Attachment working models as unconscious structures: An experimental test

Abstract

Internal working models of attachment (IWMs) are presumed to be largely unconscious representations of childhood attachment experiences. Several instruments have been developed to assess IWMs; some of them are based on self-report and others on narrative interview techniques. This study investigated the capacity of a self-report measure, the Inventory of Parent and Peer Attachment (IPPA; Armsden & Greenberg, 1987), and of a narrative interview method, the Adult Attachment Interview (AAI; George, Kaplan, & Main, 1985), to measure unconscious attachment models. We compared scores on the two attachment instruments to response latencies in an attachment priming task. It was shown that attachment organisation assessed by the AAI correlates with priming effects, whereas the IPPA scales were inversely or not related to priming. The results are interpreted as support for the assumption that the AAI assesses, to a certain degree, unconscious working models of attachment.

Young Adolescent’s Confidence in Maternal Support: Attentional Bias Moderates the Link Between Attachment-Related Expectations and Behavioral Problems

“…Differences in the breadth of children's attentional field around their mother reflected differences in children's confidence in maternal support and not differences in anxious and/or avoidant attachment. This finding is in line with other research on other attachment-related attentional biases (e.g., Bosmans, De Raedt, & Braet, 2007;Maier, Bernier, Pekrun, Zimmermann, & Grossmann, 2004). This attentional narrowing effect may suggest that uncertain children are unable to stop seeking confirmation of their mother's availability and may predict that distressed children have a reduced tendency to seek support .…”

Putting eggs in more than one basket: A new look at developmental processes of attachment in adolescence

“…State of mind with regard to attachment reflects differences in capacity for flexibility of attentional processes pertaining to attachment (Main, 1991;Maier et al, 2004). Previous conceptualizations also suggested that it entails generalized expectations regarding the self and close relationships and various emotion-regulation and social competencies (Kobak, Cole, Ferenz-Gillies, Fleming, & Gamble, 1993).…”

Teacher Wellbeing: The Importance of Teacher–Student Relationships

“…Research inspired by attachment theory has typically relied on teacher reports of closeness and conflict, which yield highly valuable information about teacher-student relationships. However, attachment research suggests that semi-structured interviews provide a more in-depth understanding of mental representations of caregiver-child relationships (Maier et al 2004). Based on this premise, the TRI was developed and tested in kindergarten classes (Spilt and Koomen 2009;Stuhlman and Pianta 2002).…”