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The learningtheory of attachmentsuggests that attachment is a set of learned behaviors instead of innate biological behavior. The basis for the learning of attachments is the provision of food.
This theory encompasses two types of learning: classical conditioning, where an infant learns to associate the caregiver with comfort and eventually forms an attachment.
Operant conditioning, on the other hand, assumes that infants are in a drive state of internal tension or discomfort, and their actions focus on removing this discomfort.
Classical Conditioning
Classical conditioninginvolves the formation of associations between different events and stimuli.
This process explains how an emotional bond is formed through associations with comfort and security, contributing to the infant’s attachment to their mother.
Classical conditioning, as explained in the context of attachment theory, posits that infants learn to associate their caregivers (usually the mother) with satisfying their needs and the subsequent pleasure.
Initially, the infant finds pleasure (unconditioned response, or UCR) in being fed (unconditioned stimulus, or UCS). The individual providing the food eventually becomes associated with this pleasure and becomes aconditioned stimulus(CS) that triggers the same pleasurable response, regardless of whether food is present. Over time, the infant forms an attachment to this person due to their association with pleasure. The mother becomes the conditioned stimulus, and happiness becomes the conditioned response…attachment has formed.
Here is a basic breakdown of how it works:
Dollard and Miller
John Dollard and Neal Miller created the learning theory of attachment, combining elements fromFreud’s and Hull’s drive theories, unifying psychoanalysis and behaviorism. Their model posits that attachment is a learned behavior from classical and operant conditioning through drive reduction.
Operant conditioningproposes that infants are in a drive state, a form of internal tension or discomfort that motivates an organism to engage in behaviors that will reduce this discomfort. It is an impulse that prompts action to fulfill a need and restore equilibrium.
Dollard and Miller emphasized that a child’s attachment is primarily due to the caregiver providing food rather than an emotional bond.
When an infant is hungry, they experience discomfort, which creates a drive state and motivates them to reduce this discomfort.
The drive is reduced when fed, satisfying their hunger and making them comfortable.
Over time, the infant learns to view the food as a primary reinforcer or reward. This association leads to the development of an attachment, with the infant seeking the person’s presence associated with comfort.
The theory consists of four processes: drive, cue, response, and reinforcement. Over time, infants learn to associate discomfort relief with their caregiver, forming an attachment.
The secondary drive hypothesis is also a key part of their theory, explaining the development of complex systems of secondary drives from primary drives.
It asserts that primary drives, like hunger, become associated with secondary drives, like emotional closeness. As infants grow and experience different situations, these primary drives evolve into complex secondary drives.
The person providing the food becomes associated with this comfort, thus becoming a secondary reinforcer.
The infant’s behavior is also reinforcing for the caregiver (the caregiver gains pleasure from smiles etc. – reward). The reinforcement process is, therefore, reciprocal (two-way) and strengthens the emotional bond/attachment between the two.
Critical Evaluation
Learning Theory’s understanding of attachment has been scrutinized based on various empirical findings. For instance, Shaffer and Emerson (1964) found that attachments seem to be formed in responsive individuals rather than those who provide the care.
Schaffer and Emersondiscovered that fewer than half of infants primarily bonded with the individual who typically fed them. This evidence challenges the theory’s assertion that feeding is the main driver of attachment formation.
Another notable critique comes fromHarlow’s study of monkeys. His research indicated that the monkeys formed stronger attachments to the soft, comforting surrogate mother than the one providing food. This finding opposes the learning theory, which posits attachment formation largely through the provision and association with sustenance.
The learning theory of attachment does not explain why there is a critical period in most animals and humans,after which infants cannot form attachment, or attachment might be more difficult. It does not explain why infants seem to go through the same stages at about the same age in the formation of attachment
Furthermore,Lorenz’s research involving goslingsdemonstrated imprinting on the first moving object they perceived. This seemingly instinctive behavior contradicts the learning theory’s proposition that attachment is a learned behavior, suggesting an innate predisposition instead.
Learning Theory is also critiqued due to its reliance on animal research, calling into question the validity of extrapolating its findings to humans. Though behaviorists argue that human and animal learning processes are similar, this perspective is overly simplistic and disregards the complexity of human behavior.
This simplification is a limitation of the theory, as it may not encompass all behavioral facets, such as attachment, which could also involve innate predispositions.
Another critique of the learning theory is its overemphasis on the role of food in attachment. Conflicting evidence, such as Harlow’s study, argues that comfort might play a more significant role than food in attachment formation.
Despite its focus on habit formation, critics note the theory overlooks factors like sensitive caregiving and interactional synchrony.
This is echoed in Schaeffer and Emerson’s findings, where the infants clung more to the cloth-covered wire mother, which provided comfort, not nourishment.
Despite these criticisms, learning theory offers valuable insights into attachment’s nature. It emphasizes the role of association and reinforcement in learning, implying that consistent responsiveness and sensitivity to a child’s needs from a caregiver can facilitate attachment.
Learning Check
Question 1Andrea provides most of the care for her son, Oliver, feeding, comforting, and playing with him. She has noticed that, whilst he is happy to spend time with his father, Oliver seems most content when he is with her.Use your knowledge of the learning theory of attachment to explain Oliver’s behavior.(2 marks)AnswerAs Andrea provides most of the care for Oliver, he associates her with the satisfaction of primary drives, such as hunger and thirst. She has also become associated with other pleasurable things, such as comfort and security, through classical conditioning. In contrast, his father provides little care, so Oliver has not associated him with pleasure and comfort. Therefore, Oliver prefers to be with Andrea than with his father.
Andrea provides most of the care for her son, Oliver, feeding, comforting, and playing with him. She has noticed that, whilst he is happy to spend time with his father, Oliver seems most content when he is with her.
Use your knowledge of the learning theory of attachment to explain Oliver’s behavior.(2 marks)
AnswerAs Andrea provides most of the care for Oliver, he associates her with the satisfaction of primary drives, such as hunger and thirst. She has also become associated with other pleasurable things, such as comfort and security, through classical conditioning. In contrast, his father provides little care, so Oliver has not associated him with pleasure and comfort. Therefore, Oliver prefers to be with Andrea than with his father.
Miguel’s mother gave up work when he was born and stayed home to look after him. Miguel’s father works far away, so he is rarely home before his bedtime. Miguel is nine months old and has a very close bond with his mother.
Use learning theory to explain how Max became attached to his mother rather than to his father.(6 marks)
AnswerAccording to the learning approach, attachment is a learned behavior. It can be learned through classical conditioning, learning through association, and operant conditioning, learning through consequences. According to classical conditioning food(UCS) produces pleasure (UCR). Miguel’s mother started as a neutral stimulus but was associated through repeated pairings with the food and became a conditioned stimulus. So Miguel felt pleasure when he saw his mother (CR).According to operant conditioning, food satisfied Miguel’s hunger and made him feel comfortable again (drive reduction). Food was, therefore, a primary reinforcer. His mother was associated with food and became a secondary reinforcer. Miguel became attached to his mother because she was a source of reward.However, his father being absent often was not associated with pleasure as he did not feed Miguel or make him feel comfortable, so the child shows no attachment to him.You must link your answer to the scenario at every step, or you will only get half the marks at best. Your answer has to be linked to attachment theory (Pavlov’s dogs are not relevant here!)
FAQs
Who developed the learning theory of attachment?
The learning theory of attachment, also known as the behaviorist explanation of attachment, is associated with psychologists such as John B. Watson and B.F. Skinner. This approach posits that attachment is a set of learned behaviors, emphasizing operant and classical conditioning principles.
What is the learning theory of Dollard and Miller?Dollard and Miller’s learning theory suggests that attachment behavior is learned through conditioning principles. Infants learn to associate caregivers with the comfort of meeting their needs, forming an attachment. Positive interactions reinforce this attachment, while negative experiences may lead to avoidance.
What is the learning theory of Dollard and Miller?
Dollard and Miller’s learning theory suggests that attachment behavior is learned through conditioning principles. Infants learn to associate caregivers with the comfort of meeting their needs, forming an attachment. Positive interactions reinforce this attachment, while negative experiences may lead to avoidance.
How are Dollard and Miller different from Skinner?
References
Dollard, J., & Miller, N. E. (1950).Personality and psychotherapy; an analysis in terms of learning, thinking, and culture. New York, NY, US: McGraw-Hill.
Harlow, H. F., Dodsworth, R. O., & Harlow, M. K. (1965).Total social isolation in monkeys.Proceedings of the National Academy of Sciences of the United States of America, 54(1), 90.
Harlow, H. F. & Zimmermann, R. R. (1958).The development of affective responsiveness in infant monkeys.Proceedings of the American Philosophical Society, 102,501 -509.
Lorenz, K. (1935). Der Kumpan in der Umwelt des Vogels. Der Artgenosse als auslösendes Momentsozialer Verhaltensweisen.Journal für Ornithologie, 83, 137–215, 289–413.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
