A close two-way emotional bond between 2 individuals, in which each individual sees the other as essential for their own emotional security. Attachment in humans takes a few months to develop
Attachment
1 of 18
Responding to the action of another with similar action, where actions of 1 partner elicit a response from the other partner; like a conversation
Reciprocity
2 of 18
When 2 people interact, they tend to mirror what the other is doing in terms of their facial and body movements. This includes imitating emotions as well as behaviours. This is described as synchrony- when 2 (or more) things move in the same pattern;
Interacional Synchrony
3 of 18
An innate readiness to develop a strong bond with the mother which takes place during a specific time in development, probably the first few hours after birth/hatching. If it doesn’t happen at this time it probably will not happen
Imprinting
4 of 18
Name given to a group of explanations which explain behaviour in terms of learning rather than any inborn tendencies or higher order thinking (operant and classical conditioning)
Learning theory
5 of 18
Learning through association. A neutral stimulus is consistently paired with an unconditioned stimulus so that it eventually takes on the properties of this stimulus and can produce a conditioned response
Classical conditioning
6 of 18
A biologically determined period of time during which certain characteristics can develop. Outside this period of time (2 ½ years) such development will not be possible
Critical period
7 of 18
he idea that the one relationship that the infant has with his/her primary attachment figure is of special significance in emotional development
Monotropy
8 of 18
A controlled observation designed to test attachment security (Mary Ainsworth 1971, 1978)
Strange Situation
9 of 18
The distress shown by an infant when separated from his/her caregiver. This isn’t necessarily the child’s biological mother
Seperation anxiety
10 of 18
The distress shown by an infant when approached or picked up by someone who is unfamiliar
Stranger anxiety
11 of 18
Type of attachment which describes those children who tend to avoid social interaction and intimacy with others (Type A- Mary Ainsworth 1971,1978)
Insecure avoidant
12 of 18
Type of attachment which describes those infants who both seek and reject intimacy and social interaction (Type C- Mary Ainsworth 1971, 1978)
Insecure resistant
13 of 18
Type of attachment which is strong. It develops as a result of sensitive responding by the caregiver to the infant’s needs. Securely attached infants are comfortable with social interaction and intimacy.
Secure
14 of 18
The ways that different groups of people vary in terms of their social practices, ad the effects these practices have on development and behaviour
Cultural variations
15 of 18
When a child is separated from his or her attachment figure for a relatively short time and suitable care is given for that time
Seperation
16 of 18
When a child has formed a attachment but then experiences the loss of the mother or other attachment figure. This loss is long term or permanent and the attachment bond is broken
Deprivation
17 of 18
The effect of being in institutional care
Institutionalisation
18 of 18
Other cards in this set
Card 2
Front
Responding to the action of another with similar action, where actions of 1 partner elicit a response from the other partner; like a conversation
Back
Reciprocity
Card 3
Front
When 2 people interact, they tend to mirror what the other is doing in terms of their facial and body movements. This includes imitating emotions as well as behaviours. This is described as synchrony- when 2 (or more) things move in the same pattern;
Back
Card 4
Front
An innate readiness to develop a strong bond with the mother which takes place during a specific time in development, probably the first few hours after birth/hatching. If it doesn’t happen at this time it probably will not happen
Back
Card 5
Front
Name given to a group of explanations which explain behaviour in terms of learning rather than any inborn tendencies or higher order thinking (operant and classical conditioning)
Comments
No comments have yet been made