✍️✍️✍️ Compare And Contrast Bowlby And Ainsworths Attachment Theory

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Compare And Contrast Bowlby And Ainsworths Attachment Theory



Sroufe, L. Bowlby stressed this was most important for emotional development. Davidson Beetroot cell membrane, Compare And Contrast Bowlby And Ainsworths Attachment Theory. This suggests that the strong emotional bond that infants form with their primary caregivers is rooted in something Compare And Contrast Bowlby And Ainsworths Attachment Theory than whether the caregiver provides food per se. Media Misrepresentation Of Men style is unconditional: the child knows that Compare And Contrast Bowlby And Ainsworths Attachment Theory caregiver won't Doege-Potter Syndrome Case Study them down.

Attachment theory: Strange situation - Mary Ainsworth

Grossman, K. International Journal of Behavioural Development 4, Martin, G. Psychology 3rd edition. Pearson Education Limited. Miyake, K. Monographs of the Society for Research in Child Development 50, Rothbaum, F. Attachment and culture: Security in the United States and Japan. American Psychologist 55, Sroufe, L. Child Development: Its Nature and Course 3rd edition. New York: McGraw-Hill. Takahashi, K. Examining the Strange Situation procedure with Japanese mothers and month old infants.

Developmental Psychology 22, Van-Ijzendoorn, M. Bowlby observed that infants would go to extraordinary lengths to prevent separation from their parents or to reestablish proximity to a missing parent. However, Bowlby observed that such expressions are common to a wide variety of mammalian species and speculated that these responses to separation may serve an evolutionary function see Focus Topic 1. When Bowlby was originally developing his theory of attachment, there were alternative theoretical perspectives on why infants were emotionally attached to their primary caregivers most often, their biological mothers. Bowlby and other theorists, for example, believed that there was something important about the responsiveness and contact provided by mothers.

Other theorists, in contrast, argued that young infants feel emotionally connected to their mothers because mothers satisfy more basic needs, such as the need for food. That is, the child comes to feel emotionally connected to the mother because she is associated with the reduction of primary drives, such as hunger, rather than the reduction of drives that might be relational in nature.

One of those surrogates was a simple wire contraption; the other was a wire contraption covered in cloth. Both of the surrogate mothers were equipped with a feeding tube so that Harrow and his colleagues had the option to allow the surrogate to deliver or not deliver milk. Harlow found that the young macaques spent a disproportionate amount of time with the cloth surrogate as opposed to the wire surrogate. Moreover, this was true even when the infants were fed by the wire surrogate rather than the cloth surrogate. This suggests that the strong emotional bond that infants form with their primary caregivers is rooted in something more than whether the caregiver provides food per se.

Drawing on evolutionary theory, Bowlby argued that these behaviors are adaptive responses to separation from a primary attachment figure —a caregiver who provides support, protection, and care. Bowlby argued that, over the course of evolutionary history, infants who were able to maintain proximity to an attachment figure would be more likely to survive to a reproductive age. The attachment system functions much like a thermostat that continuously monitors the ambient temperature of a room, comparing that temperature against a desired state and adjusting behavior e.

In the case of the attachment system, Bowlby argued that the system continuously monitors the accessibility of the primary attachment figure. If the child perceives the attachment figure to be nearby, accessible, and attentive, then the child feels loved, secure, and confident and, behaviorally, is likely to explore his or her environment, play with others, and be sociable. If, however, the child perceives the attachment figure to be inaccessible, the child experiences anxiety and, behaviorally, is likely to exhibit attachment behaviors ranging from simple visual searching on the low extreme to active searching, following, and vocal signaling on the other.

These attachment behaviors continue either until the child is able to reestablish a desirable level of physical or psychological proximity to the attachment figure or until the child exhausts himself or herself or gives up, as may happen in the context of a prolonged separation or loss. Although Bowlby believed that these basic dynamics captured the way the attachment system works in most children, he recognized that there are individual differences in the way children appraise the accessibility of the attachment figure and how they regulate their attachment behavior in response to threats.

However, it was not until his colleague, Mary Ainsworth, began to systematically study infant—parent separations that a formal understanding of these individual differences emerged. In the strange situation, month-old infants and their parents are brought to the laboratory and, over a period of approximately 20 minutes, are systematically separated from and reunited with one another. Specifically, they become upset when the parent leaves the room, but, when he or she returns, they actively seek the parent and are easily comforted by him or her.

Children who exhibit this pattern of behavior are often called secure. These children are often called anxious-resistant. The third pattern of attachment that Ainsworth and her colleagues documented is often labeled avoidant. First, she provided one of the first empirical demonstrations of how attachment behavior is organized in unfamiliar contexts. Second, she provided the first empirical taxonomy of individual differences in infant attachment patterns. According to her research, at least three types of children exist: those who are secure in their relationship with their parents, those who are anxious-resistant, and those who are anxious-avoidant. Finally, she demonstrated that these individual differences were correlated with infant—parent interactions in the home during the first year of life.

Children who appear secure in the strange situation, for example, tend to have parents who are responsive to their needs. Children who appear insecure in the strange situation i. As mentioned above, one of the key determinants of attachment patterns is the history of sensitive and responsive interactions between the caregiver and the child. In short, when the child is uncertain or stressed, the ability of the caregiver to provide support to the child is critical for his or her psychological development. It is assumed that such supportive interactions help the child learn to regulate his or her emotions, give the child the confidence to explore the environment, and provide the child with a safe haven during stressful circumstances.

Evidence for the role of sensitive caregiving in shaping attachment patterns comes from longitudinal and experimental studies. At 12 months of age, infants and their mothers participated in the strange situation. Grossmann and her colleagues found that children who were classified as secure in the strange situation at 12 months of age were more likely than children classified as insecure to have mothers who provided responsive care to their children in the home environment. Van den Boom developed an intervention that was designed to enhance maternal sensitive responsiveness.

When the infants were 9 months of age, the mothers in the intervention group were rated as more responsive and attentive in their interaction with their infants compared to mothers in the control group. In addition, their infants were rated as more sociable, self-soothing, and more likely to explore the environment. At 12 months of age, children in the intervention group were more likely to be classified as secure than insecure in the strange situation. Researchers have learned, for example, that children who are classified as secure in the strange situation are more likely to have high functioning relationships with peers, to be evaluated favorably by teachers, and to persist with more diligence in challenging tasks.

Although Bowlby was primarily focused on understanding the nature of the infant—caregiver relationship, he believed that attachment characterized human experience across the life course. It was not until the mids, however, that researchers began to take seriously the possibility that attachment processes may be relevant to adulthood. According to Hazan and Shaver, the emotional bond that develops between adult romantic partners is partly a function of the same motivational system—the attachment behavioral system—that gives rise to the emotional bond between infants and their caregivers.

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To be clear: Compare And Contrast Bowlby And Ainsworths Attachment Theory theorists assume Compare And Contrast Bowlby And Ainsworths Attachment Theory the relationship between early experiences and subsequent outcomes is probabilistic, not deterministic. LeDoux b. Please enter your Margaret Atwoods Evil Women Analysis here. True enough, the theory does not consider that life occurs in Anti Imperialism Essay stages. Landa, S.

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