Summary Sheets (COMPLETED) for 'ATTACHMENT': Psychology A-level
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Course
Attachment
Institution
AQA
**THIS DOCUMENT EXCLUDES INFORMATION ON 'ROLE OF THE FATHER.'**
This document provides a digital summary sheet (created on powerpoint) for every module within the 'Attachment' topic of Psychology A level. Each summary sheet provides in varying detail an outline (AO1) and 3-4 evaluation points (A...
Evidence to support:
Bond- A set of feelings that ties one person to
another. For example, a parent strongly bonded with Meltzoff & Moore (1977) provided support for interactional synchrony by observing it in
their child. infants. Association was found between the expression or gesture the adult displayed and
the babies.
Attachment- A strong, enduring, emotional,
reciprocal relationship between two people (for Isabella et al (1989) supported this by observing 20 mothers and infants together. Found
example an infant and their caregiver.) synchrony positively correlated with better quality of mother-infant attachments. Shows in
such as interactional synchrony may be fundamental in development of healthy attachme
Our primary attachment is usually our primary
caregiver, however we continue to form Still face experiments show importance of reciprocity. When caregiver interactions/’con
attachments throughout life. were suspended, it reliably elicited distress (and eventually withdrawal) from the infant. S
importance of reciprocity to ensure quality attachment is developed.
Attachment behaviours:
Caregiver- infant interaction: Lack of consistent evidence: Furth
Joyful reunion behaviour- Infant is happy to be failed to replicate the findings of M
reunited with caregiver. Moore (for example Koepke et al (
Reciprocity: This is when both parties (caregiver
and infant) respond to each other in a two-way, Vhallanges the reliability of interac
Secure base behaviour/ willingness to explore- synchrony as a key aspect in secur
Infant feels safer with caregiver. mutual process. It is a turn taking event in which
each member takes it in turns to engage and elicit
a response. Research is correlational: Most o
Separation anxiety- Infant is sad when parted from in support focuses on looking at a
caregiver. between caregiver interactions an
Interactional synchrony: This is when the
caregiver and infants facial and body movements attachment. This however means
Seeking proximity- Infant spends lots of time cannot be established. It questions
checking on/ moving towards caregiver. become co-ordinated/ mirror each other. They
are both doing the same thing at the same time conclusions drawn as, for example
(for example the infant moves their body in time high quality attachment leading to
Stanger anxiety- Infant feels uncomfortable around reciprocity/interactional synchron
unfamiliar adults. with their carer.)
, Shaffer and Emerson (1960): They investigated the gradual development of attachments. They studied 60 babies from
Glasgow. The babies were visited monthly for their first year and then once again at 18 months. They used
observation and interviews with the mother regarding separation anxiety and stranger distress as their behavioural
measurements. From the research, they concluded attachment behaviours develop in stages loosely linked to age.
They found:
65% of babies had their mother as their first attachment figure.
3% of babies had their father as their first attachment figure.
27% of babies had both parents as their fist attachment figures at the same time.
40% of babies didn’t form an attachment with the figure they spent the most time with, but rather who responded
most sensitively to them.
High ecological validity: Used naturalistic obser
The stages: interviews. The findings of attachment formatio
the infants own homes. Mothers were also aske
Asocial stage (0-6 weeks): Infants responses to both inanimate and responses to everyday information, resulting in
animate objects are similar. They have a bias towards human-like naturalistic settings and use of interviews add v
stimuli but has not established an attachment with anything. Stages of attachment: of stages of attachment.
Indiscriminate attachment (6 weeks-6 months): Babies become
more sociable. They can discriminate between unfamiliar and Lack of generalisability: All babies studied were from the same location (Glasgow) from the
familiar people and prefer to be in human company. However, do same class (working class families.) This means the results may not apply to other places or
not show stranger anxiety and will allow strangers to look after different families (for example working-class families may have long hours and spend less
them. time with the infant. Furthermore, the study was conducted in the 1960s. Fathers
stereotypically had a lesser role in parenting compared to modern day. Therefore, if the
Specific attachments (7+ months): Infants tend to show a strong research was replicated, the findings may differ. Therefore temporal validity questioned.
attachment to one particular person and are wary of strangers/
show stranger anxiety. Clear attachment behaviours are observed May not be accurate: Relying on mothers interviews. They may have bias, suffering from
( e.g., seeking proximity/separation distress/ joy on reunion.) social desirability. This could affect some of the answers (e.g., exaggerating the attachment.)
Further, research with very young infants is problematic. It relies on observations and
Multiple attachments (10/11+ months): Once they’ve formed a accurately interpreting infants responses which is difficult. It means results may not give an
specific attachment to their primary caregiver, babies form accurate assessment of how infants truly behave.
additional attachments with others (for example the father,
grandparents or a sibling.) Some believe the strongest attachments
remain with the mother, others believe all attachments are equal.
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