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1 AS Psychology: Unit 1 PSYA1 (January exam) Revision  Revision for Attachment Booklets 1 and 2  Attachment Dictionary NNaammee..................................................................
2 Explanations of Attachment Attachment: ……………………………………………………………………………………………………………….…… …………………………………………………………………………………………………………………………………..…………… ……………………………………………………………………………………………………………………………………………….. You need to know two explanations of attachment ………………………………..………… ….…………………………......... (attachment is learned) (attachment is innate) The Behavioural Explanation (Learning Theory) (AO1) ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Create a set of buzz words to help you remember the Behavioural Explanation. ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... .......................................................................................................................................................................
3 Evaluation of the Behavioural Explanation (AO2) (1)Learning theory can provide an adequate explanation of how attachments form. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)There is strong evidence from Psychological studies that suggests that attachments that form between and infant and their primary caregiver or not based on feeding. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)Evidence against Learning theory comes from Harlow’s research (1959). Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However, can you think of any problems with Harlow’s research? ........................................................................................... ...........................................................................................
4 (3)Further evidence against Learning theory comes from Lorenz’s theory of imprinting. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… The Evolutionary Perspective (Bowlby’s Theory) (AO1) The Evolutionary Theory of Attachment ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………... ................................................................................................................................... Create a set of buzz words to help you remember the Evolutionary Explanation. ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... .......................................................................................................................................................................
5 Evaluation of the Evolutionary Explanation (Bowlby’s Theory) (AO2) (1)Lorenz’s imprinting study can be used as evidence to support Bowlby’s theory. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)Hazen and Shaver’s research can be used to support Bowlby’s theory. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)However, Howes et al (1994) provide evidence against Bowlby’s theory. Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)The Evolutionary argument is a post-hoc assumption: Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
6 Differences between the Behavioural and Evolutionary Theories: Behavioural Explanation: ‘Learning Theory’ W H E R E A S Evolutionary Explanation: ‘Bowlby’s Theory’ Types of Attachment: Individual Differences in Attachment Research study into ‘individual differences in attachment’: (including the 4 key observations and findings (3 categories)) Aim:……………………………………………………………………………………………………………………………. ..….................................................................................................................................... Procedure:…………………………………………..……………………………………………………………………… ……………........................................................................................................................... …………………………………………………………………………….…………………………………………………..... ……………………………………………………………………………………………………………………………......… ……………………………………………………………………………………………………………………………......… Findings:……………………………………………………………………………………………………………………… ……................................................................................................................................… ……………………………………………………………………………………………………………………………......… ………………………………………………………………………………………......……………………………………… Conclusions:………………………………………………………………………………………………………………… ……………...........................................................................................................................
7 Characteristic Behaviours of each ‘Attachment Type’: Evaluation of the ‘Strange Situation’ Study (AO2) (1)The Strange Situation provides a huge amount of detail very quickly. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)The study can be criticised for ethical issues. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… ATTACHMENT TYPE: BEHAVIOUR CATEGORY: Separation Anxiety Stranger Anxiety Reunion Behaviour Willingness to Explore Securely Attached Insecure- Avoidant Insecure- Resistant
8 (2)Another criticism is that the classification system doesn’t fit all infants. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (3)Another weakness of the Strange Situation is that it lacks ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… Causes (or Influences) of Differences in Attachment Type: What factors affect the type of attachment infants have with their primary caregiver? 1. Sensitivity of the mother: ………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... 2. ‘Temperament hypothesis’: ………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………
9 Effects of Attachment Type: How can early attachments shape behaviour in later life? 1. Behaviour at school: ……………………………………………………………………………..…………………….. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………….. 2. Adult romantic behaviour: ………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………... Cultural Variations in Attachment (AO1) Research demonstrating Cross Cultural differences (................................) Aim:....................................................................................................................................... ................................................................................................................................................ Procedure:........................................................................................................................... ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ Findings:............................................................................................................................... ................................................................................................................................................ ................................................................................................................................................ Conclusions:......................................................................................................................... ................................................................................................................................................ ................................................................................................................................................
10 Evaluation of Cross-cultural variations (AO2) (1)The Strange Situation is easy to replicate cross-culturally. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)However, comparing cultures using the Strange Situation attachment behaviour may be ethnocentric. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)Furthermore, Van Ijzendoorn & Kroonenberg used the Strange Situation technique which can be criticised as lacking ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
11 (3) Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… Disruption of Attachment Are the effects of short term separation long lasting? The Robertson’s and Bowlby’s Naturalistic Observation (AO1) Research study into disruption of attachment: Robertson and Bowlby (1952) …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… The ‘PDD’ Model: • ………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………… • ………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………… • ………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………
12 Evaluation of Robertson’s and Bowlby’s Study (AO2): (1)The study used a naturalistic observation which has high ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)The research may suffer from observer bias. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)Disruption of attachment is more complex than Robertson and Bowlby suggested. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
13 As well as attachment type what other factors affect a child’s response to disruption of attachment? (1) Age of the child:............................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. (2) The sex of the child:..................................................................................................... ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Privation Are the effects of privation reversible? Privation (definition): ………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… Research into the effects of Privation: Hodges and Tizard (1989) Aim:…………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………….……… Procedure:………………………………………………………………………………………………………………………..……… ……………………..........................................................................................................................………. …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………. Findings:…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………........................................................................................................................................……. …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… Conclusions:……………………………………………………………………………………………………………………………… ……………………................................................................................................................................... .........................................................................................................................................................
14 Evaluation of Hodges and Tizard’s Study (AO2) (1)Support for Hodges and Tizard comes from the case study of Genie. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However, it may be that Genie was retarded meaning that she would have never functioned ‘normally’ anyway. (1)The study can be criticised for attrition. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)The Hodges and Tizard study can be criticised as there is contradictory evidence. Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… ............................................................................................................................................................... Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However, ........................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................
15 The Effects of Institutionalisation/ Privation Definition Institutionalisation: .................................................................................... ................................................................................................................................................ ................................................................................................................................................ AO1 Poor Parenting Evidence to support Poor Parenting (AO2) Further research supports the idea that early institutionalisation can lead to poor parenting. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… AO1 Deprivation Dwarfism
16 Evidence to support Deprivation Dwarfism (AO2) The case study of Genie supports the assumption of deprivation dwarfism. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However: Research has suggested that the age at which privation is stopped can effect later development. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… AO1 Attachment Disorder
17 Evidence to support Attachment Disorder (AO2) Hodges and Tizard’s (1989) longitudinal study supports the idea of Attachment Disorder. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However: Research has suggested that the quality of care at the institute can affect future development. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
18 Day Care The effects of day care on social development 1. The impact of day care on aggression Day care can increase aggression (AO1): …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ................................................................................................................................................ Day care can reduce aggression (AO1): …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………...... ................................................................................................................... 1. The impact of day care on aggression 2. The impact of day care on peer relations
19 Evaluation of research into effects of day care on aggression (AO2) (1)Most research into the effects of day care on social development has high ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)The research into the effects of day care is contradictory. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)The impact of day care on social development is more complex than the research suggests. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
20 (3)A weakness is that most of the research into the effects of day care on social development is correlational (e.g.___________________________________) Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… 2. The impact of day care on peer relations (AO1) Day care can lead to more advanced peer relations (more sociability) ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………........................ ............................................................................................................................................ ............................................................................................................................................ (AO1) Day care can lead to less advanced peer relations (decrease in sociability) ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……….................................................................................................................................... ............................................................................................................................................ ............................................................................................................................................
21 Evaluation of research into effects of day care on peer relations (A02) (1)Most research into the effects of day care on social development has high ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)The research into the effects of day care is contradictory. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)The impact of day care on social development is more complex than the research suggests. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
22 (3)A weakness is that most of the research into the effects of day care on social development is correlational (e.g.___________________________________) Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… Implications of research into attachment for childcare practices What is meant by the term ‘implication’? __________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Hospital admissions  Problems raised by research: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ................................................................................................................................................  Solutions to these problems: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ................................................................................................................................................ ................................................................................................................................................
23 Adoption  Problems raised by research: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………  Solutions to these problems: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… Implications of research into day care for childcare practices Staff:Child ratios:  Problems raised by research: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………  Solutions to these problems: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………
24 High Turnover of Staff:  Problems raised by research: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ................................................................................................................................................  Solutions to these problems: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………...........……… ................................................................................................................................................ ................................................................................................................................................ Question Checkpoint A psychologist conducted a research study to investigate the implications of providing caregivers with training designed to increase their sensitivity. Twenty caregivers were randomly assigned to the group receiving training to increase their sensitivity. The remaining twenty, a control group, received no such training. The findings were that caregivers in receipt of sensitivity training were rated as more sensitive than caregivers in the control group. For children around the age of two, those in the care of the caregivers who received the sensitivity training were more secure in their attachments than those who were cared for by the control group. The researcher concluded the findings were directly due to the sensitivity training. (a)Which experimental design was used in this study? (1 mark) ................................................................................................................................................
25 Term Definition/Explanation Adult romantic relationships Attachment Attachment disorder Attrition Behavioural Explanation (Learning Theory) Behaviour at school Classical Conditioning
26 Cross-cultural variations Cupbaord Love Theory (part of the behavioural explanation) Day Care Deprivation dwarfism Despair Detachment Evolutionary Explanation (Bowlby’s Theory) Imprinting Insecure-avoidant Insecure-resistant Institutionalisation
27 Internal Working Model (continuity hypothesis) Key worker Longitudinal research Monotropy Privation Protest Poor parenting Post-hoc assumption Reunion Behaviour
28 Secure Attachment Sensitivity of mother Separation Anxiety Social releasers Strange Situation Stranger Anxiety Temperament Hypothesis Willingness to explore (from a secure base)

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Attachment revision booklet

  • 1. 1 AS Psychology: Unit 1 PSYA1 (January exam) Revision  Revision for Attachment Booklets 1 and 2  Attachment Dictionary NNaammee..................................................................
  • 2. 2 Explanations of Attachment Attachment: ……………………………………………………………………………………………………………….…… …………………………………………………………………………………………………………………………………..…………… ……………………………………………………………………………………………………………………………………………….. You need to know two explanations of attachment ………………………………..………… ….…………………………......... (attachment is learned) (attachment is innate) The Behavioural Explanation (Learning Theory) (AO1) ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Create a set of buzz words to help you remember the Behavioural Explanation. ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... .......................................................................................................................................................................
  • 3. 3 Evaluation of the Behavioural Explanation (AO2) (1)Learning theory can provide an adequate explanation of how attachments form. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)There is strong evidence from Psychological studies that suggests that attachments that form between and infant and their primary caregiver or not based on feeding. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)Evidence against Learning theory comes from Harlow’s research (1959). Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However, can you think of any problems with Harlow’s research? ........................................................................................... ...........................................................................................
  • 4. 4 (3)Further evidence against Learning theory comes from Lorenz’s theory of imprinting. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… The Evolutionary Perspective (Bowlby’s Theory) (AO1) The Evolutionary Theory of Attachment ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………... ................................................................................................................................... Create a set of buzz words to help you remember the Evolutionary Explanation. ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... .......................................................................................................................................................................
  • 5. 5 Evaluation of the Evolutionary Explanation (Bowlby’s Theory) (AO2) (1)Lorenz’s imprinting study can be used as evidence to support Bowlby’s theory. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)Hazen and Shaver’s research can be used to support Bowlby’s theory. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)However, Howes et al (1994) provide evidence against Bowlby’s theory. Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)The Evolutionary argument is a post-hoc assumption: Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
  • 6. 6 Differences between the Behavioural and Evolutionary Theories: Behavioural Explanation: ‘Learning Theory’ W H E R E A S Evolutionary Explanation: ‘Bowlby’s Theory’ Types of Attachment: Individual Differences in Attachment Research study into ‘individual differences in attachment’: (including the 4 key observations and findings (3 categories)) Aim:……………………………………………………………………………………………………………………………. ..….................................................................................................................................... Procedure:…………………………………………..……………………………………………………………………… ……………........................................................................................................................... …………………………………………………………………………….…………………………………………………..... ……………………………………………………………………………………………………………………………......… ……………………………………………………………………………………………………………………………......… Findings:……………………………………………………………………………………………………………………… ……................................................................................................................................… ……………………………………………………………………………………………………………………………......… ………………………………………………………………………………………......……………………………………… Conclusions:………………………………………………………………………………………………………………… ……………...........................................................................................................................
  • 7. 7 Characteristic Behaviours of each ‘Attachment Type’: Evaluation of the ‘Strange Situation’ Study (AO2) (1)The Strange Situation provides a huge amount of detail very quickly. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)The study can be criticised for ethical issues. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… ATTACHMENT TYPE: BEHAVIOUR CATEGORY: Separation Anxiety Stranger Anxiety Reunion Behaviour Willingness to Explore Securely Attached Insecure- Avoidant Insecure- Resistant
  • 8. 8 (2)Another criticism is that the classification system doesn’t fit all infants. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (3)Another weakness of the Strange Situation is that it lacks ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… Causes (or Influences) of Differences in Attachment Type: What factors affect the type of attachment infants have with their primary caregiver? 1. Sensitivity of the mother: ………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... 2. ‘Temperament hypothesis’: ………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………
  • 9. 9 Effects of Attachment Type: How can early attachments shape behaviour in later life? 1. Behaviour at school: ……………………………………………………………………………..…………………….. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………….. 2. Adult romantic behaviour: ………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………... Cultural Variations in Attachment (AO1) Research demonstrating Cross Cultural differences (................................) Aim:....................................................................................................................................... ................................................................................................................................................ Procedure:........................................................................................................................... ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ Findings:............................................................................................................................... ................................................................................................................................................ ................................................................................................................................................ Conclusions:......................................................................................................................... ................................................................................................................................................ ................................................................................................................................................
  • 10. 10 Evaluation of Cross-cultural variations (AO2) (1)The Strange Situation is easy to replicate cross-culturally. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)However, comparing cultures using the Strange Situation attachment behaviour may be ethnocentric. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)Furthermore, Van Ijzendoorn & Kroonenberg used the Strange Situation technique which can be criticised as lacking ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
  • 11. 11 (3) Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… Disruption of Attachment Are the effects of short term separation long lasting? The Robertson’s and Bowlby’s Naturalistic Observation (AO1) Research study into disruption of attachment: Robertson and Bowlby (1952) …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… The ‘PDD’ Model: • ………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………… • ………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………… • ………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………
  • 12. 12 Evaluation of Robertson’s and Bowlby’s Study (AO2): (1)The study used a naturalistic observation which has high ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)The research may suffer from observer bias. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)Disruption of attachment is more complex than Robertson and Bowlby suggested. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
  • 13. 13 As well as attachment type what other factors affect a child’s response to disruption of attachment? (1) Age of the child:............................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. (2) The sex of the child:..................................................................................................... ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. Privation Are the effects of privation reversible? Privation (definition): ………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… Research into the effects of Privation: Hodges and Tizard (1989) Aim:…………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………….……… Procedure:………………………………………………………………………………………………………………………..……… ……………………..........................................................................................................................………. …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………. Findings:…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………........................................................................................................................................……. …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… Conclusions:……………………………………………………………………………………………………………………………… ……………………................................................................................................................................... .........................................................................................................................................................
  • 14. 14 Evaluation of Hodges and Tizard’s Study (AO2) (1)Support for Hodges and Tizard comes from the case study of Genie. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However, it may be that Genie was retarded meaning that she would have never functioned ‘normally’ anyway. (1)The study can be criticised for attrition. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)The Hodges and Tizard study can be criticised as there is contradictory evidence. Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… ............................................................................................................................................................... Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However, ........................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................
  • 15. 15 The Effects of Institutionalisation/ Privation Definition Institutionalisation: .................................................................................... ................................................................................................................................................ ................................................................................................................................................ AO1 Poor Parenting Evidence to support Poor Parenting (AO2) Further research supports the idea that early institutionalisation can lead to poor parenting. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… AO1 Deprivation Dwarfism
  • 16. 16 Evidence to support Deprivation Dwarfism (AO2) The case study of Genie supports the assumption of deprivation dwarfism. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However: Research has suggested that the age at which privation is stopped can effect later development. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… AO1 Attachment Disorder
  • 17. 17 Evidence to support Attachment Disorder (AO2) Hodges and Tizard’s (1989) longitudinal study supports the idea of Attachment Disorder. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… However: Research has suggested that the quality of care at the institute can affect future development. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
  • 18. 18 Day Care The effects of day care on social development 1. The impact of day care on aggression Day care can increase aggression (AO1): …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ................................................................................................................................................ Day care can reduce aggression (AO1): …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………...... ................................................................................................................... 1. The impact of day care on aggression 2. The impact of day care on peer relations
  • 19. 19 Evaluation of research into effects of day care on aggression (AO2) (1)Most research into the effects of day care on social development has high ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)The research into the effects of day care is contradictory. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)The impact of day care on social development is more complex than the research suggests. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
  • 20. 20 (3)A weakness is that most of the research into the effects of day care on social development is correlational (e.g.___________________________________) Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… 2. The impact of day care on peer relations (AO1) Day care can lead to more advanced peer relations (more sociability) ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………........................ ............................................................................................................................................ ............................................................................................................................................ (AO1) Day care can lead to less advanced peer relations (decrease in sociability) ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……….................................................................................................................................... ............................................................................................................................................ ............................................................................................................................................
  • 21. 21 Evaluation of research into effects of day care on peer relations (A02) (1)Most research into the effects of day care on social development has high ecological validity. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (1)The research into the effects of day care is contradictory. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… (2)The impact of day care on social development is more complex than the research suggests. Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................……
  • 22. 22 (3)A weakness is that most of the research into the effects of day care on social development is correlational (e.g.___________________________________) Explain: ………………………………………………………….................................................................................. …………………………………………………………………………………………………………………………………………...............… Evidence/Example:…………………………………………………………………………………………………………………….… ………………………………………………………………………………………………………………………………………………………..… …………………………………………….……………………………………………………………………………………………………….…… ………………………………………………………………………………………………........................................................…… Evaluation:…………………………………………………………………………………………………………………………………..… ……………………........................................................................................………………...........................…… Implications of research into attachment for childcare practices What is meant by the term ‘implication’? __________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Hospital admissions  Problems raised by research: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ................................................................................................................................................  Solutions to these problems: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ................................................................................................................................................ ................................................................................................................................................
  • 23. 23 Adoption  Problems raised by research: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………  Solutions to these problems: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… Implications of research into day care for childcare practices Staff:Child ratios:  Problems raised by research: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………  Solutions to these problems: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………
  • 24. 24 High Turnover of Staff:  Problems raised by research: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ................................................................................................................................................  Solutions to these problems: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………...........……… ................................................................................................................................................ ................................................................................................................................................ Question Checkpoint A psychologist conducted a research study to investigate the implications of providing caregivers with training designed to increase their sensitivity. Twenty caregivers were randomly assigned to the group receiving training to increase their sensitivity. The remaining twenty, a control group, received no such training. The findings were that caregivers in receipt of sensitivity training were rated as more sensitive than caregivers in the control group. For children around the age of two, those in the care of the caregivers who received the sensitivity training were more secure in their attachments than those who were cared for by the control group. The researcher concluded the findings were directly due to the sensitivity training. (a)Which experimental design was used in this study? (1 mark) ................................................................................................................................................
  • 26. 26 Cross-cultural variations Cupbaord Love Theory (part of the behavioural explanation) Day Care Deprivation dwarfism Despair Detachment Evolutionary Explanation (Bowlby’s Theory) Imprinting Insecure-avoidant Insecure-resistant Institutionalisation
  • 27. 27 Internal Working Model (continuity hypothesis) Key worker Longitudinal research Monotropy Privation Protest Poor parenting Post-hoc assumption Reunion Behaviour
  • 28. 28 Secure Attachment Sensitivity of mother Separation Anxiety Social releasers Strange Situation Stranger Anxiety Temperament Hypothesis Willingness to explore (from a secure base)