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periodically returning to or checking the caregiver for reassurance and safety."},{"text":"The caregiver is a safe haven.","correct":false,"explanation":"A safe haven provides comfort when an infant is distressed. Checking back while continuing to explore instead demonstrates that the caregiver is being used as a secure base."},{"text":"The caregiver is a social releaser.","correct":false,"explanation":"A social releaser is an infant behaviour, such as smiling, that encourages caregiving. Exploration with periodic checking shows the caregiver functioning as a secure base."},{"text":"The caregiver is a primary reinforcer.","correct":false,"explanation":"Primary reinforcement refers to satisfying an infant’s biological needs, such as providing food. Supporting exploration through reassurance describes the caregiver’s role as a secure base."}]},{"id":"de2e0a14-2124-4484-9631-ef8f52214aca","cardType":"cloze","points":null,"front":"In the Strange Situation, “strange” means [ ].","back":"In the Strange Situation, “strange” means unfamiliar.","mcqOptions":[{"text":"unfamiliar","correct":true,"explanation":"“Strange” refers to the unfamiliar features introduced during the procedure, including the room and stranger, which create mild stress and activate attachment behaviour."},{"text":"frightening","correct":false,"explanation":"The procedure is designed to create mild, controlled stress rather than intense fear. “Strange” means unfamiliar, referring to the novel room, stranger and situation."},{"text":"unstructured","correct":false,"explanation":"The Strange Situation follows a highly standardised sequence of episodes, so it is not unstructured. “Strange” means unfamiliar because the setting and stranger are new to the infant."},{"text":"unobserved","correct":false,"explanation":"The infant’s behaviour is carefully observed and recorded throughout the procedure. “Strange” means unfamiliar, referring to the novel environment and unfamiliar adult."}]},{"id":"56c5bee3-223d-4e17-863e-e4c8a17af836","cardType":"basic","points":1,"front":"What is the Strange Situation designed to activate in the infant?","back":"The infant’s attachment system.","mcqOptions":[{"text":"The infant’s attachment system.","correct":true,"explanation":"Mild stress caused by an unfamiliar environment, a stranger and separation activates the attachment system, prompting behaviours such as proximity seeking and reunion responses."},{"text":"The infant’s exploratory system.","correct":false,"explanation":"Exploration is observed during the procedure, but stress generally reduces it rather than specifically activating it. The procedure is designed to activate the infant’s attachment system."},{"text":"The infant’s caregiving system.","correct":false,"explanation":"The caregiving system concerns an adult’s responses to an infant’s needs. The Strange Situation instead activates the infant’s attachment system through mild stress and separation."},{"text":"The infant’s social learning system.","correct":false,"explanation":"Social learning involves acquiring behaviour through observation and imitation, which is not the procedure’s central purpose. Mild stress is used to activate the infant’s attachment system."}]},{"id":"2d819531-37ae-4f2f-8884-5964848e2fe1","cardType":"cloze","points":null,"front":"The Strange Situation uses mild stress from an unfamiliar room, a [ ] and brief [ ].","back":"The Strange Situation uses mild stress from an unfamiliar room, a stranger and brief separations.","mcqOptions":[{"text":"The Strange Situation uses mild stress from an unfamiliar room, a stranger and brief separations.","correct":true,"explanation":"The unfamiliar setting, arrival of a stranger and short caregiver separations create controlled stress, allowing researchers to observe attachment behaviours without causing prolonged distress."},{"text":"The Strange Situation uses mild stress from an unfamiliar room, a researcher and brief observations.","correct":false,"explanation":"Observation alone is not the key stressor, and the unfamiliar adult has the specific role of stranger. The procedure uses a stranger and brief caregiver separations."},{"text":"The Strange Situation uses mild stress from an unfamiliar room, a caregiver and brief separations.","correct":false,"explanation":"The caregiver’s presence generally offers security rather than acting as the unfamiliar social stressor. Mild stress comes from a stranger alongside brief separations from the caregiver."},{"text":"The Strange Situation uses mild stress from an unfamiliar room, a stranger and brief interviews.","correct":false,"explanation":"Researchers observe infant behaviour rather than interviewing the infant. The controlled stressors are the unfamiliar room, the stranger and brief separations from the caregiver."}]},{"id":"887123b7-3b7a-4acd-b558-becb38d31d24","cardType":"basic","points":2,"front":"Why is reunion behaviour usually the biggest clue in the Strange Situation?","back":"It shows whether the infant seeks and accepts comfort.","mcqOptions":[{"text":"It shows whether the infant seeks and accepts comfort.","correct":true,"explanation":"Reunion reveals whether the infant approaches the returning caregiver and can be comforted, making it especially useful for distinguishing secure, avoidant and resistant attachment patterns."},{"text":"It shows whether the infant explores and shares toys.","correct":false,"explanation":"Toy exploration may show secure-base behaviour, but sharing toys is not the main reunion measure. Reunion chiefly reveals whether the infant seeks and accepts comfort."},{"text":"It shows whether the infant notices and fears strangers.","correct":false,"explanation":"Stranger anxiety is assessed when the unfamiliar adult enters or approaches. Reunion behaviour is more informative because it shows whether the infant seeks and accepts caregiver comfort."},{"text":"It shows whether the infant imitates and rewards behaviour.","correct":false,"explanation":"Imitation and reinforcement are social learning concepts rather than central reunion measures. Reunion is assessed to determine whether the infant seeks and accepts comfort from the caregiver."}]},{"id":"7732a73e-a8d2-4cb1-b975-c6aca688980a","cardType":"basic","points":1,"front":"What is observed when the infant explores while the caregiver is present?","back":"Exploration and secure-base behaviour.","mcqOptions":[{"text":"Exploration and secure-base behaviour.","correct":true,"explanation":"Researchers observe how confidently the infant explores and whether they check back with or remain oriented towards the caregiver, indicating use of the caregiver as a secure base."},{"text":"Proximity seeking and separation protest.","correct":false,"explanation":"Proximity seeking is particularly important during reunion, while separation protest occurs when the caregiver leaves. With the caregiver present, researchers observe exploration and secure-base behaviour."},{"text":"Stranger anxiety and separation anxiety.","correct":false,"explanation":"Stranger anxiety requires the stranger’s presence, while separation anxiety follows the caregiver’s departure. During caregiver presence, exploration and secure-base behaviour are the relevant observations."},{"text":"Interactional synchrony and reciprocity.","correct":false,"explanation":"Synchrony and reciprocity describe coordinated caregiver-infant interactions, usually studied in observational research. The Strange Situation instead records exploration and secure-base behaviour while the caregiver is present."}]},{"id":"e5155f77-4bf0-4c2f-a346-ab8146c59b3d","cardType":"basic","points":2,"front":"What can stranger anxiety show about the infant?","back":"They distinguish the caregiver from a stranger.","mcqOptions":[{"text":"They distinguish the caregiver from a stranger.","correct":true,"explanation":"Greater wariness towards the stranger than towards the caregiver indicates that the infant recognises the caregiver as a familiar, specific attachment figure."},{"text":"They distinguish the caregiver from another infant.","correct":false,"explanation":"The Strange Situation compares responses to the caregiver and an unfamiliar adult, not another infant. Stranger anxiety can show that the infant distinguishes the caregiver from a stranger."},{"text":"They distinguish the stranger from an unfamiliar room.","correct":false,"explanation":"This confuses recognition of people with awareness of the physical setting. Stranger anxiety shows that the infant differentiates their familiar caregiver from an unfamiliar adult."},{"text":"They distinguish the caregiver from a familiar toy.","correct":false,"explanation":"Recognising a person as different from an object does not demonstrate selective attachment. Stranger anxiety shows that the infant distinguishes the caregiver from an unfamiliar person."}]},{"id":"a91e6754-a360-4008-86f4-85735d94aa3e","cardType":"basic","points":1,"front":"How many episodes are in the full Strange Situation procedure?","back":"Eight episodes.","mcqOptions":[{"text":"Eight episodes.","correct":true,"explanation":"The full standardised Strange Situation consists of eight episodes, including introductions, stranger encounters, two separations and two reunions."},{"text":"Seven episodes.","correct":false,"explanation":"Seven usually results from overlooking the initial introduction or combining two stages. The full standardised Strange Situation contains eight distinct episodes."},{"text":"Nine episodes.","correct":false,"explanation":"Nine may result from counting the concluding observation as an additional stage. The full Strange Situation procedure is conventionally divided into eight episodes."},{"text":"Six episodes.","correct":false,"explanation":"Six can result from counting only the major stranger, separation and reunion stages. Including the introductory and caregiver-present stages gives eight episodes in total."}]},{"id":"b1ad8e57-278f-416e-be70-8354fb720050","cardType":"basic","points":1,"front":"How long does each Strange Situation episode usually last?","back":"Around three minutes.","mcqOptions":[{"text":"Around three minutes.","correct":true,"explanation":"Each of the eight standard Strange Situation episodes usually lasts about three minutes, although an episode may be shortened if the infant becomes excessively distressed."},{"text":"Around one minute.","correct":false,"explanation":"One minute is generally too short for the researchers to observe the infant’s exploration, separation response and reunion behaviour. Each episode usually lasts around three minutes."},{"text":"Around five minutes.","correct":false,"explanation":"Five minutes overestimates the standard episode length, perhaps by confusing an approximate observation period with the actual procedure. Strange Situation episodes usually last around three minutes."},{"text":"Around ten minutes.","correct":false,"explanation":"Ten minutes would make each episode much longer than Ainsworth’s standard procedure and could cause unnecessary distress. Each Strange Situation episode usually lasts around three minutes."}]},{"id":"c6c3d1d1-2569-42a1-94c1-74b1b515dd3c","cardType":"cloze","points":null,"front":"Episodes can be shortened if the infant becomes too [ ].","back":"Episodes can be shortened if the infant becomes too distressed.","mcqOptions":[{"text":"distressed","correct":true,"explanation":"Episodes may be ended before the usual three minutes when an infant becomes too distressed, protecting the child from unnecessary emotional discomfort during separation."},{"text":"distracted","correct":false,"explanation":"Being distracted is an observable response rather than the ethical reason for shortening an episode. Episodes are shortened when the infant becomes too distressed."},{"text":"inactive","correct":false,"explanation":"Low activity may contribute to observations of exploration, but it does not require an episode to end early. Excessive distress is the reason episodes may be shortened."},{"text":"dependent","correct":false,"explanation":"Dependence or proximity-seeking is behaviour relevant to attachment classification, not a reason to shorten an episode. The procedure is shortened if the infant becomes too distressed."}]},{"id":"c1751ffa-dabc-40d6-901c-291d006544fa","cardType":"basic","points":1,"front":"Which attachment type explores, shows some separation distress, and is pleased on reunion?","back":"Secure attachment - Type B.","mcqOptions":[{"text":"Secure attachment - Type B.","correct":true,"explanation":"Securely attached infants use the caregiver as a safe base for exploration, show some distress when separated, and respond positively when the caregiver returns."},{"text":"Insecure-avoidant - Type A.","correct":false,"explanation":"Type A infants typically show little separation distress and avoid or ignore the caregiver at reunion. Exploration with positive reunion behaviour identifies secure attachment, Type B."},{"text":"Insecure-resistant - Type C.","correct":false,"explanation":"Type C infants show intense separation distress, limited exploration and ambivalent reunion behaviour. Moderate distress followed by pleasure at reunion identifies secure attachment, Type B."},{"text":"Disorganised attachment - Type D.","correct":false,"explanation":"Type D describes contradictory, disoriented or fearful behaviour and was introduced after Ainsworth’s original classification. The pattern described is secure attachment, Type B."}]},{"id":"5e700f56-81a3-45a2-8db6-75dad22fb8c2","cardType":"basic","points":1,"front":"Which attachment type shows little distress and avoids the caregiver on reunion?","back":"Insecure-avoidant - Type A.","mcqOptions":[{"text":"Insecure-avoidant - Type A.","correct":true,"explanation":"Insecure-avoidant infants show little visible distress when the caregiver leaves and tend to avoid or ignore them at reunion, placing them in Type A."},{"text":"Secure attachment - Type B.","correct":false,"explanation":"Type B infants generally show some separation distress and welcome the caregiver at reunion. Little distress followed by avoidance identifies insecure-avoidant attachment, Type A."},{"text":"Insecure-resistant - Type C.","correct":false,"explanation":"Type C infants usually show intense distress and seek contact while resisting comfort at reunion. Little distress and reunion avoidance indicate insecure-avoidant attachment, Type A."},{"text":"Disorganised attachment - Type D.","correct":false,"explanation":"Type D involves inconsistent, disoriented or fearful responses rather than straightforward avoidance. Little separation distress and avoidance on reunion identify insecure-avoidant attachment, Type A."}]},{"id":"c6017441-6bb8-40b2-88bd-5f969534d79e","cardType":"basic","points":1,"front":"Which attachment type shows intense distress, little exploration, and ambivalent reunion behaviour?","back":"Insecure-resistant - Type C.","mcqOptions":[{"text":"Insecure-resistant - Type C.","correct":true,"explanation":"Insecure-resistant infants explore little, become intensely distressed by separation, and show ambivalence at reunion by seeking contact while simultaneously resisting comfort."},{"text":"Insecure-avoidant - Type A.","correct":false,"explanation":"Type A infants usually display little separation distress and avoid the caregiver at reunion. Intense distress, limited exploration and ambivalent reunion behaviour identify Type C."},{"text":"Secure attachment - Type B.","correct":false,"explanation":"Type B infants explore confidently and are readily comforted after reunion. Intense distress and simultaneous contact-seeking and resistance instead indicate insecure-resistant attachment, Type C."},{"text":"Disorganised attachment - Type D.","correct":false,"explanation":"Type D is characterised by contradictory, fearful or disoriented behaviour without a consistent attachment strategy. The organised but ambivalent pattern described is insecure-resistant attachment, Type C."}]},{"id":"3ba9f59d-905c-4e60-ba6a-bc1d58ce24d2","cardType":"cloze","points":null,"front":"[ ] behaviour means wanting contact but also resisting comfort.","back":"Ambivalent behaviour means wanting contact but also resisting comfort.","mcqOptions":[{"text":"Ambivalent","correct":true,"explanation":"Ambivalent behaviour combines opposing responses: the infant seeks closeness to the caregiver but also resists contact or remains difficult to comfort during reunion."},{"text":"Avoidant","correct":false,"explanation":"Avoidant behaviour involves ignoring or moving away from the caregiver rather than simultaneously seeking and resisting contact. That conflicted response is described as ambivalent behaviour."},{"text":"Exploratory","correct":false,"explanation":"Exploratory behaviour concerns investigating the environment, often while using the caregiver as a secure base. Wanting contact while resisting comfort is ambivalent behaviour."},{"text":"Proximity-seeking","correct":false,"explanation":"Proximity-seeking means attempting to approach or remain near the caregiver, but it does not include resisting comfort. The combination of attraction and resistance is ambivalent behaviour."}]},{"id":"80f865d4-5077-43eb-b88c-44574ea56794","cardType":"basic","points":1,"front":"What caregiving did Ainsworth link with secure attachment?","back":"Sensitive caregiving.","mcqOptions":[{"text":"Sensitive caregiving.","correct":true,"explanation":"Ainsworth linked secure attachment with caregivers who notice, interpret and respond appropriately and consistently to their infant’s signals, a pattern known as sensitive caregiving."},{"text":"Inconsistent caregiving.","correct":false,"explanation":"Inconsistent responses make the caregiver’s availability unpredictable and were linked with insecure-resistant attachment. Ainsworth associated secure attachment with sensitive caregiving."},{"text":"Rejecting caregiving.","correct":false,"explanation":"Rejecting or emotionally unavailable responses were associated more closely with insecure-avoidant attachment. Secure attachment was linked with sensitive, appropriately responsive caregiving."},{"text":"Intrusive caregiving.","correct":false,"explanation":"Intrusive caregiving follows the adult’s agenda rather than accurately responding to the infant’s signals. Ainsworth linked secure attachment with sensitive caregiving instead."}]},{"id":"240f0969-8f50-4dd4-a5dc-5c1805d5b5a0","cardType":"basic","points":1,"front":"What caregiving did Ainsworth link with insecure-resistant attachment?","back":"Inconsistent caregiving.","mcqOptions":[{"text":"Inconsistent caregiving.","correct":true,"explanation":"Ainsworth linked insecure-resistant attachment with inconsistent caregiving, where the caregiver sometimes responds sensitively but is unavailable or unresponsive at other times."},{"text":"Sensitive caregiving.","correct":false,"explanation":"Sensitive caregivers respond appropriately and consistently to infant signals, which Ainsworth associated with secure attachment. Insecure-resistant attachment was linked with inconsistent caregiving."},{"text":"Rejecting caregiving.","correct":false,"explanation":"Consistently rejecting or emotionally unavailable caregiving was associated more closely with insecure-avoidant attachment. Ainsworth linked insecure-resistant attachment with inconsistent caregiving."},{"text":"Consistently responsive caregiving.","correct":false,"explanation":"Consistent responsiveness helps infants trust that comfort will be available and is associated with secure attachment. Insecure-resistant attachment was linked with inconsistent caregiving."}]},{"id":"8c772410-254b-443a-824c-4b5194af1045","cardType":"basic","points":1,"front":"In Ainsworth et al.’s 1978 American sample, about what proportion were secure?","back":"About two-thirds.","mcqOptions":[{"text":"About two-thirds.","correct":true,"explanation":"Around 66% of infants in Ainsworth et al.’s American sample were securely attached, making secure attachment by far the most common classification."},{"text":"About one-third.","correct":false,"explanation":"This underestimates the secure group by roughly half. About two-thirds, or 66%, of the American sample were classified as securely attached."},{"text":"About one-half.","correct":false,"explanation":"This likely results from recalling that secure attachment formed a majority but underestimating its size. The actual proportion was about two-thirds of the sample."},{"text":"About three-quarters.","correct":false,"explanation":"This slightly overestimates the secure group. About two-thirds of the American infants were secure, while the remaining third were insecure-avoidant or insecure-resistant."}]},{"id":"ba9023c8-fc88-4ec1-bcf6-7a8b898afde1","cardType":"cloze","points":null,"front":"In Ainsworth et al.’s 1978 American sample, [ ] attachment was the least common type.","back":"In Ainsworth et al.’s 1978 American sample, insecure-resistant attachment was the least common type.","mcqOptions":[{"text":"insecure-resistant","correct":true,"explanation":"Insecure-resistant attachment was found in about 10-15% of the American sample, making it less common than both secure and insecure-avoidant attachment."},{"text":"insecure-avoidant","correct":false,"explanation":"Insecure-avoidant attachment accounted for around 20% of the sample, so it was not the least common type. Insecure-resistant attachment had the lowest proportion."},{"text":"secure","correct":false,"explanation":"Secure attachment was the most common classification, accounting for about two-thirds of the sample. Insecure-resistant attachment was the least common type."},{"text":"disorganised","correct":false,"explanation":"Disorganised attachment was introduced later by Main and Solomon and was not one of Ainsworth’s original three classifications. Insecure-resistant was the least common original type."}]},{"id":"443be1b5-3383-447c-9d96-e88c7e6d68aa","cardType":"basic","points":2,"front":"Why is standardisation a strength of the Strange Situation?","back":"All infants experience the same sequence, so comparisons are easier.","mcqOptions":[{"text":"All infants experience the same sequence, so comparisons are easier.","correct":true,"explanation":"The eight episodes follow a fixed order and use consistent procedures. This standardisation allows researchers to compare infants’ behaviour more reliably and replicate the study."},{"text":"All infants are observed by the same researcher, so comparisons are easier.","correct":false,"explanation":"Standardisation does not require one researcher to observe every infant, and different observers may be used. Its strength comes from all infants experiencing the same sequence."},{"text":"All infants display the same attachment type, so comparisons are easier.","correct":false,"explanation":"Infants do not all display the same attachment type; identifying behavioural differences is the procedure’s purpose. Comparisons are easier because every infant experiences the same sequence."},{"text":"All infants experience the same anxiety level, so comparisons are easier.","correct":false,"explanation":"Infants vary in how distressed they become, so their anxiety levels are not standardised. The fixed sequence of episodes provides the consistent basis for comparison."}]},{"id":"ae94ea3b-dde6-4765-8ade-b2366faad0a4","cardType":"basic","points":2,"front":"Why may the Strange Situation have low ecological validity?","back":"It uses an unfamiliar laboratory playroom, unlike everyday life.","mcqOptions":[{"text":"It uses an unfamiliar laboratory playroom, unlike everyday life.","correct":true,"explanation":"The unfamiliar, controlled setting does not closely resemble infants’ normal environments. Their behaviour there may therefore differ from their behaviour during everyday separations and reunions."},{"text":"It uses a small American sample, limiting cultural generalisation.","correct":false,"explanation":"A restricted American sample concerns population validity and cultural generalisability rather than ecological validity. Ecological validity is reduced by the unfamiliar laboratory playroom."},{"text":"It uses observer ratings of behaviour, which may be subjective.","correct":false,"explanation":"Subjective observer ratings would threaten reliability or objectivity, not ecological validity. The ecological concern is that an unfamiliar laboratory playroom differs from infants’ everyday surroundings."},{"text":"It causes separation anxiety in infants, raising ethical concerns.","correct":false,"explanation":"Deliberately causing distress is an ethical concern rather than evidence of low ecological validity. Low ecological validity arises because the unfamiliar laboratory playroom is unlike everyday life."}]},{"id":"27ecb7d3-7310-4b83-b5cd-8cac48592640","cardType":"cloze","points":null,"front":"Applying one culture’s idea of normal attachment to another culture is an [ ].","back":"Applying one culture’s idea of normal attachment to another culture is an imposed etic.","mcqOptions":[{"text":"imposed etic","correct":true,"explanation":"An imposed etic occurs when concepts or standards developed in one culture are applied to another culture without adequately considering culturally specific meanings and practices."},{"text":"imposed emic","correct":false,"explanation":"An emic approach studies behaviour from within a particular culture rather than imposing an external standard. Applying one culture’s norms to another is an imposed etic."},{"text":"emic approach","correct":false,"explanation":"An emic approach aims to understand behaviour using concepts meaningful within the culture being studied. Applying another culture’s definition of normality is an imposed etic."},{"text":"ethnocentric bias","correct":false,"explanation":"Ethnocentrism is the broader tendency to judge other cultures by one’s own cultural standards. The specific process of applying one culture’s theory elsewhere is an imposed etic."}]},{"id":"073a0c5d-4553-4229-9a96-f12acea449e6","cardType":"basic","points":2,"front":"What did van IJzendoorn and Kroonenberg find about attachment across cultures?","back":"Secure was generally most common, but avoidant/resistant rates varied.","mcqOptions":[{"text":"Secure was generally most common, but avoidant/resistant rates varied.","correct":true,"explanation":"The meta-analysis found secure attachment was the modal classification across cultures, although the proportions of insecure-avoidant and insecure-resistant attachment differed between cultural groups."},{"text":"Avoidant was generally most common, but secure/resistant rates varied.","correct":false,"explanation":"Avoidant attachment was relatively common in some Western samples, particularly Germany, but it was not generally dominant. Secure attachment was most common across cultures overall."},{"text":"Resistant was generally most common, but secure/avoidant rates varied.","correct":false,"explanation":"Resistant attachment was comparatively frequent in some samples, such as Japan and Israel, but was not generally most common. Secure attachment was the overall modal type."},{"text":"Disorganised was equally common everywhere, with no cultural variation.","correct":false,"explanation":"The meta-analysis focused on Ainsworth’s original classifications and found meaningful cultural variation in insecure patterns. Secure attachment was generally most common, while avoidant and resistant rates varied."}]},{"id":"9078eff0-b767-4baa-a125-b239effcb868","cardType":"basic","points":1,"front":"What alternative explanation did Kagan give for Strange Situation behaviour?","back":"Infant temperament may affect behaviour.","mcqOptions":[{"text":"Infant temperament may affect behaviour.","correct":true,"explanation":"Kagan argued that biologically influenced temperament could explain how infants react to strangers and separation, rather than Strange Situation behaviour simply revealing attachment quality."},{"text":"Infant intelligence may affect behaviour.","correct":false,"explanation":"Kagan’s alternative explanation concerned temperament, not intelligence. Innate differences in emotional reactivity and sociability may shape an infant’s behaviour during separation, reunion and stranger encounters."},{"text":"Infant age may affect behaviour.","correct":false,"explanation":"Age can influence behaviour generally, but Kagan specifically proposed temperament as the alternative explanation. Naturally anxious or easy-going infants may respond differently regardless of attachment quality."},{"text":"Maternal employment may affect behaviour.","correct":false,"explanation":"Maternal employment was not Kagan’s proposed explanation and does not directly account for individual reactions in the procedure. Kagan argued that infant temperament may shape Strange Situation behaviour."}]},{"id":"f7b1fde2-dfc7-410a-916c-2aa09a1a9bc1","cardType":"basic","points":1,"front":"Which later attachment category challenged Ainsworth’s three-type system?","back":"Disorganised attachment.","mcqOptions":[{"text":"Disorganised attachment.","correct":true,"explanation":"Main and Solomon later identified disorganised attachment, characterised by inconsistent, confused or contradictory behaviour. Its addition showed that Ainsworth’s original three categories did not classify every infant adequately."},{"text":"Insecure-ambivalent attachment.","correct":false,"explanation":"Insecure-ambivalent is another name for insecure-resistant attachment, one of Ainsworth’s original three categories. The later category that challenged the system was disorganised attachment."},{"text":"Multiple attachment.","correct":false,"explanation":"Multiple attachment describes forming bonds with several caregivers, not a Strange Situation classification. Disorganised attachment was the later category added to Ainsworth’s three-type system."},{"text":"Indiscriminate attachment.","correct":false,"explanation":"Indiscriminate attachment refers to unusually friendly behaviour towards unfamiliar adults, often associated with severe early deprivation. The category added to Ainsworth’s system was disorganised attachment."}]},{"id":"37e9942d-9f9a-423b-a066-471652b15431","cardType":"basic","points":1,"front":"When should researchers stop the Strange Situation procedure?","back":"If the infant becomes too distressed.","mcqOptions":[{"text":"If the infant becomes too distressed.","correct":true,"explanation":"Researchers must end the procedure if the infant becomes excessively distressed, protecting the child from psychological harm in accordance with ethical guidelines."},{"text":"If the infant begins exploring the room.","correct":false,"explanation":"Exploring the room is expected and allows researchers to assess secure-base behaviour. The procedure should instead stop if the infant becomes too distressed."},{"text":"If the infant shows stranger anxiety.","correct":false,"explanation":"Stranger anxiety is one of the behaviours being observed, so its appearance does not automatically end the procedure. Researchers stop if the infant becomes too distressed."},{"text":"If the infant seeks proximity.","correct":false,"explanation":"Proximity-seeking during reunion is an important attachment behaviour to record, not a reason to stop. Researchers should end the procedure if the infant becomes too distressed."}]}]}],"examCountdown":{"examDate":"2027-05-10","paperLabel":"Paper 1"},"heading":"Ainsworth and the Strange Situation","title":"Ainsworth and the Strange Situation Flashcards","topbar":{"backHref":"/as-level/psychology/edexcel/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"acc0a9e7-93ca-52a0-b2c9-ffb07a433478","walled":"$L39"}],"$L3a","$L3b"]