Learning Theory of Attachment (AQA A-Level Psychology): Revision Notes
Learning Theory of Attachment
Overview
Learning theory proposes that attachments develop through conditioning processes rather than being innate behaviours. Also known as the behaviourist explanation, this approach suggests that all behaviour is acquired through experience via association. The theory applies two main types of learning to explain how infants form attachment bonds: classical conditioning and operant conditioning.
This approach represents a completely different perspective from biological theories of attachment, focusing on learned behaviours rather than innate drives or evolutionary adaptations.
This approach is sometimes referred to as cupboard love theory, suggesting that attachments form with people who provide food, essentially reducing attachment to a feeding relationship.
Classical conditioning
Classical conditioning occurs when a response that is naturally produced by one stimulus becomes associated with another stimulus that does not normally trigger that response.
How classical conditioning explains attachment
The process works through a systematic learning mechanism where neutral stimuli become associated with naturally rewarding experiences.
Worked Example: Classical Conditioning in Attachment Formation
Stage 1 - Before learning: Food (unconditioned stimulus) → naturally produces pleasure (unconditioned response)
Stage 2 - During learning: Food (unconditioned stimulus) + Caregiver (conditioned stimulus) → pleasure (unconditioned response)
Stage 3 - After learning: Caregiver (conditioned stimulus) → pleasure (conditioned response)
Through repeated pairings of the caregiver with feeding, the infant learns to associate the caregiver with the pleasurable feeling that food naturally brings. Eventually, the caregiver alone can trigger feelings of pleasure and comfort, forming the basis of an attachment bond.
Operant conditioning
Operant conditioning is based on Thorndike's Law of Effect, which states that any behaviour with a pleasurable outcome will be repeated in similar circumstances. Behaviours followed by pleasant consequences (reinforcements) are strengthened and become more likely to occur again.
How operant conditioning explains attachment
Attachments develop when caregivers become associated with reducing the unpleasant sensation of hunger through negative reinforcement.
Worked Example: Operant Conditioning Process
Step 1: When infants cry due to hunger, caregivers provide food
Step 2: The removal of the unpleasant hunger sensation acts as negative reinforcement
Step 3: This makes the caregiver a source of reward for the infant
Step 4: The infant learns to seek proximity to the caregiver to obtain this reinforcement
According to Dollard and Miller (1950), infants are fed approximately 2,000 times during their first year, providing extensive opportunities for the caregiver to become associated with hunger reduction through negative reinforcement.
Research evidence
Supporting research
Dollard and Miller (1950) argued that the frequent feeding interactions in a baby's first year create numerous opportunities for classical and operant conditioning to occur. They calculated that with 2,000 feeding episodes, there are ample chances for caregivers to become associated with pleasure and hunger relief.
Contradictory evidence
Research evidence largely contradicts learning theory's core assumptions about the primacy of feeding in attachment formation.
Schaffer and Emerson (1964) found that in 39% of cases studied, the person who usually fed the baby was not their primary attachment figure. This challenges learning theory's emphasis on feeding as the basis for attachment formation.
Fox (1977) conducted research on Israeli kibbutzim, studying attachment bonds between mothers, babies, and metapelets (communal caregivers). Despite metapelets doing most of the feeding, children were generally more attached to their mothers. Since feeding was primarily done by metapelets, this finding contradicts learning theory predictions.
The kibbutzim study is particularly significant because it provides a natural experiment where feeding and caregiving roles were clearly separated, allowing researchers to test learning theory predictions directly.
Evaluation
Strengths
- Explains simple learning: Conditioning effectively explains how simple behaviours are learned and can account for some aspects of early infant-caregiver interactions
- Scientific basis: Based on well-established psychological principles that have been extensively tested in laboratory settings
- Practical applications: Understanding of conditioning has led to effective behavioural interventions
Limitations
- Oversimplified explanation: Attachments involve complex emotional behaviours that cannot be reduced to simple stimulus-response associations. The theory ignores the intense emotional component of attachment relationships
Learning theory fails to account for the rich emotional and social complexity of attachment relationships, treating them as mere feeding associations.
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Contradicted by research evidence: Studies like Schaffer and Emerson's findings show that feeding is not the primary basis for attachment formation, undermining a core assumption of the theory
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Reductionist approach: Behaviourist explanations are overly reductionist, explaining complex human relationships in the simplest possible terms without considering internal cognitive or emotional processes
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Ignores other factors: The theory does not account for the importance of emotional security, comfort, and responsiveness that attachment figures provide beyond just meeting physical needs
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Limited scope: As noted by critics, babies require much more than just food - they need constant emotional security and responsiveness, which suggests attachment serves broader functions than learning theory proposes
Modern attachment research emphasises the importance of sensitive responsiveness, emotional attunement, and the caregiver's ability to provide a secure base for exploration - none of which are adequately explained by simple conditioning processes.
Key Points to Remember:
- Learning theory explains attachment through classical and operant conditioning processes, suggesting babies become attached to those who feed them
- Classical conditioning involves babies learning to associate caregivers with the pleasure that food naturally provides
- Operant conditioning involves caregivers becoming sources of reinforcement by removing unpleasant sensations like hunger
- Research evidence largely contradicts learning theory, showing that feeding is not the primary basis for attachment formation
- The theory is criticised for being overly reductionist and ignoring the complex emotional nature of attachment relationships