Attachment - P1 Flashcards

Question

What is one strength of Harlow's study? (Not high internal validity)

Answer 1

1. His procedure was **standardised** - controlled **all the conditions** and made sure the **same ‘mothers’ were used** for the conditions. 2. This allows his research to be **replicated by other researchers**. 3. **Reliability** in GRAVE.

Answer 2

1. His research has **good internal validity** - **controlled** all his conditions, it can be said that the **monkey’s behaviour** was caused by the **change in the ‘mother’** rather than by other factors. 2. **Validity** in GRAVE.

Answer 3

1. There were several **ethical issues** involved in his research - monkey’s suffered greatly from **psychological harm**. 2. The monkeys who were **only given the wire ‘mother’** had severe diarrhoea which is a **sign of stress**. 3. Since monkeys are **like humans**, it can be said that their **level of suffering is also similar**. 4. This questions whether the **benefits** of Harlow’s research **outweigh the cost** of the monkey’s health. 5. **Ethics** in GRAVE.

Answer 4

1. There are **extrapolation** (Guess or predict **unknown situations**) issues with animal studies - Although humans and monkeys share a **similar genetic make-up**, they are still a **different species with distinct behaviours**. 2. The way a **human infant** develops an attachment could be very **different to the way monkeys do** since humans have more **complex social, emotional, and cognitive needs**. 3. **Generalisability** in GRAVE.

Answer 5

1. A set of theories from the **behaviorist approach** that emphasis the **role of learning** in the **formation of behavior**.

Answer 6

1. **Dollard and Miller (1950)** 2. Sometimes known as the ‘cupboard love’ theory because it emphasizes **importance of the caregiver as a provider of food**. 3. Proposed that children learn to love **whoever feeds them**.

Answer 7

1. All babies are a **blank slate** - their behavior is **learnt**.

Answer 8

1. A type of learning in which an **existing involuntary** reflex response is associated with a **new stimulus**.

Answer 9

1. A stimulus that **does not initially** produce a **specific response or reaction** when it is presented. 2. Doesn't trigger a **response**.

Answer 10

1. A stimulus that is **naturally occurring** and **automatically triggers a response** without any **prior learning or conditioning**. 2. It's **reflexive**.

Answer 11

1. A **natural, automatic reaction** to a stimulus that does not require **prior learning or conditioning**. 2. It's **reflexive**.

Answer 12

1. A stimulus that produces a **specific, learned, response or reaction** when it is presented. 2. It's **learnt**.

Answer 13

1. A **learned reaction** to a previously **neutral stimulus** that has become **associated with an unconditioned stimulus**. 2. It's **learnt**.

Answer 14

1. A type of learning in which a **new voluntary behaviour** is associated with a **consequence**. 2. **Reinforcement** makes the behaviour **more likely** to occur, while **punishment** makes it **less likely** to occur.

Answer 15

1. Learning through **consequences**. 2. If a behaviour produces a **pleasant** consequence, it's **likely to be repeated**. 3. If a behaviour produces an **unpleasant** consequence, it's **less likely to be repeated**. 4. **Reinforcement** of desired behaviour **increases** the likelihood of it.

Answer 16

1. Positive reinforcement. 2. Negative reinforcement.

Answer 17

1. An infant will do a **behaviour again** because they have been **rewarded for that behaviour**. 2. **Crying** is positively reinforced bc it produces a **rewarding outcome** e.g **feeding or comfort**. 3. Over time, they learn to **repeat crying** since it brings **relief/reward**, ***increasing the behaviour***.

Answer 18

1. An adult will do a behaviour to stop an **unpleasant consequence**. 2. Hearing a **baby cry is unpleasant**, so when a caregiver **responds** e.g. feeding or cuddling, the **crying stops**. 3. This is because the response **removes the unpleasant sound**, the caregiver is **negatively reinforced** and becomes **more likely to respond quickly** in the future to **avoid the crying**.

Answer 19

1. **Strengthens an attachment** between infant and caregiver.

Answer 20

1. An **innate biological motivator**. 2. Innate = from **birth or inherent** - **hunger** is the first drive.

Answer 21

1. **Motivators** learned through **conditioning or association** with a **primary drive** - attachment and social acceptance.

Answer 22

1. Learning theory also uses **drive reduction** (people are motivated to act to *reduce internal, tension-producing drives caused by unsatisfied biological needs*) 2. **Hunger is a primary drive** which infants are **motivated to satisfy** to reduce **discomfort**.

Answer 23

1. **Sears et al. (1975)** argued that because caregivers repeatedly provide food, the **relief from hunger becomes associated with the caregiver**. 2. Over time, this pleasure is **generalised to the caregiver**, so attachment becomes a secondary drive learned through this **association between the caregiver and the reduction of a primary drive**.

Answer 24

1. Learning to associate **two stimuli together** so an individual begins to respond to them in the **same way**.

Answer 25

1. **Food** serves as an **UCS**. Being fed gives a baby pleasure. The infant does not have to learn this, it is an **UCR**. 2. A **caregiver** starts as a **NS** but as the caregiver **provides food overtime** they become **associated with food** - the **NS has become the CS**. The sight of the caregiver produces a **CR response**. 3. To the learning theorist, this **conditioned pleasure response is love** - the caregiver becomes an **attachment figure**.

Answer 26

1. Social learning theory has also made an important contribution to the **original learning approach as an explanation of attachment**. 2. **Hay and Vespo (1988)** suggest that parents teach children to love them by **modelling attachment behaviour and rewarding them** when they display attachment behaviour. 3. This means that learning theory has contributed to **psychologists understanding of attachment**. 4. **Supporting evidence** in SCOUT.

Answer 27

1. Some elements of conditioning could be **involved in attachment behaviour**. 2. Rather than **feeding being the main UCS**, it is probable that association between the **primary caregiver and the provision of comfort and social interaction** is part of what **builds the attachment**. 3. This means that learning theory is **still involved in explaining attachment**. 4. **Usefulness** in SCOUT.

Answer 28

1. **Animal research** has provided a counter argument for the learning theory of attachment. 2. **Lorenz’s** research on geese showed that they **imprinted on the first moving object** that they saw, not the person who **fed them**. 3. **Harlow’s** research demonstrated **monkeys preferred the cloth mother** rather than the one who **offered food**. 4. This suggests that attachment does **not develop because of feeding**. 5. **Conflicting evidence**in SCOUT.

Answer 29

1. **Fox (1977)** studied attachment bonds between **mothers, infants and metapelets** (full-time carers of newborn children) on Israeli farms. 2. Children were **more attached to their mothers than the metapelets**, even though the metapelets were the ones that **fed them**. 3. This suggests that the learning theory may not be **valid as an explanation of attachment**. 4. **Conflicting evidence** in SCOUT.

Answer 30

1. The idea that infants have an **inbuilt tendency** to make an initial attachment with **one attachment figure** - most commonly the **mother**. 2. **Mono = one**

Answer 31

1. He said that **one attachment is different from all others** and of central importance to the **child’s development**. 2. He called this person the **‘mother’** but was clear that it doesn't need be the **biological mother**.

Answer 32

1. He said that the **more time spent** with the primary attachment figure, the **better**. 2. ***The law of continuity:*** The more **constant and predictable** a child’s care, the **better the quality of attachment**. 3. ***The law of accumulated separation:*** The impact of **every separation** from the mother figure **adds up**.

Answer 33

1. A behaviour that is **instinctive** and does **not need to be learned**.

Answer 34

1. A mental representation that is used as a **template for future relationships** based on an infant’s **primary attachment**. 2. E.g. what **relationships are like** + guides **expectations about the self** (e.g. ‘am I lovable?’) and **others** (e.g. ‘are people reliable?’).

Answer 35

1. **Sensitive and consistent care** is likely to produce expectations that others are **trustworthy** and that the self is **worthy of care**, which supports **healthier relationships in adulthood**. 2. **Rejecting or inconsistent care** may lead to **expectations of poor treatment**, which can contribute to **difficulties in later relationships**.

Answer 36

1. Adults often **base their own caregiving on their early experiences**. 2. This helps explain why **patterns of attachment and family functioning** can be **intergenerational**.

Answer 37

1. **Innate behaviours** shown by an infant that **cause a caregiving response** (e.g. cooing)

Answer 38

1. He suggested that babies are born with a set of **'cute’ behaviours** like **smiling and cooing** that encourage **attention from adults** - this is to activate **adult attachment systems** and make an adult **attach to the baby**. 2. He recognised attachment is a **reciprocal process**. Both caregiver and baby have an **innate predisposition** to become attached and **social releasers are hard wired** in the infants, to **trigger responses** in caregivers.

Answer 39

1. A **specific time period** within which an attachment **must form**, if it is to form at all.

Answer 40

1. He initially proposed a critical period of about 6 months, during which an attachment needed to form or it wouldn't form at all. 2. He later reframed this as a sensitive period - infants are **most receptive** to forming attachments **early on**, but an attachment can still develop later, just with **greater difficulty**. 3. He said the sensitive period could extend to around **30 months**.

Answer 41

1. The **best time** for attachments to form. They can **still form outside of this period** but with more **difficulty**.

Answer 42

1. **Rejected** the learning theory of attachment, stating that ‘if it were true, an infant of a **year or two should take readily to whomever feeds them** and this is clearly not the case'. 2. He looked at the work of **Lorenz and Harlow** and proposed an **evolutionary theory of attachment**.

Answer 43

1. The **quality of the monotropic attachment shapes the IWM**. 2. From the primary attachment, the child **develops an IWM**, showing how the **quality of the first attachment** influences later **social and emotional behavior**.

Answer 44

1. Bowlby suggests attachment is an **innate, biologically based** system that provides a **survival advantage**. 2. Both **imprinting in animals and human attachment** are thought to have evolved bc they **keep young close to caregivers**, increasing **protection from dangers**. 3. Bowlby argued that in the **environment of evolutionary adaptedness** infants who stayed **near caregivers were more likely to survive and reproduce**. 4. Attachment behaviours were **favoured by natural selection**, meaning infants are genetically **predisposed to show innate behaviours**, such as crying, that **elicit caregiving**. 5. He called these behaviors **social releasers**.

Answer 45

1. If Bowlby is correct then it is a useful idea because it clarifies the **importance of mothers and mothering**. 2. **Before** Bowlby, people did not think the **mother's role was important** and many divorces were settled in **favour of the father** because mothers were **not regarded as necessary**. 3. **After** Bowlby, it became common to recognise that **children's wellbeing** is closely tied to their **relationship with their mother**. 4. This influenced legal decisions in favour of maternal custody in many cases. 5. **Usefulness** in SCOUT.

Answer 46

1. **Bailey et al. (2007)** assessed **99 mothers with one-year-old babies** - asked the mothers about the **quality of their attachments to their own mothers**, then the attachments of the **babies to the mothers**. 2. They found that mothers with **poor attachments to their own mothers** were more likely to have **babies with insecure attachments**. 3. This supports Bowlby’s monotropic theory because it shows that the **quality of the primary attachment has long-term developmental consequences**, highlighting its special importance. 4. **Supporting evidence** in SCOUT.

Answer 47

1. **Schaffer and Emerson’s (1964)** study demonstrated that a significant **minority of children** were able to form **multiple attachments** with caregivers even though they did **not have ‘one special bond’**. 2. Goes against the idea that there is **one specific attachment** which is **more unique and special than all others**. 3. Questions the **validity** of Bowlby’s monotropic theory. 4. **Conflicting evidence** in SCOUT.

Answer 48

1. **Lamb et al. (1982)** studied the attachments infants had with people like **fathers, grandparents and siblings** and found that infants had **different attachments for different purposes**. 2. This demonstrated that infants do **not treat attachments as a hierarchy**. 3. E.g. infants go to **fathers for play**, but **mothers for comfort**. This goes **against Bowlby’s idea of monotropy**. 4. **Conflicting evidence** in SCOUT.

Answer 49

1. A **controlled observation** designed to test **attachment security**. 2. Infants are assessed on their response to playing in an **unfamiliar room, being left alone, left with a stranger, and being reunited with a caregiver**.

Answer 50

1. The **most desired** attachment type and associated with **psychologically healthy outcomes**. 2. In SS, shown by ***moderate*** **stranger and separation anxiety**, and being **easily comforted at reunion**.

Answer 51

1. An attachment type characterised by **low anxiety but ‘weak’ attachment**. 2. In SS, shown by **low stranger and separation anxiety**, and **little response at reunion**. 3. Infant just **doesn't care**.

Answer 52

1. An attachment type characterised by a **strong attachment and high anxiety**. 2. In SS, shown by **high levels of stranger and separation anxiety**, and by **resistance to being comforted** at reunion. 3. Infant cares **too much/extreme**.

Answer 53

1. The way infants try to maintain **physical contact or be close** to their attachment figure.

Answer 54

1. The degree of **distress** shown by an infant when with **unfamiliar people**.

Answer 55

1. The degree of **distress** shown by the child when **separated from the caregiver**.

Answer 56

1. How the child **explores** the environment when the **caregiver is present**.

Answer 57

1. The child **returning to the caregiver for comfort** during **stressful or unfamiliar** situations.

Answer 58

1. The way a child responds when they are **reunited with their primary caregiver** after being **briefly separated**.

Answer 59

1. Designing a **standardised procedure** to assess **infant–caregiver attachment quality**, called the Strange Situation. 2. Still widely used today to observe how infants respond to **separation and reunion**, indicating the **security and strength** of the attachment.

Answer 60

1. The Strange Situation is a **controlled, overt, non-participant observation** that is used to assess the -**quality of a child’s attachment** to their caregiver.

Answer 61

1. To observe **key attachment behaviours** as a means of assessing the **quality of a child’s attachment**.

Answer 62

1. **100 middle-class American** infants and mothers were used in the study. 2. Every aspect of behaviour was **observed** and the observations were **recorded**. 3. She used **five categories**: **proximity** seeking behaviour, **exploration and secure-base** behaviour, **stranger** anxiety, **separation** anxiety, and **reunion** behaviour. 4. Every **15 seconds**, the category of behaviour displayed was **recorded and scored on a scale between 1 – 5**. 5. It consisted of **eight episodes**. 6. All lasted about **three minutes**, apart from **episode one which lasted about one minute**.

Answer 63

1. Generally, all infants explored room **more enthusiastically** when **just mother** was present, as opposed to when the **stranger was there, or the mother left**. 2. Ainsworth found that there were **distinct patterns** in the way that infants behaved. She identified three main types of attachment. 3. **20-25%** = Insecure-Avoidant, **65-70%** = Secure, **10-15%** = Insecure-Resistant 4. Caregivers who were **indifferent** to infants needs = **Insecure-Avoidant**, Caregivers who were **sensitive** to infants needs = **Secure**, Caregivers who were **Inconsistent** to infants needs = **Insecure-Resistant**.

Answer 64

1. A child’s attachment style is largely shaped by the **caregiver's responsiveness to the infant’s needs**.

Answer 65

1. Widely recognised as a **cornerstone of attachment theory** - Psychologists use the Strange Situation to determine the **type of attachment** a child has to a caregiver. 2. It continues to be influential in **developmental psychology** e.g. a child displaying **insecure attachments** might indicate a history of **trauma or abuse**. 3. This can lead to **further clinical evaluation** and allows **interventions** to be put in place. 4. **Applicability** in GRAVE.

Answer 66

1. The procedure is highly standardised. 2. The Strange Situation consisted of **eight episodes**. Each of these lasted about **three minutes**, apart from **episode one** which lasted about **one minute**. The **precise nature** has allowed the method to be used to categorise **infant attachment in many studies**. 3. **Reliability** in GRAVE.

Answer 67

1. An **artificial way** of assessing attachment, as it is **controlled** with the mother and stranger acting to a **‘script’**. 2. The artificial nature of the procedure could **influence the infant’s behaviour** and may **not reflect** natural attachment types. 3. Some researchers argue that the situation itself is **too stressful and does not provide an accurate reflection** of how attachment behaviours manifest in **everyday life**. 4. **Validity** in GRAVE.

Answer 68

1. Restricted to **100 middle-class Americans** and their infants, so it is unlikely that the findings would be **representative of the wider population**. 2. In other countries, child-rearing practices + attachment behaviours may **differ**. 3. E.g. in some countries, children may **not experience separation** from their caregivers in the same way or may be **less distressed** by it bc of **different childrearing practices**. 4. **Generalisability** in GRAVE.

Answer 69

1. It's strongly predictive of **later development**. 2. Infants assessed as **secure**, typically go on to have better outcome in life e.g. **success** at school, **romantic relationships** and **friendships** in adulthood. 3. **Insecure-resistant** attachment is associated with the **worst outcomes** e.g. bullying in **later childhood** (**Kokkinos, 2007**) and adult **mental health** problems (**Ward et al., 2006**) 4. This demonstrates the importance of early attachment types on the development of future attachments. 5. **Usefulness** in SCOUT.

Answer 70

1. Shows **good inter-rater reliability** as different observers watching the same children **agree on what attachment type** to classify them as. 2. May be because the SS takes place under **controlled conditions** and the behavioural categories are **easy to observe**. 3. **Bick (2012)** found agreement on the attachment types for **94% of babies tested** - attachment types identified by Ainsworth are not influenced by **individual bias or subjective interpretation**. 4. This consistency increases the accuracy and trustworthiness of the original attachment types. 5. **Testability** in SCOUT.

Answer 71

1. There is at least **one more attachment type** - **Main and Solomon (1986)** pointed out that a minority of children display **atypical attachments** that do not reflect **Type A, B or C** behaviour. 2. This is commonly known as **‘disorganised attachment’** (display a mix of **resistant and avoidant behaviour**) - says that the original findings from the SS were **inaccurate and invalid**. 3. **Usefulness + Conflicting evidence** in SCOUT.

Answer 72

1. May not have the same meaning in countries outside of **Western Europe and America**. 2. **Takahashi (1990)** noted that the procedure does not really work in Japan because** Japanese mothers are so rarely separated** from their babies that there are very **high levels of separation anxiety**. 3. **Cultural differences** in childhood are likely to mean that children **respond differently** to the SS - infants from different cultures cannot be classified **correctly into an attachment type**. So, would be **inappropriate to use thE **SS to do this. 4. **Conflicting evidence** in SCOUT.

Answer 73

1. The difference in **norms and values** that exist between **people in different groups**.

Answer 74

1. Where researchers **combine the findings** from multiple studies to draw an **overall conclusion**.

Answer 75

1. They know that **child-rearing practices vary** across cultures - want to see if this impacts the **proportion of attachment types** across different countries. 2. Attachment may be largely **universal**, or patterns may differ depending on **cultural values**.

Answer 76

1. **Reebye et al. (2014)** reported that in **Britain**, **insecure-avoidant** behaviour is often viewed **negatively** as reflecting a **weak attachment**. 2. But, in cultures that **value independence** (**Germany**) the same behaviour may be seen as **more desirable because it fits socialisation goals**. 3. This suggests that what **counts as ‘secure’** behaviour may not have the **same meaning in every culture**.

Answer 77

1. Assess **similarities and differences** in the amount of Type **A, B and C classifications** across countries. 2. Assess the **extent of inter-** (**between**) and **intra-** (**within**) **cultural differences** in attachment types of different countries.

Answer 78

1. A meta-analysis of **32 studies from 8 countries** that all tested mother-infant attachment types using the Strange Situation. 2. There were **1,990 results** from infants. 3. All studies comprised of at least **35 mother-infant pairs** and used infants aged **two years or younger**.

Answer 79

1. **Secure attachment was the most common**. 2. But proportions varied from **75% in Britain** to **50% in China**. 3. **Individualistic cultures:** insecure-resistant attachment were the **least common**, but **collectivist samples** (China, Japan, Israel): **above 25%**. 4. There was a **higher variations** within the **same country** (**150% greater**) than those **between different countries**. 5. E.g. in the US, one study found **46% of infants** were securely attached compared to one of **90%**.

Answer 80

1. **Secure attachment** is the **most common** - supports the idea that attachment is a **universal, biologically** based system. 2. However, the distribution of **insecure types varies between cultures** - **cultural child-rearing practices** shape how **attachment is expressed**.

Answer 81

1. The meta-analysis there were nearly **2000 babies** - increases **internal validity**, by reducing the impact of **anomalous results** caused by **participant variables**. 2. Includes data from a **wide range of cultures**, such as **Western** (U.S, U.K) and **non-Western countries** (Japan, Israel, China) - generalise the findings **across different cultures**. 3. **Generalisability** in GRAVE.

Answer 82

1. Insights into how attachment styles **vary across cultures**. 2. Insecure-avoidant attachments were **highest in Germany** (**35%**) compared to other countries (varied between **5 and 26%**). 3. E.g. **Reebye et al. (2014)** found that in **Britain**, an **insecure-avoidant** attachment is seen as a **weak attachment**. But, in **Germany** it's viewed as **promoting independence**. 4. **Applicability** in GRAVE.

Answer 83

1. Since the Strange situation procedure is **culturally bias**, this study is too - based on **Western cultures** (**short separations** and **brief interactions with strangers**) 2. Doesn't accurately assess **attachment behaviour** across cultures. E.g in cultures where **child and mother are rarely separated** (Japan), or where they are **raised in a communal environment** (Israel). 3. This could result in the **misclassification** of attachment types. 4. **Validity** in GRAVE.

Answer 84

1. A study in Italy to see if the **proportions** of infants with different attachment types **matched previous studies**. 2. They assessed **76, 12-month-old** infants using the **Strange Situation**. 3. Found **50% = secure** and **36% = insecure-avoidant** - **lower rate of secure** and **higher rate of insecure-avoidant** than has been found in other studies. 4. They suggest this is bc there are an **increasing number of mothers** of very young children that **work long hours** and use **professional childcare**. 5. Suggest that patterns of attachment types are **not static** but **vary in line with cultural change**.

Answer 85

1. Wanted to **compare** the proportions of attachment types in **Korea to other studies** - Strange Situation was used to assess **87 children**. 2. The proportions of **insecure and secure children were similar** to all other countries - more were classified as **insecure-resistant**, only **one child was avoidant** (Similar to the **Japan study** with Van Ijzendoorn and Kroonenberg) 3. In **collectivist cultures** (Korea and Japan) caregiving emphasizes **close proximity, high responsiveness, and interdependence** between infant and caregiver. 4. Jin concluded that **cultural practices** influence the way **attachment types are expressed**. E.g. **high secure and low insecure-avoidant** attachment in Korean may reflect the fact that caregiving norms promote **availability and emotional closeness** - makes **avoidant behaviors** less likely to develop.

Answer 86

1. **Posada and Jacobs (2011)** argue there is evidence for **underlying universal principles** of attachment - Caregiving sensitivity. 2. Cross-cultural findings from a range of differing countries suggest that **caregiver sensitivity** is consistently associated with **secure attachment** - even if the **expression** of sensitive caregiving or the **behaviour** of secure children differ **responsiveness appears to be similar**. 3. This helps identify what is **universal in attachment** while separating it from **culturally specific** behavioural expressions. 4. **Supporting evidence** in SCOUT.

Answer 87

1. Research that looks at cultural variations in attachment include research conducted by **indigenous researchers** (**same cultural background** as the participants). 2. E.g. **Van Ijzendoorn and Kroonenberg** included research by **German and Japanese teams**. 3. Potential problems can be **avoided** (**misinterpretation** of language and **communication barriers**) 4. By removing these issues, the **validity is improved**. 5. **Usefulness** in SCOUT.

Answer 88

1. Attachment may **not be purely innate** - Van Ijzendoorn and Kroonenberg suggested some **similarities could reflect globalization**. E.g. the spread of **parenting ideas through media.** 2. If caregivers across different cultures are exposed to **similar messages about ‘good parenting’**, behaviour may become **more alike**, producing **similar attachment patterns**. 3. So, **similarities** might be bc of a **shared global media culture** rather than **universal biological influences alone**. 4. **Opposing evidence** in SCOUT.

Answer 89

1. **Malin (1997)** found that in some **Aboriginal Australian communities**, children are **discouraged from exploring**, so they stay **close to their caregiver** rather than using them as a **secure base**. 2. In the SS this could be **misinterpreted as insecurity**, so infants may be **misclassified** - may not be **fully generalisable** as they reflect **Western expectations** about independence. 3. Some researchers argue that **cultures may require culture-specific classifications** (or adapted measures) to categorise attachment in a valid way. 4. **Usefulness** in SCOUT.

Answer 90

1. An explanation of the **emotional and intellectual consequences** of **disrupting attachment bonds** that sees **serious, permanent damage** to children’s development.

Answer 91

1. Intellectual Development 2. Emotional Development

Answer 92

1. If children were deprived of maternal care for too long during the critical period, they would suffer **delayed intellectual development**, characterised by an **abnormally low IQ**. 2. **Goldfarb (1943)** followed the development of **30 orphaned children** until they were **12 years old** - **half** had been **fostered by 4 months** and the **other half** were in an **orphanage**. 3. At **12**, their **IQ was assessed** using the Stanford-Binet test - **Fostered group:** average IQ of **96**, **Orphanage group:** averaged IQ of **68**. 4. This shows that if children are **maternally deprived during the critical period**, it can impact their **intellectual development**.

Answer 93

1. There is a risk of **affectionless psychopathy** developing - personality style including a **lack of empathy for others** and a **lack of shame or sense of responsibility**. 2. Such individuals **act on impulse** with **little regard for the consequences**. E.g. showing **no guilt for antisocial behaviour**.

Answer 94

1. **Short-term disruption** of an attachment bond. 2. E.g. **day-care, being left with a babysitter or family member**. 3. Brief separations, particularly if a **substitute caregiver** is present, are **not significant for development**.

Answer 95

1. **Long-term disruption** of an attachment bond with **no substitute caregiver**. 2. E.g. **parental death, long-term separation (imprisonment), divorce, and in some cases severe **parental mental health difficulties** (**Post-partum psychosis/depression**) if the caregiver is **consistently emotionally unavailable**.

Answer 96

1. Studied women who had experienced **separation from their mothers** due to **maternal death**. 2. Found **25%** experienced **depression or an anxiety** compared with **15%** with **no early loss**. 3. These problems were **greatest** when the loss occurred **before age 6**, supporting Bowlby’s view that **early deprivation** is more harmful.

Answer 97

1. A **specific time period** within which an **attachment must form**, if it is to **form at all**.

Answer 98

1. A term used by **Bowlby** to describe people who do **not show concern or affection** for other people and show **no, or very little, remorse or guilt**.

Answer 99

1. Infants need **continuous warm, sensitive care** from a mother or permanent mother-substitute. 2. Argued that **prolonged separation** from this attachment figure (especially when there is **no adequate substitute**) can lead to **maternal deprivation** - increasing the **risk of long-term emotional and cognitive** difficulties.

Answer 100

1. The **first 30 months** were a particularly important period for development, with a **continuing risk of harm** up to around age **5**. 2. Believed that **prolonged separation** during this window, without suitable alternative care, could cause **serious and potentially long-lasting** damage.

Answer 101

1. To investigate whether the **causes of juvenile delinquency** could be **linked to maternal deprivation**.

Answer 102

1. Between **1936 and 1939**, an opportunity sample of **88 children** was selected from the clinic where Bowlby worked. 2. **44 were juvenile thieves** (**31 boys and 13 girls**) who had been referred to him because of their **stealing**. 3. The other **44 children** (**34 boys and 10 girls**) became the **control group** who had been referred bc of their **emotional problems**. 4. The two groups were **matched on their age and IQ** - Matched Pairs Design. 5. The children and parents were interviewed to record **details of the child’s early life** (periods of **separation** and instances of **affectionless psychopathy**) by a **psychiatrist, a psychologist, and a social worker**. 6. They all made **separate reports** - inter-observer reliability.

Answer 103

1.**14 of the thieves** = **affectionless psychopaths**. **12 of the 14** had **prolonged separation** of more than six months from their mothers in their **first two years of life**. 2. **5** of the 30 ‘thieves’ **not classified as affectionless psychopaths** had experienced **separations**. 3. In the **control group**, only **2 experienced prolonged separations**, and **none** were classified as **‘affectionless psychopaths’**.

Answer 104

1. The results **support** Bowlby’s theory of maternal deprivation. 2. They show **86%** of the children classified as **affectionless psychopaths** had experienced **prolonged separation** from their primary caregiver during the **critical period**.

Answer 105

1. It led to **major changes** in the way children are **cared for in hospitals** - at least **one caregiver** is encouraged to **stay** and there is greater **flexibility** in terms of **visiting hours for other adults**. 2. Been applied to **childrearing practices** to prevent any **negative consequences** bc of the **breaking of the attachment bond**. 3. **Usefulness** in SCOUT.

Answer 106

1. **Individual differences** may influence how **well children cope** with separation. 2. **Barrett (1997)** found that children who were **more emotionally mature** adjusted **better to separation** - suggests separation does **not affect all children the same way**, distress is partly explained by the **child’s characteristics** rather than **separation alone**. 3. May be **limited** bc it may **not apply universally** and may **overestimate** the inevitability of **negative outcomes**. 4. **Opposing evidence** in SCOUT.

Answer 107

1. There is **counterevidence** challenging this theory. 2. **Lewis (1954)** partially **replicated the 44 Thieves** research on a larger sample (around **500 young people**) and found that **prolonged early separation** from the mother did **not inevitably** predict later **criminality** or difficulties forming **close relationships**. 3. Suggests Bowlby **overstated the severity and inevitability** of the outcomes (**affectionless psychopathy**) and that the effects of **early separation** are likely influenced by **other factors** (child’s **temperament**, the **availability/quality** of substitute care, and later **supportive relationships**) 4. **Conflicting evidence** in SCOUT.

Answer 108

1. The **effects** of living in an institutional setting such as a **hospital or care home**. 2. It is a place where **children live for long, continuous periods** of time and **little to no emotional care** is provided.

Answer 109

1. An attachment bond was **never formed**.

Answer 110

1. These concern children placed **in care** because their **parents cannot look after them**.

Answer 111

1. Behaviour that is **attention seeking and clingy** and directed **indiscriminately towards all adults**.

Answer 112

1. Through **research on institutional care**, where children often experience a **lack of consistent, sensitive caregiving**. 2. Much of what we know about institutionalisation comes from studies of **Romanian orphanages** from the **late 20th century** onwards, when **large numbers of children** were raised in **severely deprived institutions** with limited **social and emotional care**.

Answer 113

1. It can often lead to long-term **psychological, emotional, and social** consequences. 2. Negatively impact **cognition and emotional development**, often creating **maladaptive** (not adjusting **adequately or appropriately**) behaviours.

Answer 114

1. Physical underdevelopment 2. Disinhibited attachment 3. Intellectual disability 4. Poor parenting

Answer 115

1. Children in institutional care are usually **physically small**. 2. Research has shown that **lack of emotional care**, rather than poor nourishment, is the cause of what has been called **‘deprivation dwarfism’**.

Answer 116

1. Its a a typical **effect of spending time** in an institution. 2. Children are **equally friendly** towards **people they know** or those who are **strangers**. 3. This is highly **unusual behaviour** as children usually show **stranger anxiety** in their **second year of life**.

Answer 117

1. **Cognitive development** is affected by **emotional development**. 2. In **Rutter’s ERA** study, most children showed signs of **intellectual disability** when they arrived in **Britain**. 3. It has been shown that damage to **intellectual development** because of institutionalisation can be **recovered** provided adoption takes place **before the age of 6 months**.

Answer 118

1. **Quinton (1976)** compared women **raised at home** with those **raised in an institution**. 2. He found **ex-institutionalised** women had **extreme difficulties acting as parents**. 3. his led to **more** of their children **being in care**.

Answer 119

1. Romanian orphan studies involve **more than emotional deprivation** - institutions had **poor physical conditions** - could have affected **children’s health**. Children often received **limited cognitive stimulation** - may have **hindered cognitive development**. 2. it is difficult to conclude that the negative effects observed were **directly caused by emotional deprivation alone** - **physical neglect, malnutrition/healthcare deficits, and lack of stimulation** may also have **played a role**. 3. Weakens **causal conclusions** and questions the **internal validity** of the findings.

Answer 120

1. In the 1990's under **Nicolae Ceaușescu’s** pro-natalist policies, **contraception and abortion** were severely **restricted**, and families were pressured to have **large numbers of children**. 2. Many parents could **not afford** or were **unwilling/unable** to care for them, so **thousands of children** were placed in **large state-run orphanages**, often with **very poor social and emotional care**. 3. After the **1989 revolution**, many of these children were **adopted** (including by families in the UK) allowing researchers to investigate the **impact of early institutional deprivation**.

Answer 121

1. To investigate the effects of **early institutionalization** on **later development**. 2. To investigate the extent to which **good care** could make up for **poor early experiences in institutions**.

Answer 122

1. He followed the development of a group of **165 Romanian orphans** who had been **adopted in Britain**. 2. **52 British children** adopted around the **same time** were used as a **control group**. 3. The **physical, cognitive, and emotional** development were assessed at ages **4, 6, 11, 15 and 25** years old.

Answer 123

1. On arrival to the UK, **half** the adoptees showed signs of **delayed intellectual development** and the **majority** were **severely malnourished**. 2. At **11**, adoptees showed **differential rates of recovery** related to the **age of adoption**. 3. **Before 6 months:** Mean IQ of **102**. Between **6 months and 2 years:** Mean IQ of **86**. 4. Those adopted **after 6 months** showed **disinhibited attachment**, those adopted **before 6 months rarely showed this**.

Answer 124

1. The **negative effects of institutionalization** can be overcome by **sensitive, nurturing care**. 2. As the British adopted children did **not suffer developmental** outcomes despite being **separated from their biological mothers**, separation from careers on its own **wont cause negative developmental effects**.

Answer 125

1. As this study used **standardised tests** (**cognitive and behavioural** assessments), the methods have been **replicated by other researchers** - **Morison and Elwood (2005)** found **similar results** with a group of Romanian orphans who had been adopted by **Canadian parents**. 2. This suggests the effects of **early Romanian institutional deprivation** are **robust and replicable** across **different adoptive contexts**. 3. **Reliability** in GRAVE.

Answer 126

1. Highlights the **importance of early interventions** in cases of child **neglect and institutional care** - provides **evidence** to inform policies around **adoption and foster care**. 2. The study emphasises the **significance of early placement** into **nurturing** environments. 3. **Applicability** in GRAVE.

Answer 127

1. Only **some** of the children received detailed **clinical investigations** - difficult to **generalise the findings** to all children. 2. **Individual differences** (child’s **resilience**) could have impacted the children’s **responses and developments** - findings cannot be applied to **all Romanian orphans**. 3. The children involved had **not gone through any trauma** before being institutionalised - effects of institutionalisation may not be generalisable to orphans **who have gone through trauma**. 4. **Generalisability** in GRAVE.

Answer 128

1. Children were **not randomly assigned** to conditions - researchers **did not intervene** with the adoption process so the **more sociable children** were typically **adopted first**. 2. May have been variables, other than the **age of adoption**, that impacted on whether there were **lasting effects of institutionalisation**. 3. **Validity** in GRAVE.

Answer 129

1. To investigate the **effects of early institutionalisation** on **later development**.

Answer 130

1. Attachment was **assessed using the SS** in **95 Romanian children** aged between **12-31 months**. 2. They had spent **most of their lives** (**90%** on average) in **institutional care**. 3. Compared to a **control group of 50** children who had **never** lived in an institution. 4. Carers were asked about **unusual social behavior** that would indicate **disinhibited attachment**.

Answer 131

1. **74%** control group: securely attached 2. **19%** institutional group: securely attached 3. **Less than 20%** control group: disinhibited attachment. 4. **44%** institutional group: disinhibited attachment.

Answer 132

1. The **negative effects of institutionalisation** appear to have **longer term** impacts on **attachment behaviour**.

Answer 133

1. Identified how **impactful institutionalised care** can be on **attachment types** in children. 2. Children’s homes now **avoid** having **large numbers of caregivers** for each child and ensure a **smaller number of people** play a **central role** in the **child's development**. 3. Help **reduce** the number of children showing **disinhibited attachment** following institutionalisation - help them to **socialise better into society** .

Answer 134

1. The study compared orphans who had spent **most of their life** in an institution and children who had **never been an institution** - the use of a **control group** means psychologists can see a **direct comparison** of the **effects of institutionalised care**. 2. It can be inferred that the **differences in attachment type** were due to the **conditions the children were raised** in. 3. **Validity** in GRAVE.

Answer 135

1. The findings cannot be generalised to children in **less extreme institutional environments** outside of Romania - institutions in Romania are considered some of the **worst that the world is aware of**. 2. The findings from these children may not be able to be applied to **children institutionalised in other countries** where the conditions were not as **appalling**. 3. **Generalisability** in GRAVE.

Answer 136

1. Raises **socially sensitive issues** because findings can contribute to **stigma and negative stereotyping** of children with a history of institutional care. 2. If research reports that longer institutionalisation is linked to poorer attachment or later difficulties it could lead people to **lower expectations and interact with the child differently**. 3. Risks a **self-fulfilling prophecy** - children’s outcomes are shaped **partly by how others respond to the label** rather than by **early experience alone**. 4. **Ethics** in GRAVE.

Answer 137

1. Relationships with **other people in childhood**, including **friends and classmates**, and with **adults** such as **family members and teachers**.

Answer 138

1. Those relationships the individual goes on to have **later in life**. 2. Friendships and working relationships, but most critically, relationships with romantic partners and the person’s own children.

Answer 139

1. The idea that there is a **consistency** between **early emotional experiences and later relationships**.

Answer 140

1. The continuity model is **based on the internal working model**. 2. If a child experiences **sensitive, reliable caregiving**, they are more likely to develop a **secure internal working model** - increases the likelihood of **forming healthy friendships and romantic** relationships. 3. If a child experienced **early insensitive or inconsistent care** it may lead to an **insecure internal working model**, which can make later relationships more **difficult** - individuals may **avoid intimacy** and rely on **emotional distance** (linked with **avoidant patterns**) or show **anxiety about closeness** and **reassurance-seeking** (linked with **resistant** patterns).

Answer 141

1. Found that early attachment type is associated with the **quality of peer relationships** in childhood. 2. **Securely** attached: **higher-quality** friendships (more trust, cooperation, and emotional support) 3. **Insecurely** attached: more likely to experience **friendship difficulties**. 4. Supports the continuity hypothesis by suggesting **early attachment is linked to later relationship outcomes**.

Answer 142

1. Investigated if **children’s involvement in bullying** is related to attachment type - used a **standardised questionnaire** with **196** children aged **7–11** in **London** asking about attitudes to **bullying and personal experiences**. 2. **Securely** attached: **unlikely** to be involved in bullying. 3. **Insecure-avoidant**: more likely to be **victims**. 4. **Insecure-resistant**: more likely to be **bullies**. 5. Supports the continuity hypothesis by suggesting **attachment-related patterns** are linked to **later peer relationships**.

Answer 143

1. Studied **adult romantic attachment** using a **'love quiz'** published in a newspaper, completed by **620 volunteers** - answered questions about their **current and most important** relationships, then **self-classified** as **secure, avoidant, or insecure-resistant**. 2. Secure: **56%** - reported more **trusting, longer-lasting** relationship. 3. Avoidant: **25%** - reported **fear of intimacy** and sometimes **jealousy**. 4. Resistant: **19%** - reported more **emotional volatility and jealousy**. 5. Supports the idea that **attachment-related patterns are reflected in adult romantic relationships**, consistent with the continuity hypothesis.

Answer 144

1. Followed around **300 dating couples** for **3 years** - individuals classified as **securely attached** reported more **stable, satisfying** relationships over time than **insecurely attached** individuals. 2. Supports the continuity hypothesis by suggesting **early attachment-related patterns** are carried into **later romantic relationships**.

Answer 145

1. Assessed adult relationship **quality** in **40 women** aged **25–44** whose attachment type had been **measured in infancy**. 2. Infant secure: **better-quality** adult friendships and romantic relationships. 3. Infant insecure-avoidant: more problems with **intimacy in romantic relationships**. 4. Supports the continuity hypothesis and Bowlby’s internal working model by suggesting **early attachment patterns are reflected in later relationships**.

Answer 146

1. Provided evidence that **internal working models** influence **later parenting**. 2. **99 mothers’ infants** had their attachment to the mother assessed using the **Strange Situation**, while the **mothers’ attachment to their own mothers** was assessed using a **questionnaire**. 3. Many mothers showed the **same attachment** classification in **their own childhood** in relation to **their infants**. 4. Supports the continuity hypothesis by suggesting attachment patterns are **cross-generational** as adults may **base their parenting** behaviour on their **internal working model**.

Answer 147

1. Criticised for being difficult to **test and falsify** - proposed to operate **largely unconsciously**, it cannot be **measured directly**, so researchers often rely on **indirect indicators** (**self-report attachment** measures, relationship **outcomes**) 2. This creates a **theoretical problem**: if the construct cannot be **operationalised clearly**, it is hard to demonstrate **cause-and-effect** or rule out **alternative explanations**. 3. This means that evidence for internal working models can be **criticised as less valid**. 4. **Testability** in SCOUT.

Answer 148

1. **Regensburg et al. (2008)** provides **evidence against** the continuity hypothesis - **43** individuals were followed from around **1 year old**, and at **age 16** attachment was assessed using the **Adult Attachment Interview**. 2. They found **no evidence** of continuity between **early attachment and later attachment outcomes**. 3. This suggests that early attachment may **not reliably predict** later development for **everyone**, and that **later experiences** (**life events, friendships/romantic relationships**) may **modify outcomes**. 4. **Conflicting evidence** in SCOUT.

Attachment - P1 Flashcards

(173 cards)