Understanding Cultural Differences in Attachment: Insecure-Avoidant vs. Insecure-Resistant

In 1988, researchers Van Ijzendoorn and Kroonenberg conducted a significant meta-analysis that examined attachment behaviors across different cultures

We talked a little about it last week.

Their goal was to determine whether attachment styles are universal or if they vary based on cultural influences

The researchers analyzed data from 32 cross-cultural studies, all of which used the Strange Situation procedure developed by Mary Ainsworth. 

This method measures attachment types by observing infants’ reactions to separations and reunions with their caregiver.

Methodology and Aims

A meta-analysis compiles findings from previous research to draw broader conclusions, rather than conducting new experiments. 

In this case, Van Ijzendoorn and Kroonenberg focused on studies using the Strange Situation to ensure consistency in their comparisons. 

They included research from eight countries, such as the United States, Great Britain, Japan, and China, allowing for an exploration of both intercultural (between cultures) and intracultural (within a culture) differences in attachment behaviors.

The primary goal was to investigate whether attachment styles – secure, insecure-avoidant, and insecure-resistant – were consistent across cultures or influenced by cultural norms and practices.

Key Findings on Cultural Differences

The meta-analysis revealed that across all cultures, the majority of infants (about 70%) were securely attached.

However, significant variations emerged between Western and Eastern cultures

In Western societies, where independence is highly valued, such as in the United States and European countries, there were higher levels of insecure-avoidant attachments. 

This attachment style is often seen in children who may distance themselves emotionally from their caregivers.

In contrast, Eastern cultures like Japan, which prioritize close family relationships and cooperation, saw higher levels of insecure-resistant attachments. 

This attachment type reflects infants who are more anxious and clingy in their behavior toward caregivers. 

Interestingly, China presented a unique case, with equal numbers of insecure-avoidant and insecure-resistant infants.

Intracultural Variation and Child-Rearing Practices

An unexpected finding was that differences within cultures were greater than those between cultures. 

Larger countries like the United States and China, which have diverse populations, showed considerable variation in attachment styles based on factors such as socioeconomic status and race. 

For example, infants from middle-class families tended to exhibit different attachment behaviors compared to those from working-class backgrounds.

The analysis also highlighted how cultural practices influence attachment. 

In Western countries, early separation between mother and child, often due to mothers returning to work, likely contributes to higher levels of insecure-avoidant attachment, as infants experience more stress during separations.

So, while the meta-analysis confirms that secure attachment is the most common style across cultures, aligning with Ainsworth’s and Bowlby’s theories, it also highlights that cultural differences in child-rearing practices can impact attachment styles, leading to variations in behavior.

How Exposure to Foreign Language in Infancy Can Aid Phonetic Learning

Exposure to foreign language early on can aid future language learning.

As we explored last week, foreign language development declines rapidly after the first year of infancy.

This is when mind-mapping of language is set, and recognition of foreign sounds becomes “interference.”

But before a year, an infant’s mind can map foreign languages in a way that can help them identify foreign sounds.

In an experimental demonstration of phonetic learning, University of Washington neuroscientist Patricia Kuhl has found that American infants exposed to Mandarin Chinese were able to differentiate between its phonetic elements, but only through social interaction with a human.

The Experiment: “Chee” and “She” 

The Mandarin sounds, “chee” and “she,” are difficult for adult Americans to differentiate.

A pair of studies tested whether infants could distinguish between the two.

In the initial study and the first experiment of its kind, 9-month-old American infants were exposed to Mandarin for less than five hours in a laboratory setting.

Over the course of a dozen 25-minute sessions spanning four weeks, four native speakers – two women and two men – read children’s books in Mandarin and played with the children while speaking.

An English control group did the same.

The infants in the Mandarin group showed an ability to distinguish between the language’s sounds, much more so than those in the control group.

The Mandarin group’s ability to discern between “chee” and “she” was also shown to be equivalent to that of a group of Taiwanese infants exposed to Mandarin for ten months. 

The infants’ ability to differentiate between the sounds lasted for 12 days – and maybe longer, as Kuhl is currently retesting and analyzing months later.

This indicates that short-term exposure to foreign language in infancy can significantly improve foreign language speech perception and retention.

Socializing Companion Study

A companion study exposed a second group of American infants to Mandarin using audiotape and DVD.

The children in this study showed no ability to distinguish between the sounds, revealing that phonetic learning is better learned and retained through social exposure.

Audio and DVD did not offer the same stimulation as a live human. 

In a presentation of the studies’ findings at the American Association for the Advancement of Science, Kuhl said:

“The findings indicate that infants can extract phonetic information from first-time foreign-language exposure in a relatively short period of time at 9 months of age, but only if the language is produced by a human, suggesting that social interaction is an important component of language learning.”

Kuhl also notes that the 9-month period is a sensitive window for language learning, emphasizing the importance of timing.

She also highlighted other aspects of infant abilities in language learning, including:

“…their attraction to ‘motherese’ (a form of exaggerated speech) spoken by adults to babies; the statistical learning that infants engage in by analyzing language; and the ability to follow the gaze of another person to an object to understand what they are talking about.”