In the strange situation, infants with insecure–avoidant attachment __________.

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The Experiment

Ainsworth continued studying the development of attachment in infants. Ainsworth and her colleagues created a laboratory test that measured an infant's attachment to their parent. The test is called The Strange Situation Technique because it is conducted in a context unfamiliar to the child and therefore likely to heighten the child's need for his or her parent (Ainsworth, 1979).[1]

During the procedure, which lasts about 20 minutes, the parent and the infant are first left alone while the infant explores the room full of toys. Then a strange adult enters the room and talks for a minute to the parent, after which the parent leaves the room. The stranger stays with the infant for a few minutes, and then the parent again enters, and the stranger leaves the room. A video camera records the child's behaviors during the session, which trained coders later code. The investigators were especially interested in how the child responded to the caregiver leaving and returning to the room, referred to as the "reunion." Based on their behaviors, the children are categorized into one of four groups. Each group reflects a different kind of attachment relationship with the caregiver. One style is secure, and the other three styles are referred to as insecure. [1]

• A child with a secure attachment style usually explores freely while the caregiver is present and may engage with the stranger. The child will typically play with the toys and bring one to the caregiver to show and describe from time to time. The child may be upset when the caregiver departs but is also happy to see the caregiver return.
• A child with a resistant (sometimes called ambivalent) attachment style is wary about the situation in general, particularly the stranger, and stays close or even clings to the caregiver rather than exploring the toys. When the caregiver leaves, the child is extremely distressed and is ambivalent when the caregiver returns. The child may rush to the caregiver, but then fails to be comforted when picked up. The child may still be angry and even resist attempts to be soothed.
• A child with an avoidant attachment style will avoid or ignore the mother, showing little emotion when the mother departs or returns. The child may run away from the mother when she approaches. The child will not explore very much, regardless of who is there, and the stranger will not be treated much differently from the mother.
• A child with a disorganized/disoriented attachment style seems to have an inconsistent way of coping with the stress of the strange situation. The child may cry during the separation, but avoid the mother when she returns, or the child may approach the mother but then freeze or fall to the floor. [1]

How common are the attachment styles among children in the United States? It is estimated that about 65 percent of children in the United States are securely attached. Twenty percent exhibit avoidant styles, and 10 to 15 percent are ambivalent. Another 5 to 10 percent may be characterized as disorganized (Ainsworth, Blehar, Waters, & Wall, 1978).[1]

[1] Human Development by Human Development Teaching & Learning Group is licensed under a Creative Commons CC: BY-NC-SA