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and the right to withdraw. Children may lack the maturity to understand fully what participation involves."},{"text":"Children are legally required to take part.","correct":false,"explanation":"Participation is not legally compulsory, and children should not be forced to take part. The difficulty is that children may not fully understand what they are agreeing to."},{"text":"Children are unable to give any form of assent.","correct":false,"explanation":"Children can express assent or willingness even when they cannot provide full legal consent. The problem is that they may not completely understand what they are agreeing to."},{"text":"Parents make the child’s understanding irrelevant.","correct":false,"explanation":"Parental consent does not remove the importance of the child’s understanding and willingness. Informed consent is harder because children may not fully understand what they are agreeing to."}]},{"id":"c0bd52c0-7290-4936-b813-b75d36eb45da","cardType":"cloze","points":null,"front":"In child research, psychologists often need [ ], but the child’s own [ ] still matters.","back":"In child research, psychologists often need parental consent, but the child’s own willingness still matters.","mcqOptions":[{"text":"In child research, psychologists often need parental consent, but the child’s own willingness still matters.","correct":true,"explanation":"Parents or guardians generally provide legal consent for children, but researchers should also seek the child’s assent and respect any indication that the child is unwilling to participate."},{"text":"In child research, psychologists often need teacher consent, but the child’s own willingness still matters.","correct":false,"explanation":"A teacher may permit research on school premises but does not normally provide legal consent for a child’s participation. Psychologists generally need parental consent alongside the child’s willingness."},{"text":"In child research, psychologists often need parental consent, but the child’s own obedience still matters.","correct":false,"explanation":"Ethical participation depends on the child’s willingness, not obedience to adults. Even with parental consent, researchers should respect a child who does not want to participate."},{"text":"In child research, psychologists often need researcher consent, but the child’s own compliance still matters.","correct":false,"explanation":"Researchers cannot authorise children’s participation themselves, and mere compliance may result from pressure. Parental consent is usually required, while the child’s own willingness must also be considered."}]},{"id":"fbb3f447-0e41-49d1-8acf-e8d57f96f28d","cardType":"basic","points":1,"front":"Which UNCRC idea says children should be listened to and involved where possible?","back":"Participation rights.","mcqOptions":[{"text":"Participation rights.","correct":true,"explanation":"Participation rights recognise children as people whose views should be heard and considered in decisions affecting them, including decisions about whether and how they participate in research."},{"text":"Protection rights.","correct":false,"explanation":"Protection rights concern safeguarding children from harm, abuse, exploitation and distress. Being listened to and involved in relevant decisions is instead covered by participation rights."},{"text":"Provision rights.","correct":false,"explanation":"Provision rights concern access to resources and services such as education, healthcare and an adequate standard of living. Children being heard and involved reflects participation rights."},{"text":"Development rights.","correct":false,"explanation":"Development rights support children’s physical, intellectual and social growth. The specific UNCRC idea that children should be listened to and involved is participation rights."}]},{"id":"a227524d-d833-4263-a83c-e11f0258543f","cardType":"basic","points":1,"front":"Which UNCRC idea says children should be protected from harm, exploitation and distress?","back":"Protection rights.","mcqOptions":[{"text":"Protection rights.","correct":true,"explanation":"Protection rights require children to be safeguarded from physical or psychological harm, exploitation, abuse and unnecessary distress, making them especially relevant to ethical child research."},{"text":"Participation rights.","correct":false,"explanation":"Participation rights concern children expressing their views and being involved in decisions. Safeguarding them from harm, exploitation and distress is covered by protection rights."},{"text":"Provision rights.","correct":false,"explanation":"Provision rights concern access to necessities and services such as education and healthcare. Protection from harm, exploitation and distress belongs specifically to protection rights."},{"text":"Development rights.","correct":false,"explanation":"Development rights support children’s healthy growth and fulfilment of their potential. The right to be safeguarded from harm, exploitation and distress is a protection right."}]},{"id":"bb11c97b-2ff4-46e4-88ba-7239e561c3f7","cardType":"basic","points":1,"front":"Which ethical principle is challenged when infants become distressed in the Strange Situation?","back":"Protection from harm.","mcqOptions":[{"text":"Protection from harm.","correct":true,"explanation":"The Strange Situation deliberately creates separation and stranger anxiety, which can distress infants. Researchers must minimise this distress, monitor the infant and stop the procedure if necessary."},{"text":"Right to withdraw.","correct":false,"explanation":"Infants cannot verbally request withdrawal, but distress may signal that participation should end. The ethical principle directly challenged by causing that distress is protection from harm."},{"text":"Informed consent.","correct":false,"explanation":"Parental consent is important because infants cannot consent themselves, but the distress caused during separation directly raises the ethical principle of protection from harm."},{"text":"Avoidance of deception.","correct":false,"explanation":"The key concern is not that infants are given misleading information, since they cannot understand the procedure. Their separation distress directly challenges protection from harm."}]},{"id":"9a4e3299-21e1-46d9-a61d-31df507f3573","cardType":"basic","points":2,"front":"Why are meta-analyses useful in child psychology?","back":"They use a larger total sample than one study.","mcqOptions":[{"text":"They use a larger total sample than one study.","correct":true,"explanation":"Meta-analyses combine findings from several studies, producing a larger total sample. This can increase statistical power and provide a more reliable estimate of an overall effect."},{"text":"They remove all cultural variation between studies.","correct":false,"explanation":"Combining studies does not remove genuine cultural differences and may reveal substantial heterogeneity. Meta-analyses are useful because they use a larger total sample than one study."},{"text":"They guarantee each study has high validity.","correct":false,"explanation":"A meta-analysis can include studies with methodological weaknesses, so validity is not guaranteed. Its main advantage is combining studies to create a larger total sample."},{"text":"They use the same children repeatedly across studies.","correct":false,"explanation":"Meta-analyses combine results from separate studies rather than repeatedly testing the same children. Their larger total sample comes from pooling data across many participant groups."}]},{"id":"e229cd80-07a6-4653-ac10-e655e14a9a8f","cardType":"cloze","points":null,"front":"Van IJzendoorn and Kroonenberg (1988) found [ ] was most common overall, but [ ] was often greater than between-country variation.","back":"Van IJzendoorn and Kroonenberg (1988) found secure attachment was most common overall, but within-country variation was often greater than between-country variation.","mcqOptions":[{"text":"Van IJzendoorn and Kroonenberg (1988) found secure attachment was most common overall, but within-country variation was often greater than between-country variation.","correct":true,"explanation":"Their meta-analysis found secure attachment was the most frequent classification across cultures. Differences among samples within a country were often larger than average differences between countries."},{"text":"Van IJzendoorn and Kroonenberg (1988) found insecure-avoidant attachment was most common overall, but within-country variation was often greater than between-country variation.","correct":false,"explanation":"Insecure-avoidant attachment was relatively common in some Western samples but was not the most common classification overall. Secure attachment was most common, alongside substantial within-country variation."},{"text":"Van IJzendoorn and Kroonenberg (1988) found secure attachment was most common overall, but variation between age groups was often greater than between-country variation.","correct":false,"explanation":"The study compared cultural samples rather than identifying age-group variation as the major source of difference. It found that within-country variation often exceeded between-country variation."},{"text":"Van IJzendoorn and Kroonenberg (1988) found insecure-resistant attachment was most common overall, but variation between boys and girls was often greater than between-country variation.","correct":false,"explanation":"Insecure-resistant attachment was especially frequent in some cultures, but secure attachment was most common overall. The larger source of variation was within countries, not differences between boys and girls."}]},{"id":"2757c59f-8a24-4078-80b0-c5f360f8d2de","cardType":"basic","points":2,"front":"Why can cross-cultural Strange Situation research be culturally biased?","back":"A USA-developed method may not mean the same everywhere.","mcqOptions":[{"text":"A USA-developed method may not mean the same everywhere.","correct":true,"explanation":"The Strange Situation reflects US assumptions about separation, independence and secure behaviour. Behaviours may have different meanings in other cultures, so identical classifications can be culturally biased."},{"text":"A standardised procedure has the same meaning everywhere.","correct":false,"explanation":"Standardisation makes the procedure consistent but does not guarantee cultural equivalence. The USA-developed method may give different meanings to separation and reunion behaviour across cultures."},{"text":"A large international sample removes cultural differences.","correct":false,"explanation":"A larger international sample can reveal cultural differences but cannot remove bias from the measurement method. The USA-developed Strange Situation may not have equivalent meanings everywhere."},{"text":"A USA-based researcher always records behaviour inaccurately.","correct":false,"explanation":"Cultural bias does not mean every US researcher observes inaccurately. The concern is that the USA-developed procedure and its behavioural classifications may not mean the same in every culture."}]},{"id":"5a084519-b279-4ad7-9f5b-2afe09d7bd9e","cardType":"cloze","points":null,"front":"The Strange Situation improved objectivity through [ ] and [ ].","back":"The Strange Situation improved objectivity through standardised episodes and behavioural categories.","mcqOptions":[{"text":"The Strange Situation improved objectivity through standardised episodes and behavioural categories.","correct":true,"explanation":"Standardised episodes ensure that each infant encounters the same procedure, while predefined behavioural categories allow responses to be recorded consistently and compared objectively."},{"text":"The Strange Situation improved objectivity through unstandardised episodes and subjective interpretations.","correct":false,"explanation":"Unstandardised episodes and subjective interpretations would increase researcher variation and bias. Objectivity came from standardised episodes and behavioural categories that could be applied consistently."},{"text":"The Strange Situation improved objectivity through standardised episodes and unstructured interviews.","correct":false,"explanation":"Unstructured interviews do not provide the consistent, directly comparable observations used in the Strange Situation. Its objectivity depended on standardised episodes alongside behavioural categories."},{"text":"The Strange Situation improved objectivity through participant observation and behavioural categories.","correct":false,"explanation":"The Strange Situation was a controlled observation rather than participant observation. Its standardised episodes and predefined behavioural categories reduced variation in procedure and recording."}]},{"id":"ebe73038-7f1c-4ab9-bd5e-5543ea7a38fe","cardType":"basic","points":2,"front":"What may be missed if attachment is reduced to a brief lab reaction?","back":"The wider caregiver-child relationship.","mcqOptions":[{"text":"The wider caregiver-child relationship.","correct":true,"explanation":"A brief laboratory reaction samples behaviour in an artificial, time-limited setting, so it may fail to represent the broader and continuing relationship between caregiver and child."},{"text":"The child’s reaction to the stranger.","correct":false,"explanation":"Reactions to the stranger are directly observed during the Strange Situation rather than missed. The neglected element may instead be the wider caregiver-child relationship beyond the laboratory."},{"text":"The caregiver’s behaviour during reunion.","correct":false,"explanation":"Caregiver behaviour during reunion is part of the observed laboratory procedure. Reducing attachment to this short reaction may instead overlook the wider caregiver-child relationship."},{"text":"The infant’s proximity-seeking behaviour.","correct":false,"explanation":"Proximity-seeking is one of the behaviours measured during the Strange Situation, so it is not the missing element. The broader caregiver-child relationship may be overlooked."}]},{"id":"c69a68a8-0f5a-468a-a627-5e7b0e971661","cardType":"cloze","points":null,"front":"Reductionism becomes a problem when a [ ] is treated as capturing the [ ].","back":"Reductionism becomes a problem when a simple measure is treated as capturing the whole child.","mcqOptions":[{"text":"Reductionism becomes a problem when a simple measure is treated as capturing the whole child.","correct":true,"explanation":"Reductionism becomes problematic when a limited operational measure is assumed to represent every aspect of a complex child, rather than only the behaviour it directly records."},{"text":"Reductionism becomes a problem when a holistic account is treated as capturing the whole child.","correct":false,"explanation":"A holistic account aims to consider the whole person, so this does not describe reductionism. The problem arises when a simple measure is treated as capturing the whole child."},{"text":"Reductionism becomes a problem when a simple measure is treated as capturing the single response.","correct":false,"explanation":"Using a simple measure to capture one specified response is an appropriately limited claim. Reductionism becomes problematic when that measure is generalised to the whole child."},{"text":"Reductionism becomes a problem when a detailed case study is treated as capturing the whole child.","correct":false,"explanation":"A detailed case study is generally an in-depth method rather than a simple reductionist measure. The criticised error is treating a simple measure as representing the whole child."}]},{"id":"2ef68cae-d1d4-45e5-a3c3-384d8a089647","cardType":"basic","points":2,"front":"What scientific strength can reductionism give child psychology?","back":"It makes behaviour more measurable and replicable.","mcqOptions":[{"text":"It makes behaviour more measurable and replicable.","correct":true,"explanation":"Breaking complex behaviour into observable components makes it easier to operationalise, quantify and reproduce under controlled conditions, increasing measurement and replicability."},{"text":"It makes behaviour more person-centred and holistic.","correct":false,"explanation":"Reductionism separates behaviour into simpler components rather than producing a holistic, person-centred account. Its scientific strength is making behaviour more measurable and replicable."},{"text":"It makes behaviour more ethical and ecologically valid.","correct":false,"explanation":"Simplifying behaviour does not automatically improve ethics or realism, and controlled reductionist studies may have low ecological validity. The relevant strength is measurement and replicability."},{"text":"It makes behaviour more culturally universal and unbiased.","correct":false,"explanation":"Reductionism does not guarantee that findings apply universally or are free from cultural bias. Its scientific contribution is making defined behaviours measurable and replicable."}]},{"id":"92f4e5b0-45a3-467d-9a90-79015b96e315","cardType":"basic","points":2,"front":"Why does Bowlby’s attachment theory lean towards nature?","back":"Attachment is seen as innate, evolved and survival-based.","mcqOptions":[{"text":"Attachment is seen as innate, evolved and survival-based.","correct":true,"explanation":"Bowlby proposed that attachment is an inborn behavioural system shaped by natural selection because maintaining proximity to a caregiver improved an infant’s chances of survival."},{"text":"Attachment is seen as learned through reinforcement and conditioning.","correct":false,"explanation":"Reinforcement and conditioning belong to learning theory, which emphasises environmental experience. Bowlby instead viewed attachment as innate, evolved and beneficial for survival."},{"text":"Attachment is seen as shaped mainly by caregiver sensitivity.","correct":false,"explanation":"Caregiver sensitivity emphasises environmental influence and is associated more closely with Ainsworth’s account of attachment differences. Bowlby’s theory stresses innate, evolved survival mechanisms."},{"text":"Attachment is seen as constructed through cultural child-rearing practices.","correct":false,"explanation":"Cultural child-rearing practices provide a nurture-based explanation rather than Bowlby’s nature-based position. Bowlby regarded attachment as innate, evolved and serving survival."}]},{"id":"d7b40302-8681-42fe-b350-496a543764bc","cardType":"basic","points":2,"front":"Why does Ainsworth’s work give more room to nurture?","back":"Caregiver sensitivity and child-rearing practices shape attachment.","mcqOptions":[{"text":"Caregiver sensitivity and child-rearing practices shape attachment.","correct":true,"explanation":"Ainsworth linked differences in attachment classification to caregivers’ responsiveness to infant signals, allowing environmental experiences and child-rearing practices an important causal role."},{"text":"Innate social releasers and evolutionary pressures shape attachment.","correct":false,"explanation":"Innate social releasers and evolutionary pressures emphasise biological nature rather than nurture. Ainsworth gave nurture greater scope through caregiver sensitivity and child-rearing practices."},{"text":"Monotropy and the critical period shape attachment.","correct":false,"explanation":"Monotropy and the critical period are Bowlby’s biologically oriented concepts, not the reason Ainsworth allows more influence from nurture. She emphasised caregiver sensitivity and child-rearing."},{"text":"Genetic temperament and biological maturation shape attachment.","correct":false,"explanation":"Genetic temperament and biological maturation primarily support a nature-based account. Ainsworth’s greater allowance for nurture comes from the effects of caregiver sensitivity and child-rearing practices."}]},{"id":"b950f252-ff6b-4c0c-8c18-a18c49ff9010","cardType":"cloze","points":null,"front":"Bowlby’s [ ] means one special attachment is especially important; the [ ] is a template for later relationships.","back":"Bowlby’s monotropy means one special attachment is especially important; the internal working model is a template for later relationships.","mcqOptions":[{"text":"Bowlby’s monotropy means one special attachment is especially important; the internal working model is a template for later relationships.","correct":true,"explanation":"Monotropy proposes that one primary attachment has special significance. Experiences within this attachment form an internal working model that guides expectations in later relationships."},{"text":"Bowlby’s imprinting means one special attachment is especially important; the internal working model is a template for later relationships.","correct":false,"explanation":"Imprinting describes rapid attachment-like learning in some animals, not Bowlby’s claim about one especially important human attachment. That claim is monotropy; the later template is the internal working model."},{"text":"Bowlby’s monotropy means one special attachment is especially important; the critical period is a template for later relationships.","correct":false,"explanation":"The critical period concerns when attachment should form, not a mental template for relationships. Bowlby called that template the internal working model, while monotropy identifies the special attachment."},{"text":"Bowlby’s reciprocity means one special attachment is especially important; the social releaser is a template for later relationships.","correct":false,"explanation":"Reciprocity describes coordinated caregiver-infant interaction, while a social releaser elicits caregiving. The relevant concepts are monotropy for the special bond and the internal working model for the template."}]},{"id":"4102d1a3-7860-4dfc-9fda-8c65b17b77fa","cardType":"basic","points":2,"front":"Why may evolutionary explanations struggle with cultural variation?","back":"The same behaviour can be adaptive or interpreted differently across contexts.","mcqOptions":[{"text":"The same behaviour can be adaptive or interpreted differently across contexts.","correct":true,"explanation":"Behaviour that appears maladaptive or insecure under one culture’s norms may be useful or understood differently elsewhere, challenging a single universal evolutionary interpretation."},{"text":"Attachment behaviour is unrelated to survival or reproduction in every context.","correct":false,"explanation":"Attachment has plausible survival value, such as maintaining proximity to protection, so claiming it is always unrelated to survival is false. Cultural contexts can instead alter its adaptive value or interpretation."},{"text":"All cultures use identical child-rearing practices and meanings across contexts.","correct":false,"explanation":"Cultures differ in caregiving practices and in the meanings assigned to children’s behaviour. This variation, rather than identical practices, creates difficulties for universal evolutionary explanations."},{"text":"Biological adaptations are learned entirely through direct reinforcement across contexts.","correct":false,"explanation":"An adaptation is inherited through evolutionary processes rather than learned entirely by reinforcement. The difficulty is that apparently similar attachment behaviour can have different meanings or benefits across cultures."}]},{"id":"03879827-1ad3-4bdc-bd23-1ea6fb091827","cardType":"cloze","points":null,"front":"[ ] tests two independent groups; [ ] tests two related conditions.","back":"Mann-Whitney U tests two independent groups; Wilcoxon signed-ranks tests two related conditions.","mcqOptions":[{"text":"Mann-Whitney U tests two independent groups; Wilcoxon signed-ranks tests two related conditions.","correct":true,"explanation":"Mann-Whitney U compares scores from two unrelated groups, whereas Wilcoxon signed-ranks compares paired scores from repeated measures or matched participants."},{"text":"Wilcoxon signed-ranks tests two independent groups; Mann-Whitney U tests two related conditions.","correct":false,"explanation":"The tests have been reversed. Mann-Whitney U is used for independent groups, while Wilcoxon signed-ranks is used for related conditions or matched pairs."},{"text":"Mann-Whitney U tests two independent groups; Chi-square tests two related conditions.","correct":false,"explanation":"Chi-square tests an association between categorical variables, not differences between related conditions. Mann-Whitney U tests independent groups, while Wilcoxon signed-ranks tests related conditions."},{"text":"Wilcoxon signed-ranks tests two independent groups; Spearman’s rho tests two related conditions.","correct":false,"explanation":"Spearman’s rho measures correlation rather than a difference between related conditions. Mann-Whitney U tests independent groups, and Wilcoxon signed-ranks tests related conditions."}]},{"id":"6d4a2bf5-3f23-4b33-a735-2557aa580910","cardType":"basic","points":1,"front":"Which inferential test fits a correlation, such as day-care hours and social-development score?","back":"Spearman’s rho.","mcqOptions":[{"text":"Spearman’s rho.","correct":true,"explanation":"Spearman’s rho tests whether two co-variables are significantly correlated, making it suitable for examining the relationship between day-care hours and social-development scores."},{"text":"Chi-square.","correct":false,"explanation":"Chi-square examines associations between categorical variables, whereas these are co-variable scores. Spearman’s rho is appropriate because the investigation is testing for a correlation."},{"text":"Mann-Whitney U.","correct":false,"explanation":"Mann-Whitney U compares two independent groups rather than measuring a correlation. Spearman’s rho tests the relationship between two sets of paired co-variable scores."},{"text":"Wilcoxon signed-ranks.","correct":false,"explanation":"Wilcoxon signed-ranks compares two related conditions, such as repeated measures. Spearman’s rho is required because day-care hours and development scores are correlated co-variables."}]},{"id":"5687eeec-88c1-4b6d-81f1-0aadce37428f","cardType":"basic","points":1,"front":"Which inferential test fits an association between categories, such as attachment type and country?","back":"Chi-square.","mcqOptions":[{"text":"Chi-square.","correct":true,"explanation":"Chi-square tests for a significant association between categorical variables. Attachment type and country both consist of categories, so this is the appropriate inferential test."},{"text":"Spearman’s rho.","correct":false,"explanation":"Spearman’s rho tests correlation between paired co-variable scores, not association between categories. Chi-square is appropriate because attachment type and country provide frequency data in categories."},{"text":"Mann-Whitney U.","correct":false,"explanation":"Mann-Whitney U compares scores from two independent groups rather than frequencies across categories. Chi-square tests whether attachment type is significantly associated with country."},{"text":"Wilcoxon signed-ranks.","correct":false,"explanation":"Wilcoxon signed-ranks compares scores from two related conditions. Chi-square is correct because the study examines an association between two categorical variables using frequencies."}]},{"id":"3616e34e-0b29-45a5-bf39-3b21570c9c80","cardType":"basic","points":2,"front":"How did Rutter’s Romanian adoptee research update Bowlby’s deprivation view?","back":"Recovery is possible if sensitive care is received early enough.","mcqOptions":[{"text":"Recovery is possible if sensitive care is received early enough.","correct":true,"explanation":"Rutter found that Romanian adoptees could recover substantially when adopted into sensitive, supportive families early, challenging Bowlby’s more deterministic account of deprivation."},{"text":"Recovery is impossible once a child has experienced early deprivation.","correct":false,"explanation":"This repeats a deterministic interpretation of Bowlby rather than Rutter’s conclusion. Romanian adoptees showed that recovery is possible when sensitive care is provided early enough."},{"text":"Permanent damage occurs even if sensitive care is received early enough.","correct":false,"explanation":"Rutter did not find damage to be inevitably permanent. Children adopted earlier generally recovered better, showing that timely sensitive care can reduce deprivation’s effects."},{"text":"Recovery is possible regardless of how late sensitive care is received.","correct":false,"explanation":"This overlooks the importance of adoption age. Rutter found that recovery was possible with sensitive care, but outcomes were generally better when children received it earlier."}]},{"id":"441da406-1a2d-4979-b024-eaf1c474c731","cardType":"cloze","points":null,"front":"[ ] means little or no opportunity to form an attachment, often due to extreme neglect or [ ].","back":"Privation means little or no opportunity to form an attachment, often due to extreme neglect or institutional care.","mcqOptions":[{"text":"Privation means little or no opportunity to form an attachment, often due to extreme neglect or institutional care.","correct":true,"explanation":"Privation is the failure to form an attachment because no suitable attachment opportunity exists. Extreme neglect and poor institutional care can create these conditions."},{"text":"Deprivation means little or no opportunity to form an attachment, often due to extreme neglect or institutional care.","correct":false,"explanation":"Deprivation is the loss or disruption of an attachment that has already formed. Privation means having little or no opportunity to form one in the first place."},{"text":"Privation means little or no opportunity to form an attachment, often due to extreme neglect or brief separation.","correct":false,"explanation":"A brief separation does not usually remove the opportunity to form any attachment. Privation can result from extreme neglect or prolonged, attachment-poor institutional care."},{"text":"Deprivation means little or no opportunity to form an attachment, often due to extreme neglect or brief separation.","correct":false,"explanation":"This confuses both the concept and its likely cause. Privation is failure to form an attachment and may result from extreme neglect or institutional care."}]},{"id":"5165b19d-5436-47fd-8c4b-7b6f90740dac","cardType":"basic","points":2,"front":"How has attachment research been used for social control?","back":"It has pressured mothers to stay at home despite complex day-care evidence.","mcqOptions":[{"text":"It has pressured mothers to stay at home despite complex day-care evidence.","correct":true,"explanation":"Attachment findings have sometimes been used to imply that mothers should provide continuous care, placing pressure on women despite mixed evidence about day care."},{"text":"It has pressured mothers to return to work despite complex day-care evidence.","correct":false,"explanation":"The traditional social-control criticism is that attachment research pressured mothers to remain at home, not return to work, by overstating the risks of substitute care."},{"text":"It has pressured fathers to avoid child care despite complex day-care evidence.","correct":false,"explanation":"The main criticism concerns pressure placed on mothers to stay at home through assumptions about maternal care. It does not claim fathers were discouraged from child care."},{"text":"It has encouraged all children to enter day care despite complex day-care evidence.","correct":false,"explanation":"Attachment research has more often been used to discourage day care and pressure mothers to stay at home, rather than to promote universal day-care attendance."}]},{"id":"6843e780-e48a-4406-a083-8369935da81b","cardType":"basic","points":2,"front":"Why is research into adoption, day care or autism socially sensitive?","back":"Findings can affect stigma, policy or self-esteem.","mcqOptions":[{"text":"Findings can affect stigma, policy or self-esteem.","correct":true,"explanation":"Conclusions about adoption, day care or autism may shape public attitudes, government decisions and how individuals see themselves, creating consequences beyond the research setting."},{"text":"Findings can affect randomisation, counterbalancing or reliability.","correct":false,"explanation":"These are methodological features, not harmful social consequences. The research is socially sensitive because findings may influence stigma, public policy or people’s self-esteem."},{"text":"Findings can affect reaction times, memory span or visual acuity.","correct":false,"explanation":"These are possible psychological measurements, not reasons a topic is socially sensitive. Such research matters socially because its conclusions can affect stigma, policy or self-esteem."},{"text":"Findings can affect neuron speed, reflexes or sensory thresholds.","correct":false,"explanation":"These biological measurements do not explain social sensitivity. Adoption, day-care and autism findings can alter stigma, policy and self-esteem for individuals and social groups."}]}]}],"examCountdown":{"examDate":"2027-05-10","paperLabel":"Paper 1"},"heading":"Issues and debates","title":"Issues and debates Flashcards","topbar":{"backHref":"/as-level/psychology/edexcel/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"f7109823-b330-5f7b-8ae9-eeb27f60049a","walled":"$L39"}],"$L3a","$L3b"]