Agents of Socialisation

Harry Harlow

Scientist involved in the monkey experiment in 1958 - cloth vs wire surrogate mothers

Aim of Monkey Experiment

To investigate whether contact comfort or the provision of food is more important when forming infant-mother attachment in rhesus monkeys

Variables of Monkey Experiment

Independent: Whether milk bottle was attached to cloth or wire mother

Dependent: Time monkeys spent on the surrogates

Results of Monkey Experiment

Babies spent more time with cloth mother, meaning contact comfort is more important than the provision of food in development of attachment

Limitations of Monkey Experiment

The experiment caused the monkeys distress and results weren’t able to be generalised to humans

John Bowlby

The scientist behind the 4 Stages of Attachment Theory in 1969

Pre-Attachment

Birth to 6 weeks; baby shows no particular attachment to specific caregiver

Indiscriminate

6 weeks to 7 months; infant begins to show preference for primary and secondary caregivers

Discriminate

7+ months; infant shows strong attachment to one specific caregiver

Multiple

10+ months; growing bonds with other caregivers

Limitations of 4 Stages of Attachment Theory

It is argued that the quality of attachment is the most important factor, and is lacking experimentation

Mary Ainsworth

Scientist that conducted the Strange Situation Experiment in the 1970s

Aim of Strange Situation Experiment

To measure the quality of attachment young children had with their main attachment figure. It used 100 1-year olds in the experiment.

Variables of Strange Situation Experiment

Independent: the mother and stranger leaving and entering the room

Dependent: the observed behaviour of the children

Results of Strange Situation Experiment

Insecure-Avoidant (20%)

Secure (70%)

Insecure-Resistant (10%)

Limitations of Strange Situation Experiment

Argued that it caused psychological harm to children and may only be valid for use in western societies (cultural bias)

Permissive Parenting Style

Responsiveness: Warm

Expectations: Low

Lenient and may avoid setting firm boundaries. They are nurturing and communicative but may struggle with discipline.

Uninvolved Parenting Style

Responsiveness: Harsh

Expectations: Low

Characterised by a lack of responsiveness to a child’s needs. They’re often detached and many provide little guidance or attention

Authoritarian Parenting Style

Responsiveness: Harsh

Expectations: High

Very strict and expect obedience without question. They enforce rules rigidly and often use punishment.

Authoritative Parenting Style

Responsiveness: Warm

Expectations: High

Both demanding and responsive. Parents set clear rules but also listen to their children and encourage independence.

Positives of Peers

• Helps develop social skills

• Sense of belonging

• Encourages independence

• Offers support

Negatives of Peers

• Peer pressures can lead to risky behaviour

• Exlclusion/bullying

• Conformity/expressio

• Stereotypes/discrimination

Positives of Media

• Access to information

• Awareness of social issues

• Educational content

• Connects people through showed interests

Negatives of Media

• Spread misinformation

• Unrealistic body images

• Overexposure

• Consumerism through advertising