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10 Cards in this Set
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Definition of: Privation Deprivation Institutionalisation |
Privation: when no attachment has ever been formed e.g. Genie who was kept in her room for 13 years and was shown no love or care and never spoken to. This lead to abnormal social & cognitive health. Irreversible. Deprivation: is the loss or disruption of an attachment. E.g daycare (short term) or parents divorce. In turn could lead to actions shown in the PDD model (protest, despair, detachment). Institutionalisation: when a child has spent some of their childhood in an orphanage/children's home. Conditions may be very poor and the children are not allowed to form attachments (Tizard and Hodges). |
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Bowlby's Evolutionary theory of attachment |
Suggests that adults have innate instinctual actions to care and provide for their child. Children have natural social releasers e.g crying, laughing that demand attention. Children have a monotropy (single attachment figure most important than the rest). Children have an internal working model where attachment needs to be formed or this can badly influence later life relationships. Critical period 3 years to form attachment later changed to the sensitive period of 7/8 years. |
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Learning theory of attachment (Behavourists). |
Born as a tabula rasa (blank slate). We learn by the environment and by association. Classical and operant conditioning. Classical conditioning involved an unconditioned stimulus (mother feeding baby) and unconditioned response (pleasure). The baby learns to associate the pleasure of being fed by his mother purely when he sees his mother - forming attachment. Operant conditioning: positive and negative reinforcement. When a baby cries because they are hunger, the mother feeds therefore negatively reinforces the baby by taking away the bad feeling of hunger. This positively reinforces the mother as she no longer has to hear the baby crying. |
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Daycare studies: NICHD Creps Shea |
NICHD: interviewed 1000 children's parents from diverse areas. (social desirability). Found that children who spent 10 or more hours a week at daycare were more aggressive at home e.g. fighting, biting, screaming. Creps: found that children who started daycare before the age of 6 months were more social with peers compared to who started later. Shea: observed infants for their first 10 weeks at daycare. Age of 4 and either spent 2, 3 or 5 days a week there. All children became more sociable and interactive by leaving their teachers side, and there was less aggression and more friendly tumble play. These were most evident in the children who spent 5 days a week there. |
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Ainsworth's Strange Situation & attachment types |
Child in room with mother. Mother leaves, child is left alone. Stranger enters for a bit, then mother enters, leaves and so on. Insecure avoid ant: TYPE A 15%. Doesn't use mother as a safe base and isn't distressed when she leaves. Stays away from the stranger but is okay, avoids mother when she enters on the reunion, little interest. Secure: TYPE B 70%. Uses mother as a safe base, is distressed and cries when she leaves, wary and afraid of the stranger (stranger anxiety), welcomes mother happily on her return and much more relaxed. Insecure ambivalent/resistant: TYPE C 15%. Doesn't use mother as a safe base, is extremely distressed when she leaves, fear of the stranger, seeks closeness yet also rejects mother when she returns, seems annoyed. Cultural bias and lacks population validity as it is set in Western views of attachment types. Other cultures bring up children differently (individualist and collectivist). Replicable and applicable to life, results have been consistent. Lacks ecological validity artificial setting. |
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Van Ijzendoorn & Kroonenberg study |
Meta-analysis of 32 studies from 8 countries using the 'Strange Situation'. Found that secure attachment was the most common over all the countries. Intra-culture (within) variation was 1.5 times the cross-culture variation. Germany had the highest Type A (insecure avoid ant) as it is an individualist country that values self independence. Collectivist countries such as Japan, China and Israel had higher percentage of Type C insecure ambivalent/resistant.(Israel the highest). These countries value the group and would not be used to separation. |
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Robertson and Robertson: PDD model (John) |
Protest: child screams and cries when separated . Panicked. Despair: isolates themselves from people and are quiet and withdrawn. Detachment: begin to go back to being themselves and sociable and engages with people. Less upset. John who was in daycare for 9 days whilst mother was in hospital supports the PDD model. |
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Effects of privation: Genie by Curtiss and Koluchova twins (Czech) |
Genie was told when she was very young that she could possibly be mildly retarded. Her father used this to abandon her in her room for 12 years, locking her to her cot and potty, barely feeding her, never speaking to her, ignoring her for days on end. Once found, she was used as a test subject for psychologists. She could barely stand, walk or talk (animal noises) and pooed a lot (lol). She never returned to 'normal' social and cognitive health. Privation is: IRREVERSIBLE. Czech twins by Koluchova. Twin boys mother died, and was left with a step mother who abandoned them and beat them in a cellar for 5 years. However, they had each other suggesting it was not complete privation. They were sent to a special school which helped their social and cognitive health, They ended up being in the top sector in their tests. Privation: REVERSIBLE. (Didn't miss Bowlby's sensitive period) |
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Harlow's monkeys |
Rhesus monkeys had two artificial 'mothers'. One made out of wire that had a feeding tube, and one that was made out of soft cloth. It was found that they went to the cloth mother for comfort when afraid and only went to the wire mother when hungry. Cannot extrapolate results. |
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Effects of institutional care Tizard and Hodges Rutter et al. |
Tizard and Hodges did a natural experiment. 65 children in a children's home for about 4 years. At the age of 2 they had about 24 carers each and by age 5, almost 50. They showed no fear of strangers and instead ran to them and demanded attention and were upset when they left (disinhibited attachment). Some children were restored: they became attached to their original parents however it wasn't strong bond and there was resentment by being put into care. There was difficulty with siblings and with peers, mostly aimed to impress adults and strangers. Adopted children: strong attachment with adoptee family (extra effort to make the bond) and also had difficulty with peers. EVALUATION; participant attrition: left with an unrepresentative sample Rutter et al: romanian orphans in a Romanian instiution adopted by UK British families compared to British orphans. Bad conditions and were left in poor health and very small and weak. They became attached to their adoptive parents however also showed disinhibited attachments, this was rare in UK adoptees. Ecological validity. |
