Two mothers at the toddler and parent group are chatting. “I always felt sorry for my husband when Millie was a baby. He used to say his bond with Millie was not as strong as mine because I was breastfeeding.” “I’m not sure”, replies the other mother. “

Two mothers at the toddler and parent group are chatting.

“I always felt sorry for my husband when Millie was a baby. He used to say his bond with Millie was not as strong as mine because I was breastfeeding.”

“I’m not sure”, replies the other mother. “I think there’s something about a mother’s love that makes it more special anyway – and so important for future development.”

Discuss the learning theory of attachment and Bowlby’s monotropic theory of attachment. Refer to the conversation above in your answer.

(Total 16 marks)

 

Student Answer

The learning theory of attachment emphasises the role of food in forming attachments, suggesting that children develop affection for those who provide them with nourishment, known as 'cupboard love.' According to this theory, attachment is formed through classical conditioning, where the caregiver becomes associated with food, eliciting pleasure in the child. Additionally, operant conditioning reinforces attachment as caregivers respond to the child's cries, reinforcing the behaviour by providing comfort.

In the conversation, the first mother's perspective aligns with learning theory as she highlights the significance of breastfeeding in forming her bond with Millie, indicating that her attachment is rooted in the provision of food. Conversely, the husband's weaker bond with Millie could be attributed to his lack of association with feeding, thus not receiving the same level of reinforcement.

Monotropic theory, proposed by Bowlby, stresses the importance of the primary attachment figure, typically the mother. This theory suggests that the bond with the mother is unique and crucial for the child's development, as it forms the basis for future relationships. The concept of a critical period underscores the idea that attachments formed early in life have a profound impact on social and emotional development.

In the dialogue, the second mother's perspective resonates with monotropic theory as she emphasises the significance of a mother's love in shaping future development, aligning with Bowlby's notion of the internal working model. She implies that the mother's role goes beyond mere caregiving and is fundamental in laying the groundwork for the child's future relationships and emotional well-being.

One weakness with the learning theory is that it is reductionist, a term used to describe the oversimplification of complex behaviour into basic components. In the context of attachment theory, reductionism refers to the theory's focus on fundamental processes such as stimulus-response links and reinforcement mechanisms, neglecting the complex nature of attachment behaviours. This reductionist approach fails to account for the delicate interplay of cognitive, emotional, and social factors involved in the formation of attachments. Consequently, it limits our understanding of why infants form attachments, as it overlooks the nuanced dynamics of caregiver-infant interactions and the role of internal mental representations. This reduction in complexity ultimately compromises the validity of the learning theory's explanations of attachment.

One weakness of Bowlby's theory is that it is socially sensitive, meaning it can have implications for how people are seen in society. Monotropy, a key concept in Bowlby's theory, suggests that one attachment figure, usually the mother, is more important than others. This idea can put pressure on mothers to fulfil all the needs of their child and may make fathers feel less valued in the attachment process. By focusing mainly on the mother's role, Bowlby's theory underestimates the importance of fathers and other caregivers in a child's life. This can lead to misunderstandings about the roles of different caregivers and their impact on a child's development.

Despite these limitations with both of these theories, both learning theory and Bowlby's monotropic theory have practical applications in developmental psychology. Learning theory's emphasis on the role of reinforcement and association helps in understanding how early experiences shape attachment patterns. This insight is valuable in designing interventions for children with insecure attachments, focusing on creating positive caregiver interactions to promote secure attachments. Similarly, Bowlby's theory provides a framework for understanding the importance of early caregiver relationships and their impact on later development. This understanding informs therapeutic approaches, such as attachment-based interventions, aimed at fostering secure attachments in children who have experienced adversity. By applying these theories in practice, developmental psychologists can effectively support healthy attachment formation and promote optimal child development.