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Summary Block 5 Problem 3
Summary for problem 3 in 1.5 Developmental Psychology
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Voorbeeld 2 van de 5 pagina's
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Problem 3 – BerkAttachment is the strong, affectionate tie we have with special people in our lives. Leads to pleasure and
joy and their nearness comforts us.
Freud first suggested that the infant’s emotional tie to the mother is the foundation for all later
relationships. Recent research indicates that later development is not only affected by early attachments
but also the continuing quality of the parent-child relationship.
Psychoanalytic perspective (Freud) views feeding and oral satisfaction (mother’s breasts) as the central
context of building attachment. Similarly, learning theory of attachment says that infants become attached
to their because the mother provides food (primary reinforcement) and thus become secondary reinforcer.
But attachment doesn’t only depend on hunger satisfaction. Experiment in the 1950’s showed that
monkeys preferred terry-cloth mother instead of wire-mesh mother even though the wire-mesh mother
held the bottle. Behaviorism also says that infants learn to prefer the mother’s warm smiles and tender
words because these are paired with the satisfaction of baby’s hunger. Human infants can become
attached to fathers or grandparents too who seldom feed them.
Cognitive developmental view says that to from attachments, the infant must be able to differentiate
between the mother and a stranger and understand that people still exist even when it can’t see them.
(object permanence)
Bowlby’s Ethological Theory: recognizes the infant’s emotional tie to the caregiver as an evolved response
that promotes survival. (most accepted view). Quality of attachment to caregiver has important effects for
the child’s feelings of security and capacity to form relationships.
The infant’s relationship with the parent begins as a set of innate signals that call the adult to the baby’s
side to ensure both safety and competence (survival). Over time a true affectionate bond forms supported
by emotional and cognitive capacities. 4 phases:
1. Pre-attachment phase (birth to 6 weeks): Grasping, smiling, crying and gazing into adult’s eyes help
bring newborn babies into close contact with other humans. Babies can recognize the smell, voice
and face of their mother but they are not attached to her yet so they don’t mind being left
unfamiliar adults.
2. Attachment in the making phase (6 weeks to 8 months): Infants respond differently to a familiar
person than a stranger. The baby smiles/laughs more freely and quiets more quickly with mother.
They learn that actions affect the behavior of others and they begin to develop a sense of trust
(caregiver will respond when signaled)
3. Clear cut attachment phase (6-8 months to 18-24 months): Attachment to familiar caregiver is
evident. Babies display separation anxiety, this depends on the infant temperament and current
situation, it doesn’t always occur. In many cultures, separation anxiety increases between 6 to 15
months. Babies also protest parents’ departure (climb, follow them) and start using the familiar
caregiver as secure base.
4. Formation of reciprocal relationship (18 months to 2 years and on): By the end of year 2, growth
and language enables children to understand some of the factors that influence parent’s coming
and going. So, separation protest declines. Instead children negotiate and use requests and
persuasion.
, Internal working model or set of expectations are about the availability of attachment figures and their
likelihood of providing support during times of stress and their self’s interaction with those figures. The
internal working model becomes a vital part of personality, serving as a guide for all future close
relationships. With age, children continually revise and expand their internal working model.
Measuring the Security of Attachment
Strange Situation (by Mary Ainsworth) is a widely used lab technique to assess the quality of attachment
between 1 and 2 years of age. Children should use the parent as a secure base and when the parent leaves
and unfamiliar person should be less comforting. The situation takes the child through 8 short episodes.
They identified 1 secure attachment style and 3 patterns of insecurity:
1. Secure Attachment: Infants use parent as a secure base. When separated they might cry or not, if
they do it’s because they prefer the parent to a stranger. They seek contact when the parent
returns and their crying reduce immediately. (60%)
2. Avoidant Attachment: Infants are unresponsive to the parent when she is present. When she
leaves they are not distressed. They react the same way the stranger as the parent. During reunion,
they avoid or are slow to greet the parent. (15%)
3. Resistant Attachment: Before separation, infants seek closeness and often fail to explore and use
parent as secure base. When the parent leaves they are distressed. When the parent returns they
combine clinginess with angry, resistive behavior and often hit and push. Many continue to cling
and cry after being picked up, they can’t be comforted easily. (10%)
4. Disorganized/Disoriented Attachment: This pattern reflects greatest insecurity. At reunion, the
infants show confused, contradictory behavior (look away while the parent holds them, approach
parent with flat, depressed emotions. Most display a dazed facial expression, a few cry
unexpectedly after having calmed down or display frozen, odd postures. (15%)
An alternative method is Attachment Q-Sort, for children between 1 to 4 ages, depends on home
observations. A parent or an observer sorts 90 behaviors to 9 categories and finds a score ranging from
high to low security. This method is a wider array but it is more time consuming.
Quality of attachment is usually secure and stable for middle-SES babies. But in low-SES families
attachment generally moves from one insecure pattern to another. Securely attached babies more often
maintain their attachment status than insecure babies. An exception is disorganized attachment in which
70% retains this over the 2nd year and majority stays highly insecure.
Factors That Affect Attachment Security
1. Early availability of a consistent caregiver:
Observed institutionalized infants whose mothers had given them up between 3 to 12 months, share
nurses with at least 7 others, lose weight, cry and withdrew from their surroundings and have difficulties
sleeping. If a consistent caregiver is not replaced with mother, the depression and emotional problems
deepen rapidly.
Most of these children develop bonds after they’ve been adopted. First attachment bond can be developed
as late as 4 to 6 years of age.
But these children display attachment difficulties, have an excessive desire for attention, are overfriendly
to unfamiliar people, and fail to check back with the parent in anxiety-arousing situations. Some are sad,
anxious and withdrawn. These symptoms typically persist and cause wide-ranging mental health problems
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