Theories of Attachment and Learning

Behaviorist Perspectives on Attachment and Learning

The behaviorist perspective on learning, as it relates to attachment, suggests that the emotional bond between a child and their caregiver is the result of learned behaviors. This theory is rooted in the mechanisms of classical and operant conditioning. Classical conditioning involves the association of a neutral stimulus with a naturally occurring stimulus, leading to a learned response. Operant conditioning, on the other hand, involves learning through the consequences of behavior, which can be reinforcement or punishment. Behaviorists like John B. Watson argued that emotions could be conditioned in this way. Attachment, from this viewpoint, is seen as a series of learned responses to the caregiver's provision of basic needs, such as nourishment and comfort. The work of Ivan Pavlov, who demonstrated classical conditioning with dogs, and B.F. Skinner, known for his work on operant conditioning, are foundational to this approach.

Conditioning Processes in the Development of Attachment

Behaviorist theories explain attachment development through the principles of classical and operant conditioning. Initially, an infant may not have a particular attachment to their caregiver, who is a neutral stimulus. Through classical conditioning, the caregiver becomes associated with fulfilling the infant's needs, such as providing food, which is an unconditioned stimulus that naturally elicits pleasure, an unconditioned response. As this association strengthens, the caregiver becomes a conditioned stimulus, capable of eliciting a conditioned response of happiness or security in the infant. Operant conditioning also plays a role, as the infant learns that certain behaviors, like crying, lead to outcomes such as being fed or soothed by the caregiver. These outcomes serve as reinforcement, strengthening the attachment bond through repeated positive interactions.

Harlow's Contributions to Understanding Attachment

Harry Harlow's research with rhesus monkeys challenged the behaviorist view that attachment was primarily based on the fulfillment of basic needs like nourishment. In his experiments, infant monkeys were presented with two surrogate mothers: one made of wire that provided food and another covered in soft cloth that provided no food. The monkeys showed a clear preference for the cloth surrogate, seeking comfort and security from it, which suggested that the need for comfort was a fundamental component of attachment, not just the satisfaction of physiological needs. Harlow's further studies on the effects of social deprivation underscored the importance of social and emotional development in the early years and identified a critical period for the formation of attachments, influencing our understanding of the emotional needs of children.

Cognitive and Social Constructivist Views on Attachment

Cognitive and social constructivist theories offer a different perspective on attachment, emphasizing the active role of children in their own development. Jean Piaget's theory of cognitive development posits that children construct their understanding of the world through their cognitive abilities, which develop in stages. This theory implies that the capacity for attachment is also linked to cognitive development. Schaffer and Emerson's research on the stages of attachment supports this idea, suggesting that infants move through a series of phases in developing attachments, from indiscriminate responses to caregiver preference and then to multiple attachments. Lev Vygotsky's social constructivist theory highlights the influence of social interactions and culture on learning. Vygotsky proposed that children learn through guided participation with more knowledgeable others, including learning attachment behaviors. Cross-cultural studies on attachment reflect Vygotsky's views, showing that attachment styles can vary significantly across different cultures, influenced by societal norms and practices.

Ethical Reflections on Attachment Research

The study of attachment has important implications for understanding the influence of caregiver behavior on a child's emotional development. Harlow's research, in particular, has highlighted the critical role of comfort and the potential negative effects of inadequate attachment experiences. However, the ethical implications of such research, especially in the case of Harlow's experiments, which caused distress to animal subjects, have led to increased scrutiny and the establishment of stricter ethical guidelines in psychological research. These guidelines aim to protect the welfare of both human and animal participants while allowing for the continued investigation into the complex nature of attachment and development. The ethical considerations in attachment research underscore the need to balance scientific inquiry with compassion and respect for all living beings.