12-11-13
LECTURE 17
Attachment
Introduction and Definitions
History of Attachment Research
Bowlby: Stages of Attachment
Types of Attachment
Causes of Individual Differences
Internal Working Models of Attachment
Consequences of Attachment Style
Attachment
Emotional links with primary caregivers
- keeps child and caregiver united over
time and space
Secure attachment as ‘multivitamin’
Attachment
John Bowlby (1907-1990)
1
12-11-13
1.  Orphanages and Institutions
1.  Orphanages and Institutions
- Minimized contact
- High mortality (37%)
- Rene Spitz: “hospitalism”
2
12-11-13
2.  Konrad Lorenz’s Studies
-  Imprinting
-  “Sign Stimuli” that trigger
caretaking behaviours
2. Konrad Lorenz’s Studies
Bowlby considered
- function of mother-infant link:
adaption for survival
3
12-11-13
3. Harry Harlow’s Studies
- Studies with infant rhesus macaques reared in
isolation
- fed, kept healthy, but no monkey contact
- As adults
- Females had little interest in sex or
interacting with others
- Didn’t raise infants
- Healthy social and emotional development is
rooted in early social interactions with adults
Harry Harlow’s Studies
- Contact Comfort
4
12-11-13
Bolby’s phases of attachment:
1.  Preattachment (0-6wk): innate signals to bring
others near
2.  Attachment-in-the-making (6wk-8mos): respond
preferentially to familiar people; form expectations
3.  Clear-cut Attachment (8mos - 2yrs): actively seek
contact; greet parent; protest when parent leaves
- Separation and stranger anxiety
Bolby’s phases of attachment:
1.  Preattachment (0-6wk): signals to bring others near
2.  Attachment-in-the-making (6wk-8mos): respond
preferentially to familiar people; form expectations
3.  Clear-cut Attachment (8mos - 2yrs): actively seek
contact; greet parent; protest when parent leaves
4.  Reciprocal Relationships (2yrs on): understand
feelings; play active role in relationship
5
12-11-13
Types of Attachment
Mary Ainsworth
(1913-1999)
- measurement of quality of
attachment
http://www.youtube.com/watch?v=DH1m_ZMO7GU
6
12-11-13
Types of Attachment
•  Secure (about 60%)
–  Seek proximity to caregivers upon reunion
–  Communicate their feelings of stress and distress then return to play
•  Insecure-Avoidant (about 15%)
–  Little distress during separation and ignore caregiver upon return.
•  Insecure-Resistant (about 10%)
–  Become distressed when the caregiver departs; are “angry” or
resistant/rejecting on return
•  Disorganized/Disoriented (~5% of insecurely attached)
–  Changeable, confused behavior, exhibit fear toward mom but still
approach
Types of Attachment
Cultural Differences?
- Biological predisposition to form attachments
- Strange Situation: reactions similar across
many cultures
- But: “a biological system is molded to a
particular society’s purposes” (Bretherton,
1992)
Causes of Individual Differences
1. Availability of Attachment Figure
7
12-11-13
Causes of Individual Differences
1. Availability of Attachment Figure
2. Parental Sensitivity to Signals (of physical
and social needs)
Causes of Individual Differences
1. Availability of Attachment Figure
2. Parental Sensitivity to Signals (of physical
and social needs)
3. Interactional Synchrony
8
12-11-13
Causes of Individual Differences
1. Availability of Attachment Figure
2. Parental Sensitivity to Signals (of physical
and social needs)
3. Interactional Synchrony
Internal Working Models of Attachment (Bowlby)
- children’s developing mental representations
of relationships
- constantly being revised
Internal Working Models of Attachment (Bowlby)
Susan Johnson’s research
9
12-11-13
Consequences of Attachment Style
Quality of attachment at infancy does not destine a
child to any particular behavioural outcome
Consequences of Attachment Style
“Multivitamin” for healthy development
Securely Attached
–  age 2-3yr: Better problem solvers, more complex
creative play. More positive, fewer negative
emotions. More playmates.
–  age 11-15yr: Better social skills, better peer
relations more likely to have more close friends
10
12-11-13
Consequences of Attachment Style
Insecure Attachment
–  age 2-3yr: Socially and emotionally withdrawn, hesitant
to initiate play behaviors with peers, less curious, less
interested in learning.
–  age 11-15yr: Poor peer relations, fewer close
friendships, more likely to display ‘deviant’ behaviors
(disruption/disobedience)
11