Attachment

A close emotional bond between two people shown by mutual affection and close proximity

1 of 37

Purpose of attachment

Short term=safety security survival
Long term=IWM

2 of 37

Attachment shown by 5 things, what?

1.proximity
2.separation anxiety
3.stranger fear
4.joy upon reunion
5.oriented to learner

3 of 37

IWM

Schema of how to be in a relationship how to love and how to be loved and how loveable you are(self esteem )

4 of 37

Reciprocity

One person makes a signal which elicits a response from the other. Teaches turn taking and is a pre cursor to communication

5 of 37

Intersectional synchrony

Interaction reflects actions of each other , must be in sync and be purposeful. Brain waves sync

6 of 37

Intersectional synchrony evidence

Meltzoff and Moore.
4 behaviours
Videod and independent observer
Found as young as two weeks so inherited
IRR 0.92

7 of 37

Mendonca

Found similar to meltzoff and Moore, found they do try to get mums attention to communicate, not just replicating.

8 of 37

Isabelle and belsky

Good synchrony =good attachment
But ignores temperament (Ill tired)
+CPS
-testing babies problematic

Belsky= too much or little interaction =insecure
If confuse baby =type D

9 of 37

Hazan and shaver

Aim=a quiz to see relation between childhood A style and adult A style
Procedure = local newspaper in Rocky Mountain, asked about parents method of parenting, and current relationship style
205 men and 415 women
Findings=Secure, anxious avoidant , anxiou

10 of 37

Adult relationship study - mc carthy

Longitudinal and revisionist.49 women who were insecure as babies.observed as children and later on in life. 43% grew up to be secure
+revisionist (not fixed)
-self report

11 of 37

Myron wilson and smith

Bullying
Questionnaire to kids
Secure= not bully and not bullied
AA=bullied but not a bully
AR=not bullied but is bully

12 of 37

Stages of attachment

1. Asocial stage (birth to 2m) like moving things but prefer faces
2.indiscriminate stage (2-7m) prefer humans and multiple familiars
3.discriminate (7+) one specific person
4.multiple a stage- all of equal strength more
than one person

13 of 37

Schaffer and Emerson

Aim=to find development of A
Method =1946 60 babies born to working class families in Glasgow. Observer every 4weeks until one year old.and again at 18 months. Measured separation protest with 7 situations and stranger anxiety tested.
Findings=1/2 babies

14 of 37

Role of father

Used to be=mum at home W kids, dad at work
Mum nurturing, calm , reading and cuddling
Dad playmate, physical stimulation and bring mum out of symbiotic fusion. If dad is on his own he is good at taking mums role.
Heimann-not good at sensitivity
Frodi-go

15 of 37

Old role of father

Lewis -1980 father not invoked due to long term employment and the belief mother knows best

Sweden laws change and fathers get same time off as mum

16 of 37

Ainsworth **

26 mother child pairs from Baltimore,longitudinal and repeated measures.
Method= Visited homes for first year every 3/4 weeks. Lasting 3-4 hrs. 8 episodes, mum child enter, child explores , stranger enters, mum leaves stranger stays,mum enters stranger le

17 of 37

Ainsworth EVAL

+good sample
-didn’t check attachment figure
+video to check IRR
-not repeated could have been temperament or routine change that caused beh
+longitudinal
-observer bias

18 of 37

Cross culture studies

Same technique and use round the world, can tell us what is and isn’t essential, has problems of superiority.
-superiority discrimination
+removal of ethnocentric bias
-ethnocentric bias- own view points
+challenged assumptions and teaches
-samples not r

19 of 37

Van ijzendoorn and kroonberg

Aim=to see if the ** and A styles are universal
Method =meta analysis, 32 studies from 8 countries to see general trends.
Findings = secure most common, Germany’s second highest AA, Israel and japans second highest AR,more variation within culture than be

20 of 37

VIK EVAL

-low control as meta analysis
+still used as best we have
-only 1 in China so not representative
+yet takahashi found same thing in Japan 32% AR
-ethnocentric
-imposed etic

21 of 37

harlows monkeys

aim=to see if food or contact comfort is more important in the formation of attachment.
procedure=8 baby rhesus monkeys, 2 groups. isolated in cages, let out and subjected to fear(robots, each with different faces), or left to see which mother is preferre

22 of 37

Lorenz IMPRINTING theory

aim=to investigate the mechanisms of imprinting(A to first moving thing they see)
procedure=split number of goose eggs into two groups, hatch with mother and hatch in an incubator with Lorenz, the beh then recorded. the critical period of 12-22 hrs -->irr

23 of 37

theories of A - psychodynamic

goal=to satisfy the id urge for oral stimulation
form attachment to the feeder
oral stage, unconscious, innate id urge

-Harlow (disproves Freud)
-Shaffer and Emerson 37% A to non-feeder

24 of 37

theories of A - Learning Theories

A to the feeder, and attachment behaviour increases from birth, strongest A to the primary caregiver.
CC-associate mum with pleasure from eating
OC- drive reduction theory, baby's hunger gets satisfied by mum when it cries and gets fed. mums want to stop

25 of 37

learning theory explanation eval

+plausable face validity
-extrapolation (Harlow and Lorenz)
-human attachment is far more emotionally
complex
-SR more important in A
-61% Shaffer and Emerson A to the feeder

26 of 37

Bowlby's explanation

1.adaptive
2.innate
3.social releasers
4.critical period
5.monotropy
6.secure base
7.iwm
8. continuity hypothesis

27 of 37

IWM and monotropy evidence/support

IWM=hazan and shaver, poor childhood A+IWM= poor adult relationships

Monotrophy= lorenz and harlow(bowlbys theory 1 main A , s a template for all other weaker As)

28 of 37

MDH

the effect of forming an A which is broken or disrupted (deprivation is continued separation from mum)
1.delinquency
2.affectionless psyhopathology
3.low IQ
short term=protest,despair,detachment(reversible but may take 6 m)
long term (only need 1) =A.P, d

29 of 37

44 thieves

aim=reasons for teenage delinquency
procedure=teens who had shown early separation interviewed mum and child, and psychologist assessed IQ and emotional intelligence.
findings=17/44 had early MD. Of those 44 14 had A.P (control 2/44 MD 0/44 A.P)
-self-rep

30 of 37

Robertson and Robertson-John

aim=series of fils, document how young children's brief separation affected mental state.
procedure=16mm camera to record John during a 9 day stay in a residential nursery-->naturalistic observation, John 17m old
findings=P,D,D
+practical influence e.g ho

31 of 37

MDH EVAL

+practical applications
+44 thieves
+goldfarb, early separation =long lasting effects
-MP not MD?
-bowlby investigator bias
-personal differences
-ignores A styles

32 of 37

institutionalization

MP=never form A. privation= poor Q of C and MP.
extreme privation=extremely poor Q of C and no 1:1 care e.g genie
not much evidence as it is unethical to study so most are case studies

def=the effect of spending significant time in a place like an orphan

33 of 37

institutionalization effects

-disinhibited attachment
-intellectual retardation
-poor peer relationships
-undernourished

34 of 37

rutter 2011 ERA studyBucharet

aim=to investigate the effects of early institution and deprivation on later life development.
procedure=165 Romanian orphans adopted to Britain. they were assessed at ages 4,6,11,15. a control group of British adoptees.
findings=1/2 showed signs of intel

35 of 37

rutter eval

+longitudinal
+natural experiment
-MP or Q of C--> C+E
-extraneous variables
-Romanians not generalisable

36 of 37

Bucharest early intervention- Zeanah et al 2005

aim=determin effects of institutionalization on child's development
procedure=95 Romanian aged 12-31 months, spent 90% of life in an institution. compared to the control group of 50 children never institutionalized. A style measured using strange situatio

37 of 37

Get Revising

Attachment

Other cards in this set

Card 2

Front

Back

Card 3

Front

Back

Card 4

Front

Back

Card 5

Front

Back

Comments

Similar Psychology resources:

Other cards in this set

Card 2

Front

Back

Card 3

Front

Back

Card 4

Front

Back

Card 5

Front

Back

Comments

Related discussions on The Student Room

Similar Psychology resources: