Explanations of Attachment: Learning Theory

• Define 'learning theory'

  A set of theories from the behaviourist approach, that emphasise the role of learning in the acquisition of behaviour. Explanations for the learning of behaviour include classical and operant conditioning.
• Classical conditioning

  - A form of conditioning that involves learning to associate two stimuli together so that we begin to respond to one in the same way as we already respond to each other.

  - In attachment, food is an unconditioned stimulus that leads to the unconditioned response of pleasure.

  - A caregiver begins as a neutral stimulus who provides no response, however, when the caregiver starts to feed the baby, they become associated with food, so when the baby sees them there is an expectation of food.

  - The neutral stimulus becomes a conditioned stimulus, and the sight of the caregiver will produce the conditioned response of pleasure.
• Classical conditioning broken down

  
• Operant conditioning


  - Operant conditioning involves learning through punishment and reward.

  - By crying, infants produce a response from the caregiver of comfort and care, and so learns that they will receive comfort from the caregiver when they cry.

  - From the caregiver's perspective, comforting an infant leads to the crying stopping, so negative reinforcement takes place (the increase of a behaviour to avoid a negative outcome).

  - From the infant's perspective receiving comfort leads to pleasure, so they experience positive reinforcement.

  - This two-way reinforcement strengthens an attachment.
• Attachment as a secondary drive

  - Learning theory draws on the concept of drive reduction (in addition to conditioning).

  - Hunger can be seen as a primary drive, an innate motivator; we are motivated to eat in order to reduce the hunger drive.

  - Sears et al. (1957) suggested that as caregivers provide food, they satisfy the hunger drive, and repeating this leads to a generalisation to them.

  - Therefore, attachment is a secondary drive that is learned by an association between the caregiver and the satisfaction of the primary drive.
• Evaluating learning theory: Counter-evidence from animal studies


  - A limitation of the learning theory is that there is a lack of support from animal studies.

  - For example, Lorenz's goslings imprinted on the first moving thing they saw, regardless of if it was able to provide food or not.

  - Moreover, Harlow's monkeys didn't show an innate desire for food; they sought comfort over food.

  - Animal studies show that factors other than an association to food are important in forming attachments.
• Evaluating learning theory: Counter-evidence from human studies


  - As well as lacking support from animal studies, learning theory also has minimal support from human studies.

  - Schaffer and Emerson (1964) found that babies tended to form their primary attachment with their mother, even if their father fed them.

  - Moreover, Isabella et al. (1989) found that high levels of interactional synchrony between caregiver and infant predicted a good quality attachment. This is not related to feeding.

  - Like with animal studies, human studies suggest that food is not the main factor in forming an attachment as the learning theory suggests.
• Evaluating learning theory: Some conditioning could be involved (with counterpoint)


  - A strength of the learning theory is that elements of conditioning could be involved in some facets of attachment.

  - It seems unlikely that food plays a central role in the formation of an attachment, but conditioning may still have a role.

  - For example, a baby may associate comfort with a specific person, and this may influence the baby's choice in their primary attachment figure.

  - This means that the conditioning aspect of learning theory may still be applicable to understanding attachments.

  
  

  - Counterpoint: Classical and operant conditioning both suggest that the baby has a fairly passive role in attachment developments, only responding to associations with comfort or reward.

  - However, research such as Feldman and Eidelman (2007) has shown that babies take a very active role in the interactions that form an attachment.

  - This could mean that conditioning isn't a useful explanation for any part of attachment.
• Evaluating learning theory: Social learning theory


  - Hay and Vespo (1988) suggest that parents teach children to love them by modelling attachment behaviours such as hugging/

  - Moreover, parents reinforce attachment/loving behaviour by showing approval when babies are able to display their attachment behaviours.

  - Using a social learning perspective has the further advantage that it is based around a two-way interaction between the baby and adult, and so fits in well with research into caregiver-infant interactions like reciprocity.