Learning Theory Explanations of Attachment

Learning theory proposes two main mechanisms for attachment formation: classical and operant conditioning. This comprehensive explanation details how infants develop emotional bonds with their caregivers through learning experiences.

Definition: Classical conditioning occurs when a neutral stimulus (caregiver) becomes associated with an unconditioned stimulus (food), leading to a conditioned response (pleasure/attachment).

Example: When a caregiver consistently provides food, the baby begins to associate the caregiver's presence with the pleasure of feeding, eventually developing an emotional attachment.

Vocabulary: Secondary drive refers to learned motivations that develop through association with primary drives (like hunger).

Highlight: Sears et al. (1957) proposed that attachment develops as a secondary drive when caregivers satisfy primary biological needs.

The theory faces several significant limitations:

1. Counter-evidence from animal studies, including Lorenz's geese and Harlow's monkeys, demonstrates that feeding isn't the primary factor in attachment formation.

2. Human studies by Schaffer and Emerson (1964) show babies often form primary attachments to non-feeding caregivers.

3. Research by Isabella et al. (1989) emphasizes the importance of interactional synchrony over feeding in attachment quality.

Quote: "Best quality attachments: sensitive carers pick up infant signals and respond appropriately" - highlighting the complexity beyond simple conditioning.

The theory's main strength lies in explaining some aspects of attachment formation, particularly how babies might associate comfort with specific caregivers, but fails to account for the full complexity of attachment relationships.