 150% greater than those between c ountries. For example, in the USA, one study found 46% securely attachment in comparison to one that found 90%. Germany had the highest rate of insecure avoidant |
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Van IJzendoorn & Kroonenberg conclusion |
● The consistency between all cultures having the most common attachment style being secure indicates that it may be a universal characteristic. However, the variations of insecure attachment styles may demonstrate that it is universally limited. Differences in cultures norms and values does seem to affect the attachment type people conform |
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Individualistic |
Places like uk and USA |
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Individualistic |
Places like uk and USA |
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Collectivism |
Places like Japan, Israel, China |
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Lorenzs aim |
to investigate whether seeing humans as soon as they were born will affect who the geese attached to.
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Lorenzs aim |
to investigate whether seeing humans as soon as they were born will affect who the geese attached to.
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Lorenzs procedure |
As an adult researcher Lorenz set up a classic experiment in which she randomly divided a large clutch of goose eggs. Half of the eggs were hatched with the mother goose in their natural environment the other half hatched in an incubator where the first moving object they saw was Laurenz. |
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Lorenzs aim |
to investigate whether seeing humans as soon as they were born will affect who the geese attached to.
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Lorenzs procedure |
As an adult researcher Lorenz set up a classic experiment in which she randomly divided a large clutch of goose eggs. Half of the eggs were hatched with the mother goose in their natural environment the other half hatched in an incubator where the first moving object they saw was Laurenz. |
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Lorenzs findings |
The incubator group followed Lorenz everywhere where in the control group, hatched in the presence of the mother, followed her. When the two groups were mixed up the control group continued to follow the mother and the experimental group followed Laurenz. This phenomenon on it’s called imprinting (whereby bird species that are mobile from birth like geese and ducks attached to and follow the first moving object they see.)
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Lorenzs conclusion |
depending on the species this can be as brief as a few hours after hatching. If imprinting does not occur within that time Lorenz from that the chicks did not attach themselves to a mother figure |
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Lorenzs conclusion |
depending on the species this can be as brief as a few hours after hatching. If imprinting does not occur within that time Lorenz from that the chicks did not attach themselves to a mother figure |
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Harlows aim |
to investigate whether soft objects share some of the functions of a mother to monkeys. |
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Lorenzs conclusion |
depending on the species this can be as brief as a few hours after hatching. If imprinting does not occur within that time Lorenz from that the chicks did not attach themselves to a mother figure |
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Harlows aim |
to investigate whether soft objects share some of the functions of a mother to monkeys. |
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Harlows procedure |
Harlow tested the idea that are soft objects of some of the functions of a mother. In one experiment he reared 16 baby monkeys with two wire model mothers. In one condition milk was dispensed by the plain-wire mother whereas in a second condition the milk was dispensed by the cloth covered mother. |
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Lorenzs conclusion |
depending on the species this can be as brief as a few hours after hatching. If imprinting does not occur within that time Lorenz from that the chicks did not attach themselves to a mother figure |
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Harlows aim |
to investigate whether soft objects share some of the functions of a mother to monkeys. |
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Harlows procedure |
Harlow tested the idea that are soft objects of some of the functions of a mother. In one experiment he reared 16 baby monkeys with two wire model mothers. In one condition milk was dispensed by the plain-wire mother whereas in a second condition the milk was dispensed by the cloth covered mother. |
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Harlows findings |
The baby monkeys cuddled the cloth covered mother in preference to the plain wire mother and sought comfort from the cloth one when frightened by a noisy mechanical teddy bear regardless of which mother dispensed milk. |
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Harlows conclusion |
This shows that contact comfort was of more importance to the monkeys than food when it came to attachment behaviour
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Learning theory |
A set of theories from the behaviourist approach to psychology, that emphasise the role of learning in the acquisition of behaviour. Explanations for learning of behaviour include classical and operant conditioning. |
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What did learning theorists Dollard & Miller (1950) propose? |
Learning theorists Dollard & Miller (1950) proposed that caregiver-infant interaction can be explained by learning theory. It emphasises the importance of the attachment figure as a provider of food. So children learn to love who feed them |
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Operant conditioning |
involves learning from the consequences of behaviour |
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Classic conditioning |
Back (Definition) |
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Monotropic |
A term sometimes used to describe Bowlby‘s theory. Mono means one and Tropic means leaning towards. This indicates that one particular attachment is different from all the others and of central important to the child’s development |
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Critical period |
The time within which an attachment must form for it to form at all. Larenz and harlow noted that attachment in birds and monkeys had critical period. Bowlby extend the idea to Humans, proposing that human babies have a sensitive period after which it will be much more difficult to form an attachment |
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Internal working model |
Are mental representations of the world e.g. the representation we have of our relationship to a primary attachment figure. This model perception of what relationships are like |
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Strange situation |
A controlled observation designed to test attachment security. Babies are assessed on their response to playing in an unfamiliar room, being left alone, left with a stranger and being reunited with a caregiver |
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Strange situation |
A controlled observation designed to test attachment security. Babies are assessed on their response to playing in an unfamiliar room, being left alone, left with a stranger and being reunited with a caregiver |
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Secure attachment |
Generally thought of as the most desirable attachment type, associated with psychologically healthy outcomes. In a strange situation this is shown by moderate stranger and separation anxiety and ease of comfort at reunion |
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Strange situation |
A controlled observation designed to test attachment security. Babies are assessed on their response to playing in an unfamiliar room, being left alone, left with a stranger and being reunited with a caregiver |
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Secure attachment |
Generally thought of as the most desirable attachment type, associated with psychologically healthy outcomes. In a strange situation this is shown by moderate stranger and separation anxiety and ease of comfort at reunion |
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Insecure avoidant attachment |
An attachment time characterised by low anxiety but weak attachment. In the strange situation this is shown by local stranger and separation anxiety and little response to reunion. Maybe even an avoidance of the caregiver |
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Strange situation |
A controlled observation designed to test attachment security. Babies are assessed on their response to playing in an unfamiliar room, being left alone, left with a stranger and being reunited with a caregiver |
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Secure attachment |
Generally thought of as the most desirable attachment type, associated with psychologically healthy outcomes. In a strange situation this is shown by moderate stranger and separation anxiety and ease of comfort at reunion |
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Insecure avoidant attachment |
An attachment time characterised by low anxiety but weak attachment. In the strange situation this is shown by local stranger and separation anxiety and little response to reunion. Maybe even an avoidance of the caregiver |
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Insecure resistant attachment |
And attachment type of characterised by strong attachment and high anxiety. In the strange situation this is shown by high levels of stranger and separation anxiety and by resistance to being comforted at reunion |
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Maternal deprivation |
The emotional and intellectual consequences of separation between a child and his/her mother or mother substitute. Bowlby proposed that continuous care from her mother is essential for normal psychological development, and the prolong separation from this adult causes serious damage to emotional and intellectual development |
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What are emotional effects of maternal deprivation |
Affectionless Psychopathy – The inability to experience guilt or show remorse. An inability to show strong emotion towards others. This also leads to difficulties forming relationships. |
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Rutter et al procedure |
This was an ongoing longitudinal study, comparing Romanian orphans who were adopted by UK families, with UK-born adoptees who had been placed with families before they were 6 months old. 165 Romanian orphans entered the orphanage as small babies between one and two weeks old. Conditions in the institution were very poor. 58 babies were adopted before they were 6 months old, and 59 were adopted between 6 months and two years old. 48 babies were classed as late-placed adoptees and were adopted between 2 and 4 years old. These were the 3 naturally occurring conditions (groups) in the study. A comparison was then made to a control group of 52 british children adopted around the same time. . Physical, cognitive and emotional development were assessed at ages 4, 6, 11, 15 and 22-25 years using interviews and observations of their behaviour.
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Rutter et al findings |
Findings: When the orphans first arrived in the UK, half of the adopted children showed signed of delayed intellectual development and the majority were severely malnourished. At age 11 the children showed differential rates of recovery depending on the age at which they were adopted. The mean IQ of those children who were adopted before the age of 6 months was 102, compared to 86 for those adopted children between six month and two years and 77 for those adopted after 2 years. ADHD was more common in 15 and 22-25 year old samples. In terms of attachment there appeared to be a difference depending on whether the child was adopted before or after 6 months old. Children who were adopted after 6 months old showed evidence of ‘disinhibited attachment’ which they defined as ‘a pattern of seeking attention non-selectively’, or ‘superficially accepting anyone as a caregiver’ and clinginess. In contrast, disinhibited attachment was extremely rare in UK adoptees and early adopted children before 6 months old. |
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What is a social effects of maternal deprivation |
Difficulty forming relationships with others |
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What are cognitive effects of maternal deprivation |
Abnormally low IQ – Goldfarb found lower IQ in children who had been raised in institutions as opposed to those who were fostered. |
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Bowlby‘s 44 thieves aim |
Bowlby wanted to investigate whether being deprived effected wether or not they were an affection less psychopaths |
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Bowlby 44 thieves procedure |
44 criminal adolescents who were referred to a child protection program in London because of stealing- i.e. they were thieves. Interviewed for signs of affectionless psychopath. Their families were also interviewed to establish whether the thieves had experienced prolonged separation from their mother during the critical period and for how long. A control group of 44 non-criminal but emotionally disturbed young people |
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Bowlbys 44 thieves findings |
14 of the 44 thieves could be described as affectionless psychopaths. Of the 14, 12 had experienced prolonged separation from their mothers in the first two years of their lives. Only 5 of the remaining 30 thieves had experienced separation. Of the control group, only 2 out of the 44 had experienced long term separation. None of the control group were affectionless psychopaths. |
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Bowlby 44 thieves conclusion |
Bowlby’s findings suggest that criminal adolescents who had experienced prolonged separation in early childhood are more likely to be described as affectionless psychopaths.
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Institutionalisation |
A term for the effects of living arrangements outside the family home, where people live for long, continuous periods of time. This results in them adopting rules and norms of the institution that can impair functioning.
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Rutter et al study overview |
After the revolution many of the orphanages were exposed to the rest of the world and many families, including those in Britain, offered to rehome the Romanian orphans. Following the adoption of many Romanian orphans into British families, Rutter et al wanted to investigate the effects of institutionalisation and whether these effects were long lasting. |
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Ruter et al aim |
To investigate if the negative effects of institutionalisation are reversible when placed in good care. |
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Rutter et al conclusion |
Conclusions: The results suggest that the longer a child spends in an institution before being adopted, the more likely they are to experience negative and long term consequences on both intellectual and social development that are irreversible. |
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3 Effects from research with Romanian Orphans |
Effects from research with Romanian Orphans Disinhibited attachment disorder- Symptoms include attention-seeking behaviour towards adults, even strangers, a lack of fear of strangers, making inappropriate physical contact with adults and lack of checking back to the parent in stressful situations. Intellectual disability – Children who experience institutionalisation are found to have lower levels of IQ than children who have not experienced institutionalisation. Problems forming Peer Relations- Problems forming later attachments and peer relations with others due to lack of internal working model |
