Attachement mind map 1 for the 4th November 2016 lesson.

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  • Created by: jp3louis
  • Created on: 09-11-16 13:19
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  • Attachment  4th Nov 2016
    • Defintions
      • Attachment
        • A strong emotional and reciprocal relationship especially between a child and its caregiver.
      • Proximity
        • Staying physically close to those they are attached to
      • Seperation
        • Being distressed when the attached person leaves.
      • Innate
        • When you are born with something.
    • How to indicate an attachment
      • Proximity, separation and secure-base behaviour
    • Types of caregiver-infant interaction
      • Interactional synchrony
        • Takes palce when care-giver and infant reflect both their actions and emotions in a synchronised way.
        • This is important for the development of c/g - infant attachment
        • Isabella et al found high levels of synchrony were associated with better quality c/g-infant attachments
      • Reciprocity
        • Child responds to the c/g interactions in an appropriate way and vice versa.
          • An example of this is the child talks, then the adult listens, child pauses and the c/g takes over.
            • The baby starts to learn to have some control over the world.
    • Case studies
      • Meltzoff and Moore
        • An adult displays one of three gestures or emotions to the baby and it is videoed. An independent observer watches the video and categorises the babies response.
        • STRENGTHS: controlled observations, all is captured so everything is analysed. Babies don't understand they are in a study so they won't change their behaviour
        • WEAKNESS: Observations show no purpose of synchrony and reciprocity. Babies cannot tell us why they are making certain responses so the babies cannot tell us any purpose as to why they are doing it as they are too young.
      • Still face studies
        • Tronick - Baby was engaged with mother and showed a positive response. Once Mother didn't respond, he had a negative reponse.
          • Suggests infant is active and is an involved partner in the interactions.
      • Isabella et al found high levels of synchrony were associated with better quality c/g-infant attachments

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