Attachment
CAREGIVER-INFANT INTERACTIONS
Reciprocity
• Babies have periodic ‘alert phases’ and signal that they are ready for interaction
o Mothers typically pick up on and respond to them 2/3 of the time- Feldman & Eidelman
• A key element of interaction is reciprocity: when each person responds to the other and elicits
a response from them
• Both mother and child can initiate interactions and take turns doing so
• Brazleton et al (1975) described the interaction as a dance as each partner responds to the
other’s moves
Interactional Synchrony
The temporal co-ordination of micro-level social behaviour (Feldman)
• Takes place when mother and child interact so their actions and emotions mirror the other
• Meltzoff & Moore (1977)- observed interactional synchrony in children from 2 weeks old
o Adult displayed a facial expression or gesture and child’s response was filmed and
identified by independent observers
o Association found between expression/gesture from adult and actions of the baby
• Isabella et al (1989)- observed 30 mothers & babies and assessed degree of synchrony
o Researchers assessed quality of mother-infant attachment
o Association between high levels of synchrony and better quality attachment
AO3 PARAGRAPHS
P- A limitation of observational studies in caregiver-infant interactions is that it is hard to know what
is happening from the infant’s perspective.
E- For example, Gratier (2004) found that many studies into caregiver-infant interactions have shown
the same patterns of behaviour. However, what is being observed is merely hand movements or
changes in expression.
E- Therefore, it can be difficult to know whether movements are just random or something triggered
by a caregiver’s actions.
L- This means we cannot be certain that behaviours observed have a special meaning.
P- A strength of observational research into caregiver-infant interactions is that it uses well-
controlled procedures.
E- For example, Caregiver-infant interactions are usually filmed from multiple angles. This means that
very fine details of behaviour can be recorded and analysed later. Furthermore, it allows more than
one observer can record data which establishes inter-rater reliability.
E- Also, infants don’t know they are being observed, so their behaviour does not change in response
to observations.
L- Therefore, the data collected should have good reliability and validity.
P- A limitation of observations is that they don’t tell us the purpose of interactional synchrony and
reciprocity.
E- For example, Feldman (2012) stated that interactional synchrony and reciprocity simply describe
behaviours that occur at the same time.
E- These are robust phenomena in the sense that they can be reliably observed, but this may not be
particularly useful as it does not tell us their purpose.
L- Therefore, we cannot be certain from observational research alone that they are important for a
child’s development.
, SCHAFFER’S STAGES OF ATTACHMENT
Schaffer and Emerson (1964)
Aim: to investigate the formation of early attachments, particularly the age they develop, their
emotional intensity and to whom they were directed
Procedures
• Involved 60 babies (31 M, 29 F) from Glasgow from skilled working-class families
• Babies and mothers visited at home every month for first year and again at 18 months
• Researchers asked mothers about the protest the babies showed in everyday separations e.g.
adult leaving room (separation anxiety) and response to unfamiliar adults )stranger anxiety)
Findings
• 25-32 weeks: 50% of babies showed signs of separation anxiety towards a particular adult
(specific attachment)
• 40 weeks: 80% of babies had specific attachment and almost 30% had multiple attachments
Stages of Attachment
Stage 1: Asocial stage (first few weeks)
• Baby is recognising and forming bonds with its carers
• Behaviour towards non-human and human is quite similar
• Show preference for familiar adults (they calm them down)
• Happier in presence of other humans
Stage 2: Indiscriminate attachment (2-7 months)
• Display more observable social behaviour
• Preference for people over inanimate objects
• Accept comfort from any adult and don’t show separation or stranger anxiety
• Attachment not different towards any one person
Stage 3: Specific Attachment (7 months)
• Babies show separation and stranger anxiety
• Formed specific attachment to primary attachment figure
o Not always person who spends most time with them but the person who offers most
interaction and responds to baby with most skill
Stage 4: Multiple Attachment
• Extend attachment behaviour to multiple attachments with other adults who they spend time
with (secondary attachments)
AO3 PARAGRAPHS
P- One strength of Schaffer’s study was that there was good ecological validity.
E- The study was carried out in the families’ own homes and most of the observation was done by
parents during ordinary activities and then reported to researchers.
E- Therefore, the behaviour of the babies was unlikely to be affected by the presence of observers so
behaved naturally. As a result, it has good mundane realism and therefore external validity. In
addition, the study was longitudinal as the same children were followed up and observed regularly.
This allowed for better internal validity than cross-sectional designs as there was no risk of
participant variables acting as a confounding variable.
C- However, through interviewing, the issue of social desirability bias may arise where mothers may
lie to appear like ‘better’ mothers which could reduce the internal validity of the findings.
Furthermore, they may have missed signs such as anxiety or they may have misremembered it.
L- However, it is most likely that natural behaviour was observed, strengthening the findings found.
P- A weakness of Schaffer and Emerson’s study was that the sample of infants used wasn’t very
representative and was limited in sample characteristics.
E- For example, all the families involved were from the same district and social class within the same
city which hugely limited the generalisability.
CAREGIVER-INFANT INTERACTIONS
Reciprocity
• Babies have periodic ‘alert phases’ and signal that they are ready for interaction
o Mothers typically pick up on and respond to them 2/3 of the time- Feldman & Eidelman
• A key element of interaction is reciprocity: when each person responds to the other and elicits
a response from them
• Both mother and child can initiate interactions and take turns doing so
• Brazleton et al (1975) described the interaction as a dance as each partner responds to the
other’s moves
Interactional Synchrony
The temporal co-ordination of micro-level social behaviour (Feldman)
• Takes place when mother and child interact so their actions and emotions mirror the other
• Meltzoff & Moore (1977)- observed interactional synchrony in children from 2 weeks old
o Adult displayed a facial expression or gesture and child’s response was filmed and
identified by independent observers
o Association found between expression/gesture from adult and actions of the baby
• Isabella et al (1989)- observed 30 mothers & babies and assessed degree of synchrony
o Researchers assessed quality of mother-infant attachment
o Association between high levels of synchrony and better quality attachment
AO3 PARAGRAPHS
P- A limitation of observational studies in caregiver-infant interactions is that it is hard to know what
is happening from the infant’s perspective.
E- For example, Gratier (2004) found that many studies into caregiver-infant interactions have shown
the same patterns of behaviour. However, what is being observed is merely hand movements or
changes in expression.
E- Therefore, it can be difficult to know whether movements are just random or something triggered
by a caregiver’s actions.
L- This means we cannot be certain that behaviours observed have a special meaning.
P- A strength of observational research into caregiver-infant interactions is that it uses well-
controlled procedures.
E- For example, Caregiver-infant interactions are usually filmed from multiple angles. This means that
very fine details of behaviour can be recorded and analysed later. Furthermore, it allows more than
one observer can record data which establishes inter-rater reliability.
E- Also, infants don’t know they are being observed, so their behaviour does not change in response
to observations.
L- Therefore, the data collected should have good reliability and validity.
P- A limitation of observations is that they don’t tell us the purpose of interactional synchrony and
reciprocity.
E- For example, Feldman (2012) stated that interactional synchrony and reciprocity simply describe
behaviours that occur at the same time.
E- These are robust phenomena in the sense that they can be reliably observed, but this may not be
particularly useful as it does not tell us their purpose.
L- Therefore, we cannot be certain from observational research alone that they are important for a
child’s development.
, SCHAFFER’S STAGES OF ATTACHMENT
Schaffer and Emerson (1964)
Aim: to investigate the formation of early attachments, particularly the age they develop, their
emotional intensity and to whom they were directed
Procedures
• Involved 60 babies (31 M, 29 F) from Glasgow from skilled working-class families
• Babies and mothers visited at home every month for first year and again at 18 months
• Researchers asked mothers about the protest the babies showed in everyday separations e.g.
adult leaving room (separation anxiety) and response to unfamiliar adults )stranger anxiety)
Findings
• 25-32 weeks: 50% of babies showed signs of separation anxiety towards a particular adult
(specific attachment)
• 40 weeks: 80% of babies had specific attachment and almost 30% had multiple attachments
Stages of Attachment
Stage 1: Asocial stage (first few weeks)
• Baby is recognising and forming bonds with its carers
• Behaviour towards non-human and human is quite similar
• Show preference for familiar adults (they calm them down)
• Happier in presence of other humans
Stage 2: Indiscriminate attachment (2-7 months)
• Display more observable social behaviour
• Preference for people over inanimate objects
• Accept comfort from any adult and don’t show separation or stranger anxiety
• Attachment not different towards any one person
Stage 3: Specific Attachment (7 months)
• Babies show separation and stranger anxiety
• Formed specific attachment to primary attachment figure
o Not always person who spends most time with them but the person who offers most
interaction and responds to baby with most skill
Stage 4: Multiple Attachment
• Extend attachment behaviour to multiple attachments with other adults who they spend time
with (secondary attachments)
AO3 PARAGRAPHS
P- One strength of Schaffer’s study was that there was good ecological validity.
E- The study was carried out in the families’ own homes and most of the observation was done by
parents during ordinary activities and then reported to researchers.
E- Therefore, the behaviour of the babies was unlikely to be affected by the presence of observers so
behaved naturally. As a result, it has good mundane realism and therefore external validity. In
addition, the study was longitudinal as the same children were followed up and observed regularly.
This allowed for better internal validity than cross-sectional designs as there was no risk of
participant variables acting as a confounding variable.
C- However, through interviewing, the issue of social desirability bias may arise where mothers may
lie to appear like ‘better’ mothers which could reduce the internal validity of the findings.
Furthermore, they may have missed signs such as anxiety or they may have misremembered it.
L- However, it is most likely that natural behaviour was observed, strengthening the findings found.
P- A weakness of Schaffer and Emerson’s study was that the sample of infants used wasn’t very
representative and was limited in sample characteristics.
E- For example, all the families involved were from the same district and social class within the same
city which hugely limited the generalisability.
