1. Caregiver-infant interactions

2. Homework: due in w/c 3rd January 2019
Part C: Preparing you for future topics
Write notes and complete the activities on pages in your Attachment pack covering the following subtopics:
Role of the father
Multiple attachments
Animal studies (excluding the essay on the bottom of page 24 onwards)
There are power points available on sdcpsychology.weebly.com to help you with the following activities.

3. Objectives To be able to:
Identify areas of development in terms of your own knowledge and skills based on your feedback from your memory mini mock
To discuss research into care-giver-infant interactions
To apply knowledge to a short exam question and 16 mark essay question into care-giver infant interactions
Challenge:
To define socially sensitive. To discuss how research into attachment can be deemed to be socially sensitive and to include this knowledge when evaluating caregiver-infant interactions and other theories of attachment.

4. Memory mini mock feedback
The aim of this mock was to test your A02/A03 skills
Please Make corrections to your work in a different colour pen.
Task: Highlight any key terms that you have not included in your answers and add them to your glossary after todays lesson

5. 1. WMM
Claire can search through family photos on her laptop and listen to music at the same time. However, she finds it difficult to read her s when talking to a friend on the phone.
Use your knowledge of the working memory model to explain why Claire is able to perform the first two tasks at the same time, but finds it difficult to perform the second two tasks at the same time.
(Total 4 marks)

6. 1. WMM answer
Claire is able to perform the first tasks; looking through family photos on her laptop and listening to music at the same time because both tasks require use of different components of her Working memory. Looking through family photos on her laptop requires the use of her visuo-spatial sketchpad whilst listening to music requires use of the phonological loop. Claire experiences difficulties reading her s when talking to a friend on the phone because instead of dividing tasks between two slave systems, the tasks require the use of the same slave systems; the phonological loop. Since all components in the working memory have a limited capacity this causes Claire difficulty when trying to complete both tasks

7. 2. Explain two differences between procedural memory and episodic memory
memories of motor skills/actions/muscle
Unavailable for conscious inspection/difficult to explain verbally (non-declarative)
may be more resistant to forgetting
Located in the Cerebellum/Motor cortex
memories of life events (time-stamped)
episodic memories can be expressed verbally (declarative)
Located in the Hippocampus

8. 3. Outline one study that has investigated the effect of anxiety on eyewitness testimony.
In Loftus's (1979) weapon focus experiment participants were to a laboratory where they were told to wait in the reception area. In the ‘no-weapon’ condition, participants overheard a conversation in the laboratory about equipment failure. Thereafter an individual (the target) left the laboratory and walk passed the participant holding a pen, with his hands covered in grease. In the ‘weapon’ condition, participants overheard a heated exchange and the sound of breaking glass and crashing chairs. This was followed by an individual (the target) running into the reception area, holding a bloodied letter opener. Those who had witness the man holding a pen correctly identified the target 49% of the time, compared to those who had witness the man holding a knife, who correctly identified the target 33% of the time. Loftus argued that the participants who were exposed to the knife had higher levels of anxiety and were more likely to focus their attention on the weapon and not the face of the target, a phenomenon known as the weapon focus effect.

9. 3. Outline one study that has investigated the effect of anxiety on eyewitness testimony.
Yuille and Cutshall (1986) conducted research into a real-life crime people, who had witnessed a shop keeper shooting a thief dead in Canada, were interviewed 5 months after the event. These interviews were compared with the original police interviews immediately after the event. Participants were asked to rate how much anxiety they felt during the incident. Those who had reported high anxiety levels reported the highest level of accuracy when recalling the incident five months later (88% accuracy), compared with those who had reported a relatively low level of anxiety (75% accuracy). Therefore, they found that witnesses who had been most distressed at the time of a shooting gave the most accurate account five months later.

10. 4. Essay based activity
Task: Complete the following activity depending upon the mark you were awarded for your 12 mark essay.
5 marks or below: use the answer to add any information to your answer that you did not include (complete the task in a different colour pen).
6-9 marks: using the questions as guidance, improve your own answer so that it would be awarded 12 marks.
If you scored 10 + marks: answer the following exam question on EWT on the following slide (I will take in your answer at the end of the lesson)

11. Scored 10 +
A woman is being questioned by a police officer about a heated argument she witnessed on an evening out with friends. The argument took place in a bar and ended with a violent assault. A knife was discovered later by police in the car park of the bar.
‘Did you see the knife the attacker was holding?’, asked the police officer.
‘I’m not sure there was a knife – yes, there probably was,’ replied the woman. ‘I was so scared at the time that it’s hard to remember, and my friends and I have talked about what happened so many times since that I’m almost not sure what I did see.’
Discuss research into two or more factors that affect the reliability of eyewitness testimony. Refer to the information above in your answer (16 marks)

13. Reciprocity and interactional synchrony

14. AO1/A02: Exam Question Answer in your attachment pack (page 6)

15. With reference to Abdul’s conversation with his friend, outline two features of caregiver-infant interaction. (4)
1 mark for each outline:
• interactional synchrony – adults and babies respond in time to sustain communication/mirror each others actions.
• reciprocity/turn-taking – interaction flows both ways between adult and infant/where one party elicits a response from the other
1 mark each for application of feature to stem:
• interactional synchrony – ‘…as if they are one person..’/ ‘…perfectly in time with each other..’
• reciprocity– ‘Tasneem smiles, Aisha smiles back…’

16. Inter-observer reliability
The extent to which there is an agreement between two or more observers involved in observations of a behaviour.
So you should always have at least two observers when carrying out an observation
Observations should be consistent (reliable) so observers should produce the same record and a general rule is if there is 0.8 or above agreement that the data has high inter-observer reliability.
Sometimes inter-observer reliability is expressed as a correlation co-efficient, so here we are looking for a over +.80 for high inter-observer reliability.
When going over qu 4-5 introduce the concept on inter-observer reliability. Definition on power point.

17. Your table will be given one of the following activities to complete.
What is the research suggesting about caregiver-infant interactions? (A03)
There are 2 main pieces of research that you need to look at for reciprocity and interactional synchrony.
Your table will be given one of the following activities to complete.
Task: Read through the research and answer the questions
1. Meltzoff and Moore (question 1-2)
2. Meltzoff and Moore (question 3-4)
3. Isabella and Belskey (question 1-2, question 3: extra challenge)

18. Socially sensitive research
Socially sensitive research is a term used to describe studies where there are potential social consequences for the participants or the group of people represented by the research.

19. Evaluation consolidation (A03)
From your group discussion, individually complete the evaluation paragraphs on page 8 of your attachment pack.
Extension: plan an answer to the following exam question:
Describe and evaluate research into caregiver-infant interaction (12 marks

20. One issue with Meltzoff and Moore’s research is the questionable validity of testing infants.
Infants pull ‘funny faces’ all the time and it is not uncommon for an infant to randomly stick their tongue out, yawn or smile and therefore it is difficult to distinguish between normal behavior and imitation.
This matters because we cannot measure the intention of the child so we do not know whether the child is responding to the mother’s behaviour or the behaviours are non-deliberate. Therefore the internal validity of the study can be questioned

21. Plenary ABC reliability Reciprocity *Inter-observer reliability
Interactional synchrony
.92
innate
*Socially sensitive
*.0.8
Demand characteristics
Behavioural categories
Number yourself 1-2
1 minute to explain each key term
Person 2, 1 minute to explain any key term that your partner did not explain
1 minute to use your notes from today to look up any key term you will still unsure of.
If you finish the task, can you and your partner test each other on 3 key terms each in memory?
Challenge: can you answer the key terms with the * next to them after todays lesson?

22. Rate your confidence in the front of your pack on the topic of: caregiver-infant interactions