Learning theory of Attachment

• Learning theories - Assumptions

  • We are born as a 'blank slate' (tabula rasa)
  • All we have at birth is the capacity to learn
  • All behaviour is learned from the environment
  • Focus of the approach: observable behaviour
• AO1 - Learning theory (Behaviourism)

  The most basic principle of the learning theory is that all behaviour is learned. 

  Behaviour is not innate and does not depend on generic factors.

  Learning is a result of conditioning, operant and classical, which is a form of learning.
• Learning theory

  Main predictions:

  • The child will form attachments on the basis of primary care provision (feeding etc.)
  • Attachment’ behaviour should increase steadily from birth

  The strongest attachments will be with those who provide the most primary care
• Unconditioned stimulus (UCS)

  The stimulus that automatically produces a reaction before learning. This produces an automatic response – Unconditioned response (UCR)

  Neutral stimulus

  (NS)

  The item that the unconditioned stimulus is paired with to form an association.

  Conditioned stimulus (CS)

  This is what the Neutral Stimulus becomes after it has been associated with the UCS.

  Conditioned response (CR).

  This is the final learned response.
• Role of classical conditioning

  = to learn by association

  An infant is born with reflex responses. Can you think of any?

  • The stimulus of food (unconditioned stimulus) produces a sense of pleasure (unconditioned response).  
  • The person (primary caregiver) providing the food becomes associated with pleasure. 

  As a result the provider of the food becomes a conditioned stimulus that independently produces the unconditioned stimulus (pleasure).
• Babies attach to mother as she is the provider of food.

  Baby has learned through ASSOCIATION that the mother brings pleasure.
• Operant conditioning

  = Learning through rewards/punishment

  Skinner placed hungry rats in cages 

  (called Skinner boxes) to explore their 

  surroundings.

  When the rat accidently pressed a lever that supplied a pellet of food, it quickly learned to repeat the behaviour to gain the food reward.
• Operant conditioning

  • Positive reinforcement
  • Any behaviour that produces a pleasant consequence/reward (positive reinforcement)
  • Is likely to be repeated
  • Negative reinforcement
  • Behaviours that ‘switch off’ something unpleasant are also likely to be repeated 
  • Behaviours that lead to an unpleasant outcome (or punishment) are less likely to be repeated
• Dollard and Miller (1950)

  1. Hungry infant feels uncomfortable which creates a drive to reduce this discomfort 
  2. When an infant is fed the discomfort is reduced and feelings of pleasure are produced (which is rewarding)
  3. Food becomes a primary reinforcer – reinforces the behaviour to avoid discomfort 

  The person who supplies the food is associated with avoiding discomfort – becomes a secondary reinforcer

  Attachment occurs because the child seeks the person who can supply the reward

  Settling a crying baby through feeding/cuddling acts as negative reinforcement for parent
• Explanations of attachment

  Dollard and Miller (1950) explain Operant Conditioning in terms of attachment and ‘Drive’ reduction theory.

  A ‘Drive’ is something that motivates behaviour.

  Discomfort = a drive to reduce discomfort

  Hungry infant = a drive to reduce hunger
• Reinforcement

  Positive reinforcer = something that rewards behaviour.

  i.e. crying causes caregiver to feed them, so the crying behaviour is useful as it reduces hunger.

  Negative reinforcer = when a response switches off something unpleasant.  Sound of baby crying is unpleasant for mum.  Mum will attempt to stop crying by feeding and comforting baby. Parent learns to cuddle and feed baby to stop the crying
• Attachment as a secondary drive

  Concept of drive reduction

  = hunger is the primary drive (it’s an innate and biological motivation).

  Sean et al. 

  As caregiver provide food, the primary drive of hunger become generalised to them.

  Attachment is thus a secondary drive learned by association between the caregiver and the satisfaction of primary need.
• AO3 Evaluation

  (-) Schaffer & Emerson (1964) refutes this concept

  Attachments not always formed with person who feeds the infant 

  39% of first attachments in this study were not with the person who carried out physical care 

  Attachments are more likely to be formed to those who play with the baby and offer comfort and this is thought to be more rewarding. 
• AO3 Evaluation

  (-) Harlow and Lorenz’ studies refute this concept

  = show that attachment does not develop as a result of feeding.

  The same must be true for humans.

  Learning theorists themselves believed than non-human animals and human were equivalent