explanations of ATTACHMENT

Bowlby’s monotropic theory

Main principles are the notion that infants form one main attachment (monotropy) and that attachments provide an internal working model (template of expectations) for future attachments and that infants need to attach within a critical period (up to 2.5 years).

RACISM

1. Reciprocal

2. Adaptive

3. Critical period

4. Internal working model

5. Social releasers

6. Monotropy

Hazan and Shaver

IWM strength: used self-report questionnaire called The Love Quiz to asses the internal working model. They found a positive correlation between early attachment types and later assault relationships.

Sroufe et al. (2005)

IWM strength: Minnesota parent-child study showing the outcome of early attachment type being carried forward and projected onto expectations of subsequent behaviours.

Bowlby: continuity hypothesis

Individuals who are securely attached in infancy continue to be socially and emotionally competent as adults.

Koluchova, Czech Twins

Bowbly limitation: twins discovered at the age of 7, after being locked up and isolated since birth. They had no language ability at all when discovered, and after the care of two sisters, were able to form attachments by the age of 14. Suggests that the theory of the critical period is invalid. However, it is a case study so cannot be generalised, and has many extraneous variables.

Kagan (1984)

Bowlby limitation: temperament hypothesis. This suggests that a child’s genetically inherited personality traits (temperament) have a role from play in forming an attachment with a caregiver. Due to biological makeup, it is believed infants have different temperaments same being easier and some more difficult babies. So, Bowlby ignored the role fo the temperament in attachment.

Bowlby theory strength

Has many advantages over learning theory: explains why attachments form, whereas the learning theory only explains how they might form. So, according to Bowlby’s theory, advantages include protection from har and thus attachment evolved as a behaviour that would enhance survival.

S&E learning theory limitation

Showed that for many babies, a primary attachment was not the person who gave them food. Shows that feeding is not the key element to attachment.

Learning theory explanation

Main assumption is that children learn to become attached to their caregiver because they give them food - ‘cupboard love.’ Learning can be due to associations being made between different stimuli (classical conditioning) or behaviour can be altered by patterns of reinforcement (reward) and punishment (operant conditioning).

LT classical conditioning

1. Before conditioning, UCS (food) → UCR (pleasure)

2. During conditioning, NS (mother) + UCS (food) → UCR (pleasure)

3. After conditioning, CS (mother) → CR (pleasure)

LT operant conditioning

Dollars and Miller (1950) suggested that a hungry infant feels uncomfortable and this creates a drive (urge) to reduce the discomfort. When fed, feels pleasure (reward), therefore is likely to be repeated, meaning that the food is the primary reinforcer. Caregiver is the secondary reinforcer and they are associated with the primary reinforcer (food). So, attachment occurs because the child seeks the person who can supply the reward - food.