Attachment

• What can be in a 16 marker evaluation question?


  AO1, AO2, AO3
• What paragraph is “describe”?

  AO1
• What paragraph is “evaluate/criticise”?

  AO3
• If you are given an extract in your question what paragraph is it?

  AO2
• What do you do in an AO1 question?

  Describe.

  Write the Aim, Method, Results and Conclusion of the content/study in the question OR give researchers and define
• What do you do in an AO2 question?


  application to source.

  Write a definition and then use a piece of evidence from the source that links
• What do you do in an AO3 question?


  Evaluate.

  Write strengths and weaknesses of the study/content
• What do you write about in an AO1 caregiver interactions question? (Attachment)


  Interactional synchrony

  • Meltzoff and Moore 1977
  • Isabella et al

  Reciprocity

  • Eidleman and Fideman
  • Brazelton
• What did Eideman and Fideman find?


  2 thirds of the time the mother would pick up on the babies’ signals to interact and reciprocate them (reciprocity)
• What did Brazelton find?


  caregivers and infants will interact like a dance to each others signals (reciprocity)
• What did Meltzoff and Moore find?


  Babies at around 2-3 weeks old mirrored facial expressions of their caregiver

  (interactional synchrony)
• What did Isabella et all find?


  high levels of synchrony was a result of high quality attachments so mirrored behaviour

  (Interactional synchrony)
• What do you write about in an AO2 caregiver interactions question?

  x2

  • Write a definition for interactional synchrony/ reciprocity
  • Use a piece of the source as evidence
• What do you write about in an AO3 caregiver interactions question?


  PEE

  1. Hard to observe infants
  2. Controlled observations of infants capture good amounts of detail
  3. Observations don‘t give us the purpose of synchrony and reciprocity
• Explanation for AO3 caregiver interactions?


  Explain

  1. Dont know if the child’s intentions behind the interactions were special
  2. Shows research has good validity (meaning the research measures what it is intended to measure)
  3. No explanation why the interactions happen and there is some evidence of it being because of attachment and empathy
• Evidence for AO3 caregiver interactions?


  Evidence

  1. How do we know the interaction was intentional for the purpose or merely an accident? (Give an example)
  2. Controlled observations are usually filmed so all fine details are captured so researchers don't miss any (stops bias as well)
  3. Feldman points out that synchrony and reciprocity simply describe behaviour but not why they happen
• Evidence for: ”Hard to observe infants”?


  How do we know the interaction was intentional for the purpose or merely an accident? (Give an example)
• Evidence for: “Controlled observations capture good amounts of detail”?


  Controlled observations are usually filmed so all fine details are captured so researchers don't miss any (stops bias as well)
• Evidence for: “Observations don’t tell us the purpose of synchrony and reciprocity“?


  Feldman points out that synchrony and reciprocity simply describe behaviour but not why they happen
• Explanation of: “Hard to observe infants”?


  WEAKNESS: Dont know if the child’s intentions behind the interactions were special 
• Explanation for: “Controlled observations capture good amounts of detail”?

  STRENGTH: Shows research has good validity
• What does good validity mean? 


  meaning the research measures what it intended to measure
• Explanation for: “Observations don’t tell us the purpose of synchrony and reciprocity“?


  WEAKNESS

  No explanation why the interactions happen and there is some evidence of it being because of attachment and empathy