Lecture notes
International A Level (IAL) Psychology Unit 3
- Module
- Psychology
- Institution
- Other
Covers all syllabus except maths and stats
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Attachment14/9
Definitions EXTRA
● “A close emotional relationship between two persons, characterised by mutual affection and desire to
maintain proximity” Schaffer (1993) Choose
● “An affectional tie or bond that one individual forms between herself and another specific one
individual” Ainsworth (1967) definitio
n,
Behaviours observed when a child is attached to someone however
Ms
● Proximity seeking: Wanting to be close doesn’t
● Separation protest / anxiety: Upset if they left like the
● Stranger anxiety: Upset if someone else tried to pick them up second
● Willingness to explore: Happy to play / explore if their attachment figure is not there - if the child is one as
not comfortable to explore it is an insecure attachment. much.
● Positive reunion behaviour: Happy when the attachment figure comes back and doesn’t complain
that they left (secure).
Behaviours observed when an adult is attached to someone (romantic relationship)
(Secure)
● Proximity seeking: Wanting to be close, whilst having own space.
● Positive reunion behaviour.
● Loyalty
● Concern about the well-being of another person
● Missing another person
(Insecure)
● Separation anxiety
● Stranger anxiety?
● Negative reunion behaviour.
Effects childhood attachments have on adult behaviours
“Continuity hypothesis”
● Child - securely attached will form secure happy / secure r/ships
● Child - insecure will not go on to have happy / secure r/ships
(childhood attachments have an effect on romantic relationships in adulthood)
○ Deterministic.
,Schaffer and Emerson’s study
● Babies don’t show attachment before 6 months old to one particular figure.
● Babies show separation anxiety at 6-8 months old (fear of strangers appears about a month
after the separation anxiety shows).
● For most babies (65%) their first attachment figure was their mother; for 3% of babies it was the
father; for 27% of babies it was a joint attachment (both mother and father).
SUMMARY KEY
How do we collect data about attachment and other behaviours of children?
EXTRA
Method Evaluation
Homew
Asking children about their feelings, opinions Children may not be able to express their feelings ork Pg.6
and experiences: properly (can’t read or write) or may not
● Either in face-to-face interviews with understand the questions.
children or by questionnaire. Data can also While doing a face-to-face interview, we can see
be collected by asking parents about their the children’s facial expressions (as they may not
child’s experiences. know how to express themselves verbally).
Observing children’s behaviour: Ecological validity may provide more valid data
● Using monitored experiments or activities or as children are in a natural environment and
observing children in an uncontrolled don’t know they are being observed.
environment to see how they react during
specific situations. Not ethical as it lacks informed consent and
privacy.
Analysing secondary data contained in files about Easy access to data.
children:
● Reviewing information held in documents Lack validity - bias.
like social care case records, case reviews or
school files.
Following children through longitudinal studies Time - consuming
to see how they change over time. Not replicable, nor reliable.
May droop-our (attention rate, children say they
don’t want to be studied anymore).
Extremely detailed, in-depth understanding of
development of children’s attachment.
No participant variable..
, Taking a cross-section of children of different Age cohort effects-differences in generational
ages to assess how children change over time. factors. Different levels of attachment. (pp
variables low validity).
Efficiency and cost-effectiveness.
Not time-consuming
Replicable
SUMMARY KEY
Explanations of Attachment
Applying CC + OC principles to attachment Date: 15/9
EXTRA
Learning theory principles
● All behaviour is the result of learning ‘tabula rasa’ or blank slate (nurture not nature).
Recap
CC OC and
CC
● Learning through association.
● 2 stimuli which wouldn’t normally appear together become associated or linked.
US UR
FOOD PLEASURE Pg. 7
Booklet
NS
MOM NO RESPONSE
US + NS UCR Pg. 8
PLEASURE Booklet
CS CR
MOM PLEASURE
, Neutral stimulus: Something in the environment which does not initially cause a response. This was paired
together with the unconditioned stimulus
Unconditioned stimulus: Anything that naturally has the power to produce a response in a human or animal.
Unconditioned response: A natural reflex response to an unconditioned stimulus.
Conditioned stimulus: Something that acquires the ability to produce a specific response in the human or
animal.
Conditioned response: A learnt response to something that doesn't naturally have the power to produce a
response in a human or animal.
OC
● Learning through consequence.
Reinforcement: Higher up the chances of the behaviour in the future.
Punishment: Opposite.
Positive ROP: Giving something
Negative ROP: Taking it away
Schedules of reinforcement or punishment
Ratio = Nº
Interval = Time
Reinforcement or Punishment = ROP
Continuous ROP
ROP is predictable
Continuous schedule : A behaviour that produces ROP every time it occurs.
Partial ROP
ROP is predictable ROP is
unpredictable
Fixed ratio Variable ratio A behaviour that produces ROP
schedules schedules after a certain number of
responses.
Fixed interval Variable interval A behaviour that produces ROP
schedules schedules after a certain amount of time.
Attachment, according to OC happens as follows:
● A newborn will cry as a response of feelings of discomfort
● The sound of the baby crying is uncomfortable for the caregiver.
● Who will attempt to console the child (e.g. feed) as they will settle down and stop crying.
● Thus, these behaviours are rewarding for the baby.
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